Teachers and Students’ Views of Ghana’s Double Track System of Education

Abstract

The Double-Track System (DTS) was introduced in Ghanaian Senior High Schools to accommodate increased enrollment following the implementation of the Free Senior High School policy. This study examined the challenges associated with the DTS from the perspectives of teachers and students in selected schools in the Upper East Region of Ghana. Guided by the positivist paradigm, the study adopted a quantitative cross-sectional survey design. A purposive sample of 45 teachers and 40 students from four senior high schools was surveyed using a structured questionnaire comprising Likert-type items and an open-ended question. Quantitative data were analyzed using descriptive statistics, while qualitative responses were analyzed thematically. The findings indicated that infrastructural challenges, including overcrowded classrooms, inadequate laboratory facilities, and poor sanitation, constituted the most critical constraints. The DTS was also perceived as negatively affecting instructional quality due to reduced contact hours, limited teacher–student interaction, and disruptions to study routines, all of which were associated with lower academic performance. Equity concerns emerged, with students reporting unequal learning opportunities across tracks. Although increased workloads affected teacher motivation, teachers demonstrated resilience in managing instructional demands. The study found that the DTS was perceived as presenting more challenges than benefits, despite improving access to senior high school education.