On a typical morning in many high schools across Ghana, learners rush to class, holding notebooks or gathering under trees for group discussions. From a distance, everything appears to be on track. But beneath this routine lies a growing concern: are learners truly motivated to learn, or simply going through the motions?
Recent reports of hooliganism, examination malpractice, sexual misconduct, and declining academic performance suggest that something deeper may be wrong. At the centre of it all is a critical question: are we losing learner motivation?
Motivation is the inner drive that pushes individuals to act, set goals, and strive for achievement. In the classroom, it determines whether a learner listens with curiosity or indifference, persists through difficulty or gives up halfway. It is the difference between learning with purpose and merely attending school.
Education experts consistently emphasize its importance. Motivated learners tend to perform better academically, build confidence, and develop a lasting interest in learning. They ask questions, engage actively, and take responsibility for their progress.
Yet motivation does not exist in a vacuum. It is shaped by the home, the school environment, and the wider society. A motivated learner is often supported, encouraged, and appropriately challenged. When these support systems weaken, motivation can quickly fade.
System strain
Beyond classroom behaviour and attitudes, national data also paints a worrying picture.
A survey conducted by the Ghana Statistical Service (GSS) reveals that as many as 25% of youth who should be in Senior High School (SHS) are not in school. At the primary level, about 19% of children are out of school, while 7% of those expected to be in Junior High School (JHS) are also not enrolled.
The Multiple Indicator Cluster Survey Six (MICS6), conducted in 2017/18, further shows that completion rates stand at 71% for primary school and 83% for JHS. However, the situation becomes more concerning at the secondary level, where less than half of students complete Senior High School.
These figures, highlighted in a report signed by Baah Wadieh, then Acting Government Statistician (Citinewsroom, 2019), suggest that access alone does not guarantee progression or completion. They raise deeper questions about engagement, persistence, and, ultimately, motivation.
Policy impact
There is no doubt that Free SHS has been transformative. It has opened doors for thousands of learners who might otherwise have been denied access to secondary education. Families have been relieved of financial burdens, and enrolment has increased significantly.
However, with guaranteed placement in senior high schools, the pressure that once pushed many learners to excel has reduced. For some, the urgency to perform exceptionally at the basic level is no longer as strong as it used to be (Casely-Hayford et al., 2025).
This does not suggest that the policy is flawed. Rather, it highlights a new challenge: how to sustain motivation in a system where access is no longer the main hurdle.
Changing culture
Memories of school in the past tell a different story. Academic work was often driven by a strong sense of competition and consequence. Failing an examination could mean repeating a class or missing out on a preferred school.
We studied not only to pass, but to excel to make our parents proud, earn recognition among peers, and secure admission into prestigious schools. During vacations, senior high learners shared vivid stories about boarding school life, building anticipation and aspiration. Education carried prestige, and academic success was widely celebrated.
Today, that culture appears to be shifting. On social media, some learners openly share results that would once have raised concern. Scores that previously signalled poor performance are sometimes displayed with surprising confidence.
At the same time, learners attend extra classes and engage in private study. Yet alongside these efforts are troubling trends. These include rumours of leaked examination questions and instances where some parents seek unfair advantages for their children.
This contradiction raises an uncomfortable question: are learners still driven by the desire to understand and succeed, or are they becoming more focused on simply “getting by”?
System challenges
It is important to recognise that motivation is not solely the responsibility of the learner. The education system itself plays a significant role.
Across many schools, persistent challenges remain. These include limited infrastructure, inadequate teaching materials, insufficient textbooks, and, in some cases, teacher shortages. Even the most determined learners can feel discouraged under such conditions.
When effort does not lead to meaningful results, frustration sets in. Over time, some learners disengage not because they lack ability, but because the system does not support their growth.
Assessment practices also influence motivation. Continuous (formative) assessment is widely recognised as effective, yet difficult to implement fully. Teachers often face heavy workloads and time constraints, making comprehensive assessment challenging.
One critical factor is feedback. When learners receive clear, constructive feedback, they are more likely to improve. It reassures them that their efforts matter and shows them how to do better.
Teaching methods are equally important. Lessons that are practical, interactive, and learner-centred tend to sustain interest. Unfortunately, in resource-constrained classrooms, teaching can become routine and uninspiring. In such situations, learners may appear attentive while remaining mentally disengaged.
Perceptions of inequality within the school system also affect motivation. The tendency to rank schools or label some as more desirable can shape how learners see themselves. Those placed in less-preferred schools may feel overlooked, weakening their confidence and commitment.
If these patterns continue, our nation risks raising a generation of learners who attend school without a genuine desire to learn. Motivation must not be taken for granted. It is the engine of meaningful education. Improving access to education is a major achievement, but it must be matched with efforts to sustain engagement and enthusiasm for learning.
A study by Dabie K. P. (2025), Motivation and Academic Performance: Evidence from Two Senior High Schools in Ghana, found that providing financial rewards improved academic performance, showing that motivation can be nurtured with the right strategies.
Parents must instill discipline and nurture curiosity at home. Teachers need support, training, and resources to make learning engaging and relevant. Policymakers must ensure that policies like Free SHS are complemented by strategies that promote responsibility, effort, and academic drive.
Ultimately, education should not be reduced to attendance or certification. It should inspire curiosity, build character, and prepare learners to contribute meaningfully to society.
The real question, therefore, is not whether learners are in school but whether they are truly learning.
Until that question is answered honestly, learner motivation will remain an issue that cannot be ignored.
By Henry Atta Nyame
Institutional Assessment Practitioner
(hattanyame@gmail.com)
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