The first limitation is the research design. Although qualitative methods generate detailed descriptions of social phenomena, the sample size in such studies is relatively small (Creswell, 2013) so, the findings of the study cannot be generalized to the entire population (Creswell, 2013). Although the results cannot be generalized to represent the views of the larger population of parents, educators and policy officers at the Ghana Education Service, the 24 research
participants provided a more in-depth understanding of the impact of education policies on gender in public schools in the Tema district of Ghana.
Another limitation of the study is time constraints. Qualitative methods allow for in-depth inquiry and exploration through interviews and focus group discussions, so the technique is time- consuming. Considering that the study is a thesis and has been completed as an academic
requirement for the doctoral degree in sociology, there was insufficient time to conduct individual interviews and focus group discussions in other public schools in the Greater Accra Region of Ghana besides the Tema metropolis (the research site). The findings of the perceptions of parents, educators, and policy officers regarding the impact of education policies on gender are local views of the research problem. To this end, the experiences of the participants may not represent the regional or national perception about the impact of current education policies on gender in Ghana.
4.9 Summary
This chapter has provided details of the study’s research methodology. To address the research questions, the study relied on qualitative methods. Before the primary data collection, a critical
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review of Ghana’s Education Strategic Plan was conducted, and books and journal articles on the research topic were consulted. As well, census data on the enrolment and completion rate by Ghana’s Ministry of Education was examined. After these reviews, questions were framed to guide individual interviews and focus group discussions.
A total of 14 interviews were conducted with nine educators and five policy officers. Two focus group discussions were held with the parents of the children enrolled in public schools located in the Tema Metropolitan Area of Ghana (10 participants in total). The
participants were selected based on purposive sampling because they have important views about and experiences with the research topic. Participation was voluntary, and all participants were free to withdraw from the study. The participants gave their approval by signing the consent and the transcript release forms. To maintain participant anonymity, pseudonyms were used in the write-up of the data analysis. Although participants received an honorarium, this award did not appear to influence their decision to participate. The amount was a token of appreciation and cannot be equated with the participants’ valuable time and effort in contributing to data collection.
Coding and data analysis were done through content analysis. The NVivo qualitative software programme was used to create a word map and a word cluster analysis. All official documents (hard copies) are stored in a lock filing cabinet, where they will remain until five years after the completion of the study. At that point, all hard copy documents and files will be shredded and electronic files deleted from computers.
Through individual interviews and focus group discussions, the study obtained detailed information and insights about education policies and gender in the Tema district of Ghana. The qualitative research method aligned with the objectives of the study: to seek the perceptions of
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policy experts, educators, and parents about the impact of current education policies on gender equity and to recommend policy based on the information gathered from the participants. The challenges experienced during the fieldwork include the unspecified timeframe for filing for the local ethics in Ghana, suitable places for conducting interviews and the low response of parents for Parent-Teacher Association meetings. The limitations of the study include a small sample size, and a sample restricted to two schools, limiting the generalizability of the results. Another limitation includes time constraints.
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CHAPTER FIVE: RESEARCH RESULTS
5.1 Introduction
This chapter describes the research findings and shows how responses were grouped into thematic categories and meaningful relationships. The purpose of the study is to examine the reasons and explanations for the failure of the Ghanaian government's education policies and practices in achieving the Millennium Development Goal (MDG) of gender equity in basic education. By using charts, the findings highlight the perspectives of parents, officers at Ghana Education Service (GES), and educators on gender inequity in basic education, as well as challenges for girls in public schools in the Tema Metropolitan Area of Ghana. To better understand both the context and the issue of gender inequity in Ghana’s basic education, other aspects of the study are discussed: gender differences within the research sample, education policy formation and evaluation, increases in the Capitation Grant, and the role of educators, GES officers, and parents. The research questions that informed how the findings are presented in this chapter include the following:
1. How have current education policies and practices influenced girls’ enrolment and completion rates?
2. What are the perceptions and experiences of policy administrators, educators, and parents regarding gender inequity in basic education in Ghana?
3. What do these perceptions and experiences reveal about how education policies,
programmes, and practices can be enhanced so that school retention and completion rates of girls improve?
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5.2 Population Sample and Participant Responses to Questions about Gender Inequity in