INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Nov 24, 2025 1 0

Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools

Ibrahim Abubakari 1,
Amadu Musah Abudu 1 * ,
Joseph Yaw Dwamena Quansah 1
1 Department of Educational Management and Policy Studies, University for Development Studies, Ghana* Corresponding Author
International Journal of Changes in Education, 2(4), 2025, 290-299, https://doi.org/10.47852/bonviewIJCE52023992
Publication date: Nov 24, 2025
Full Text (PDF)

ABSTRACT

Over the past two decades, Ghana has been revising its curricula to address the country’s existing needs, aspirations, and challenges. However, there is limited understanding of the factors that may contribute to the successful implementation of these curricula. This study aimed to assess the determinants of implementing the Common Core Curriculum (CCP) in junior high schools in Ghana. A quantitative research approach employing a descriptive research design was utilized, and data were collected using a questionnaire from 436 respondents made up of teachers and head teachers. Confirmatory factor analysis was used to validate the questionnaire. Multiple regression and analysis of variance were employed to analyze the data. The major findings reveal that school-based, learners-based, and teachers-based factors are predictors of effective implementation of the CCP in public junior high schools in Ghana. It was recommended that adequate instructional materials, monitoring, and supervision be provided to facilitate the effective implementation of the CCP in junior high schools. These results have implications for both policy and practice concerning teacher recruitment and curriculum implementation in educational institutions.

KEYWORDS

Common Core Curriculum (CCP) implementation determinants of curriculum

CITATION (APA)

Abubakari, I., Abudu, A. M., & Quansah, J. Y. D. (2025). Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools. International Journal of Changes in Education, 2(4), 290-299. https://doi.org/10.47852/bonviewIJCE52023992
Harvard
Abubakari, I., Abudu, A. M., and Quansah, J. Y. D. (2025). Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools. International Journal of Changes in Education, 2(4), pp. 290-299. https://doi.org/10.47852/bonviewIJCE52023992
Vancouver
Abubakari I, Abudu AM, Quansah JYD. Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools. International Journal of Changes in Education. 2025;2(4):290-9. https://doi.org/10.47852/bonviewIJCE52023992
AMA
Abubakari I, Abudu AM, Quansah JYD. Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools. International Journal of Changes in Education. 2025;2(4), 290-299. https://doi.org/10.47852/bonviewIJCE52023992
Chicago
Abubakari, Ibrahim, Amadu Musah Abudu, and Joseph Yaw Dwamena Quansah. "Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools". International Journal of Changes in Education 2025 2 no. 4 (2025): 290-299. https://doi.org/10.47852/bonviewIJCE52023992
MLA
Abubakari, Ibrahim et al. "Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools". International Journal of Changes in Education, vol. 2, no. 4, 2025, pp. 290-299. https://doi.org/10.47852/bonviewIJCE52023992

REFERENCES

  1. Rowe, S. C. (2017). Liberal education: Cornerstone of democracy. The American Journal of Economics and Sociology, 76(3), 579–617. https://doi.org/10.1111/ajes.12188
  2. Nkansah, J. N. (2021). The future of education in Ghana: Critical education for socio-economic development. Journal of Interdisciplinary Studies in Education, 10(SI), 57–78.
  3. Adams, A.-Z., Intsiful, E., & Zagoon-Sayeed, H. (2024). Exploring public knowledge on technical vocational education in Ghana. SN Social Sciences, 4(5), 98. https://doi.org/10.1007/s43545-024-00898-6
  4. Asante, G., Arhin, D., Essien, N., Bentil, S., & Asibey, G. (2024). Implementation of the standard-based curriculum: An overview of pre-tertiary curriculum in Ghana (1951–2019). Open Access Library Journal, 11, e11125.
  5. Davis, E. K., Ntow, F. D., & Beccles, C. (2022). Factors influencing Ghanaian public junior high school students’ performance in English language, mathematics and science and its implications on the national policy on progression. Sage Open, 12(3), 21582440221123912. https://doi.org/10.1177/21582440221123912
  6. Mulenga, I. M. (2018). Conceptualization and definition of a curriculum. Journal of Lexicography and Terminology, 2(2), 1–23.
  7. Cheung, A. C., & Man Wong, P. (2012). Factors affecting the implementation of curriculum reform in Hong Kong: Key findings from a large-scale survey study. International Journal of Educational Management, 26(1), 39–54. https://doi.org/10.1108/09513541211194374
  8. Hadisaputra, P., Haryadi, L. F., Zuhri, M., Thohri, M., & Zulkifli, M. (2024). The role of teachers in curriculum management implementation: A narrative literature review on challenges, best practices, and professional development. Asian Journal of Education and Social Studies, 50(5), 18–27. https://doi.org/10.9734/ajess/2024/v50i51338
  9. Addai-Mununkum, R., & Setordzi, S. (2023). Implementing curriculum change in Ghana: Exploring teachers’ experiences with enacting 21st-century pedagogies. American Journal of Qualitative Research, 7(4), 119–139. https://doi.org/10.29333/ajqr/13660
  10. Mathias, L., Mwamakula, F., & Mhagama, M. (2023). Challenges facing public secondary school teachers on implementing competence-based curriculum in Magu District, Mwanza: Tanzania. International Journal of Social and Development Concerns, 18, 160–172. https://doi.org/10.5281/zenodo.10317583
  11. Mahama, I. (2022). Creative teaching as a component of the new standard-based curriculum in Ghana: Curriculum rushed or curriculum planned? Mediterranean Journal of Social & Behavioral Research, 6(1), 27–33. https://doi.org/10.30935/mjosbr/11569
  12. Lewin, K. (1936). Principles of topological psychology. USA: McGraw-Hill. https://doi.org/10.1037/10019-000
  13. Edwards III, G. C. (1980). Implementing public policy. USA: Congressional Quarterly Press.
  14. Gross, N. C., Giacquinta, J. B., & Bernstein, M. (1971). Implementing organizational Innovations: A sociological analysis of planned educational changes. USA: Basic Books.
  15. Agormedah, E. K., Ankomah, F., Frimpong, J. B., Quansah, F., Srem-Sai, M., Hagan Jr, J. E., & Schack, T. (2022). Investigating teachers’ experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana. Frontiers in Education, 7, 932447. https://doi.org/10.3389/feduc.2022.932447
  16. Bediako, S. (2019). Models and concepts of curriculum implementation, some definitions and influence of implementation. In Conference on Curriculum Change and Evaluation. https://doi.org/10.13140/RG.2.2.17850.24009
  17. Narsico, L. O., & Narsico, P. G. (2023). Technical curriculum implementation and evaluation framework. International Journal of Multidisciplinary: Applied Business and Education Research, 4(12), 4168–4181. https://doi.org/10.11594/ijmaber.04.12.02
  18. Aina, J. K., & Abdulwasiu, A. A. (2023). Teachers’ effective use of educational resources and their effect on students’ learning. Universitepark Bulletin, 12(2), 83–98. https://doi.org/10.22521/unibulletin.2023.122.4
  19. Muttar, S. S., & Harbi Al-Arnoosy, D. U. (2021). Evaluating the curriculum of teaching methods of basic education colleges from the points of view of the teachers. International Journal of Early Childhood Special Education, 13(2), 559–567. https://doi.org/10.9756/int-jecse/v13i2.211093
  20. Karakus, G. (2021). Aliterary review on curriculum implementation problems. Shanlax International Journal of Education, 9(3), 201–220. https://doi.org/10.34293/education.v9i3.3983
  21. Sepadi, M., & Molapo, K. (2024). Exploring teacher understanding of curriculum and assessment policy statement document implementation in South African schools. Frontiers in Education, 9, 1354959. https://doi.org/10.3389/feduc.2024.1354959
  22. Yidana, M., & Aboagye, K. G. (2018). Management of curriculum change: A mechanism for ensuring continuous academic improvement in Ghanaian universities. International Journal for Innovation Education and Research, 6(2), 41–60. https://doi.org/10.31686/ijier.vol6.iss2.941
  23. Aneke, M. N., Nnabuike, E. K., & Otegbulu, R. I. (2016). Responsive curriculum development: A panacea to the problems of Nigerian educational system and national development. International Journal of Advanced Research in Management and Social Sciences, 5(7), 134–142.
  24. Chaudhary, G. K. (2015). Factors affecting curriculum implementation for students. International Journal of Applied Research, 1(12), 984–986.
  25. Ministry of Education. (2018). National pre-tertiary education curriculum framework for developing subject curricula. https://nacca.gov.gh/wp-content/uploads/2019/04/National-Pre-tertiary-Education-Curriculum-Framework-final.pdf
  26. Christopher, F., Komunda, T. R., & Milton, N. (2022). The impact of supervision on the quality-of-service delivery at Kirima Community Secondary School in Kanungu District, South Western Uganda. International Journal of Academic and Applied Research, 6(5), 157–162.
  27. Asamoah, D., Sundeme, B., Quainoo, E. A., Adom-Fynn, D., Yalley, C. E., & Afrane, R. (2020). School environment, teacherrelated and student related factors: Critical causes of low academic performance of senior high school students in core mathematics in the Kumasi Metropolis of Ghana. Journal of Educational and Psychological Research, 2(1), 3–15.
  28. Amadioha, S. W. (2009). The importance of instructionalmaterials in our schools an overview. New Era Research Journal of Human, Educational and Sustainable Development, 2(3-4), 61–63.
  29. Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
  30. Patrick, R. (2019). Comprehensible input and Krashen’s theory. Journal of Classics Teaching, 20(39), 37–44. https://doi.org/10.1017/S2058631019000060
  31. Ogaga, G. A., Wallace, I., & Egbodo Benson, A. (2016). Effects of instructional materials on the teaching and learning of social studies in secondary schools in Oju local government area of Benue state. International Journal of Current Research, 8(7), 33859–33863.
  32. Isaboke, H., Wambiri, G., & Mweru, M. (2021). Challenges facing implementation of the competency-based curriculum in Kenya: An urban view. International Journal of Education and Research, 9(9), 71–84.
  33. Changwe, R., & Mulenga, C. L. (2020). Teaching and learning resources and teachers for the implementation of computer studies curriculum in selected public primary schools in Ndola District of Zambia. European Journal of Education Studies, 7(10), 97–118.
  34. Ndori, M. M. D. (2021). Teachers challenge of physical facilities on curriculum implementation in public day secondary schools in Hamisi Sub-County, Kenya. International Journal of Research and Innovation in Social Science, 5(2), 419–426.
  35. Egana del Sol, P. A. (2020). Education for sustainable development: Strategies and key issues. In W. L. Filho, A. M. Azul, L. Brandli, P. G. Özuyar, & T. Wall (Eds.), Quality education (pp. 258–272). Springer. https://doi.org/10.1007/978-3-319-95870-5_3
  36. Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of school heads’ direct supervision on teacher role performance in public senior high schools, Central Region, Ghana. IAFOR Journal of Education, 7(2), 9–26. https://doi.org/10.22492/ije.7.2.01
  37. Iroegbu, E. E., & Etudor-Eyo, E. (2018). Teacher’s participation in quality assurance in private and public secondary schools in Uyo Local Education Committee, Akwa Ibom State, Nigeria: Administrators’ perspective. International Journal of Managerial Studies and Research, 6(2), 1–9. https://doi.org/10.20431/2349-0349.0602001
  38. Wadesango, N., Hove, J., & Kurebwa, M. (2016). Effects of a large class size on effective curriculum implementation. International Journal of Educational Sciences, 12(2), 173–183.
  39. Osai, J. A., Amponsah, K. D., Ampadu, E., & Commey-Mintah, P. (2021). Teachers’ experiences with overcrowded classrooms in a basic school in Ghana. International Online Journal of Primary Education, 10(1), 73–88.
  40. Oguejiofor, C. N., Anyakora, D. C., & Obiakor, M. I. (2021). Teachers ‘motivation as a factor for classroom effectiveness and students’ academic performance in secondary schools in educational zones in Enugu State. British International Journal of Education and Social Sciences, 8(6), 31–46.
  41. Al-Said, K. (2023). Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning. Education and Information Technologies, 28(10), 13439–13457. https://doi.org/10.1007/s10639-023-11720-w
  42. Kromthamma, M., & Supakicco, P. S. (2023). Empowering teachers’ learning to develop student’ inspirational skills. World Journal of Education, 13(2), 31–40. https://doi.org/10.5430/wje.v13n2p31
  43. Comighud, S. M. T., & Arevalo, M. J. (2020). Motivation in relation to teachers’ performance. International Journal of Scientific and Research Publications, 10(4), 641–653.
  44. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
  45. Játiva, X., Karamperidou, D., Mills, M., Vindrola, S., Wedajo, H., Dsouza, A., & Bergmann, J. (2022). Time to teach: Teacher attendance and time on task in West and Central Africa. UNICEF Office of Research-Innocenti. https://files.eric.ed.gov/fulltext/ED624431.pdf
  46. Kearney, C. A., Benoit, L., Gonzálvez, C., & Keppens, G. (2022). School attendance and school absenteeism: A primer for the past, present, and theory of change for the future. Frontiers in Education, 7, 1144608. https://doi.org/10.3389/feduc.2022.1044608
  47. Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022). The challenge of keeping teacher professional development relevant. In S. Swaffield & P. E. Poekert (Eds.), Leadership for professional learning: Perspectives, constructs and connections (pp. 251–263). Routledge.
  48. Mgema, B. (2022). Teacher absenteeism and curriculum implementation in primary schools in Nyamagana District in Mwanza Region of Tanzania. East African Journal of Education Studies, 5(2), 116–124. https://doi.org/10.37284/eajes.5.2.679
  49. Ushie, E. I., & Daniel, K. G. (2022). Effective lesson delivery: The impact of planning and preparation. Prestige Journal of Education, 5(2), 113–118.
  50. Okeyo, S. M., & Mokua, Z. O. (2023). Preparedness of teachers for implementing competency-based curriculum system of education in public secondary schools in Nyamira South Sub-County. East African Journal of Education Studies, 6(2), 406–418. https://doi.org/10.37284/eajes.6.2.1387
  51. Chemagosi, J. M. (2020). Teachers preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi Counties, Kenya. International Journal of Scientific Research and Management, 8(4), 1292–1303. https://doi.org/10.18535/ijsrm/v8i04.el04
  52. Specia, A., Barasa, P. L., & Omulando, C. (2022). Influence of teachers’ level of preparedness on the implementation of the language activity curriculum at preprimary level in Busia County. International Journal of Education and Research, 10(5), 13–22.
  53. Ancheta, R. F., Daniel, D., & Ahmad, R. (2021). Effect of class attendance on academic performance. European Journal of Education Studies, 8(9), 115–131. https://doi.org/10.46827/ejes.v8i9.3887
  54. Sekiwu, D., Ssempala, F., & Frances, N. (2020). Investigating the relationship between school attendance and academic performance in universal primary education: The case of Uganda. African Educational Research Journal, 8(2), 152–160. https://doi.org/10.30918/AERJ.82.20.017
  55. Karnik, A., Kishore, P., & Meraj, M. (2020). Examining the linkage between class attendance at university and academic performance in an International Branch Campus setting. Research in Comparative and International Education, 15(4), 371–390. https://doi.org/10.1177/1745499920958855
  56. Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy learning. In M. L. Kamil, P. B. reading research (Vol. 3) (pp. 337–360). Lawrence Erlbaum Associates.
  57. Web Editor. (2021). Medium of instruction at the different levels of education in Bangladesh: Social, cultural and economic division, and inequality. Bangladesh Education Article. https://bdeduarticle.com/medium-of-instruction/
  58. Tom-Lawyer, O., Thomas, M., & Kalane, M. (2021). Examining the status of English as a medium of instruction in sub-Saharan Africa: A comparative study of Botswana and Nigeria. European Scientific Journal, 17(36), 51–75. https://doi.org/10.19044/esj.2021.v17n36p51
  59. Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the student’s academic performance: A cross-sectional study. Creative Education, 12(3), 471–485. https://doi.org/10.4236/ce.2021.123033
  60. Creswell, J. W. (2021). A concise introduction to mixed methods research. USA: SAGE Publications.
  61. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
  62. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. UK: Routledge. https://doi.org/10.4324/9781003117452

LICENSE

Creative Commons License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.