The Impact of Computerized School Selection and Placement Systems on Effective Service Delivery: A Post Implementation Assessment of Students' Placements Into Second-Cycle Institutions in Ghana

Abstract

The manual placement of students into second-cycle institutions in Ghana was inefficient and prone to errors, prompting the introduction of the Computerized School Selection and Placement System (CSSPS) to ensure effective and equitable placements. This study evaluates the CSSPS's effectiveness through the Task-Technology Fit (TTF) theory, which assesses the alignment between task requirements and technology capabilities. Using a qualitative approach, 12 participants, including school heads and CSSPS administrators, were interviewed. The findings reveal that CSSPS has significantly improved transparency, fairness, and efficiency in student placements, addressing biases and delays associated with the manual system. However, challenges remain, including technical issues and stakeholder dissatisfaction with placement outcomes. The study highlights that while CSSPS is well-suited for its intended purpose, increased stakeholder engagement and technical improvements are essential for long-term success. The research contributes to understanding ICT4D applications in education, emphasizing the need for continuous system upgrades and policy adjustments to enhance educational access and socio-economic development in Ghana. Recommendations include expanding training for stakeholders and improving system infrastructure to better meet user expectations and optimize the placement process.