Comparative Study of Common Core Curriculum Implementation in Urban and Rural Basic Schools in Ghana: Unveiling the Integration of Global Citizenship Education

Abstract

Abstract

This study examined stakeholders' perspectives on the integration of Global Citizenship Education (GCE) into the Common Core Curriculum (CCC) in urban and rural basic schools in Ghana. A quantitative research approach was adopted and data was collected from 460 participants through a structured questionnaire. The analysis employed t-tests, ANOVA and Fisher’s F-tests to interpret the findings. The t-tests revealed significant differences in collaborative learning (t (458) = 3.008, p = 0.003), competency-based assessment opportunities (t (458) = -2.461, p = 0.014), and stakeholder engagement (t (458) = -2.087, p = 0.037), all favouring urban contexts. To test for variance differences, Fisher’s F-tests indicated significant disparities, such as in critical thinking and problem-solving skills (F (212, 246) = 2.215, p < 0.0001) and interpersonal skills (F (212, 246) = 0.029, p < 0.0001), reflecting urban schools' advantage due to greater resource availability and support systems. The study concludes that, although the CCC aims to standardize educational quality, rural settings face significant limitations in its effective implementation. It was recommended that adequate resources, enhanced teacher training, and context-sensitive policies should be provided to rural schools to promote equitable educational outcomes and ensure that the curriculum meets diverse educational needs across Ghana.