Implementation Challenges Of The Mother Tongue Policy In The Public Basic School System In Ayawaso West Sub-Metro Assembly

ABSTRACT

It has been established through research and practice that children learn better and do well in school when instructed in their mother tongue (MT). The main objective of the study is to examine the extent to which public basic schools in Ayawaso West Metropolitan Assembly, as well as some parts of Ga West Municipality in Ghana have been able to implement the Mother Tongue Language Policy. The study also explores implementation challenges of the Policy. The study espoused qualitative and quantitative study tools to achieve the defined objectives. A purposive sampling technique was used to sample 24 teachers from four different schools for questionnaire administration. In addition, a focus group discussion was conducted with eighteen pupils selected from Bawaleshie Presbyterian Basic School and Amasaman DA 2 Basic School and five education officials, including head teachers who took part in indepth and open ended interview. The qualitative data was subjected to thematic analysis and content analysis to stem codes that were used to get the basic, organizing, and global themes and to map the thematic network systems. Also, descriptive analyses using SPSS to analyse the primary quantitative data was employed. Findings revealed that a delay in supplying materials as well as inadequate supplies, coupled with insufficient teacher recruitment are major challenges of the Mother Tongue Policy implementation in public basic schools in AWMA. The study concluded that despite the challenges implementation of mother tongue policy is in full force in public basic schools in the Ayawaso Metropolis and some parts of GWM. Based on the conclusions it is recommended that Mother Tongue Policy must be given adequate attention from all stakeholders including religious groups and agencies in order to derive full benefit of it.