Effectiveness of GALOP on Teaching Quality and Learner Achievement in Pre-Tertiary Education: Evidence from Ejisu Municipality

Abstract

Improving teaching quality and learner achievement remains a central priority for basic education reforms in Ghana. This study examined the effectiveness of the Ghana Accountability for Learning Outcomes Project (GALOP) in enhancing teaching and learning in pre-tertiary schools in the Ejisu Municipality. A convergent mixed-methods design was adopted, engaging 336 students, 97 teachers, 76 headteachers/administrators, and key community stakeholders through structured questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using regression modelling and Relative Importance Index (RII), while qualitative data underwent thematic analysis. Findings revealed significant gains in teacher capacity building and professional development, with GALOP demonstrating strong predictive effects on improvements in pedagogical competence, instructional clarity, and provision of learner feedback (β = 0.662–0.840, p < 0.001). Learning materials were perceived as relevant and supportive of academic performance; however, disparities in individual student access and consistency of classroom utilization were observed. Strengthened accountability systems contributed to improved monitoring of learning progress, responsiveness of school leadership, and parent involvement, though performance tracking and communication mechanisms require deeper institutionalization. Overall, GALOP has contributed meaningfully to a more professionalized, resource-supported, and accountability-driven learning ecosystem, translating into improved instructional quality and learner outcomes. The study recommends embedding continuous professional development, equitable distribution and integration of learning materials, and sustained accountability practices into mainstream school operations to ensure long-term program impact.