| Abstract: |
This study investigates the complex interplay of individual and household factors, class attendance, and academic performance within Ghana's Complementary Basic Education Program (CBEP). It aims to understand how these factors influence learner performance, particularly given persistent rural-urban learning disparities and limited empirical evidence on CBEP's effectiveness in closing these gaps. Utilizing a quantitative, correlational design, the research employed Structural Equation Modelling (SEM) on data collected from a nine-month CBE program in Ghana. The conceptual framework posited class attendance as a key mediating variable between individual-level factors (age, sex, previous schooling, home language/play language) and household-level factors (caregiver structure, education, occupation) and learner academic performance. The findings confirm that class attendance is a strong and significant predictor of academic performance, mediating the influence of other individual and household factors. Older learners tended to perform better academically, while males showed increased attendance but not necessarily improved scores. Single-parent or extended family households demonstrated a positive direct effect on academic scores, challenging conventional views. Conversely, certain home languages (Dagaare/Likpakpaaln) had a negative direct and indirect effect on academic scores, highlighting language barriers. The results underscore the necessity for a multi-faceted approach to improving learner performance in non-formal education. This approach must address attendance, demographics, and household dynamics beyond mere access, advocating for targeted interventions and policies. This study includes a conceptual framework visually represented in an SEM path diagram, and tables detailing learner demographic profiles and household characteristics. In summary, this research provides a comprehensive analysis of the factors influencing learner performance in Ghana's CBEP, emphasizing the critical role of class attendance and challenging existing assumptions about household structures and age. The findings highlight the need for tailored, multi-faceted interventions to improve educational outcomes. |