Students’ academic performance is a key feature in education. This study was therefore conducted primarily to assess the factors contributing to improvement in academic performance of Junior High Students (JHS) in a Basic School which is in the Gomo-East District in the Central Region of Ghana. The mixed and descriptive research design was used and a sample size of 87 respondents (79 students and 8 teachers) were selected through random sampling technique.
The findings revealed that the average academic performance (47.0%) of the JHS students in the Basic School is weak and their performance in Mathematics (average score of 31.48%) and English Language (average score of 39.99%) is a fail. It was noticed that student factors that contribute to an improvement in academic performance include; regular studying, self-motivation, punctuality and regular class attendance, hard-work and interest in a subject. The teacher factors were completion of syllabus, use of TLM’s, frequent feedback to students and given students special attention.
Per the findings, parent factors which was very key was parent showing concern in their children’s academics and providing them their academic needs. School factors that were significant included availability of text books and TLM’s. The study also found that parent level of education and gender has a positive relationship with academic performance but it’s insignificant. However, age has a positive significant (5% significance level) relationship with academic performance.
Based on findings, the study recommends that there should be strict monitoring on teachers to vary their teaching methods to suit their needs of the students and also to provide the students with constant feedback on their academic performance. Again, the students should be motivated and orientated to take ownership of their studies by having regular studies and attending school during school days.
Table of Contents
1. Introduction
1.1 Background to the Study
1.2 Statement of Problem
1.3 Purpose of the Study
1.4 Research Objectives
1.5 Research Questions
1.6 Justification of the Study
1.7 Significance of the Study
1.8 Scope of the Study
1.9 Limitation of the Study
1.10 Delimitation
1.11 Organization of the Study
2. Literature Review
2.0 Introduction
2.1 Definition of Key Concepts
2.2 Factors contributing to academic performance
2.2.1 Student factors which contribute to academic performance
2.2.2 Teacher factors which contribute to academic performance
2.2.3 Parent factors which contribute to academic performance
2.2.4 School factors which contribute to academic performance
2.2.5 Level of parents’ education and academic performance
2.2.6 Gender and academic performance
2.2.7 Age and academic performance
2.3 Educational Structure in Ghana
2.4 Theoretical Framework
2.4.1 Production Function Approach (PFA)
2.5 Conceptual Framework
2.6 Empirical Review
3. Research Methodology
3.0 Introduction
3.1 The Research Approach
3.2 Research Design
3.3 Data Collection and Data Needs
3.4 Source of Data
3.4.1 Data Collection Tools and Procedure
3.5 Population for the Study
3.6 Sample and Sapling Procedures
3.7 Model Specification
3.7.1 Dependent Variable
3.7.2 Independent Variables
3.8 Quality Data
3.8.1 Reliability and Validity
3.9 Data Presentation and Analysis
3.10 Ethical Considerations
3.11 Study Area
4. Data Presentation, Analysis and Discussion of Findings
4.0 Introduction
4.1 Presentation of Results
4.1.1 Demographic Characteristics of Respondents
4.2 General Academic Performance of JHS Students at Gomoa Manso
4.2.1 BECE Results of Xxxxx School
4.2.2 Terminal Results of JHS students at Xxxxx School
4.3 Student, Teacher, Parent and School factors that contribute to academic performance
4.3.1 Students Factors
4.3.2 Teacher Factors
4.3.3 Parent Factors
4.3.4 School Factors
4.4 Multivariate analysis of determinants of academic performance
4.4.1 Gender and Academic Performance
4.4.2 Parents Level of Education and Academic Performance
4.4.3 Students age and Academic Performance
4.5 Discussion and Analysis of Results
4.5.1 What is the general academic performance of JHS students at Xxxxx School?
4.5.2 What are the student, teacher, parent and school factors that contribute to an improvement in academic performance?
4.5.2.1 Student Factors
4.5.2.2 Teacher Factors
4.5.2.3 Parent Factors
4.5.2.4 School Factors
4.5.3 Does parent level of education, student age and gender has an impact of academic performance?
4.5.3.1 Gender
4.5.3.2 Parents Level of Education
4.5.3.3 Students age of Education
5. Summary, Conclusions and Recommendations
5.0 Introduction
5.1 Summary of Findings
5.2 Conclusions
5.3 Recommendations
5.4 Suggestions for future study
5.5 Implication
Objectives and Research Themes
The primary objective of this study is to assess the factors that contribute to the improvement of academic performance among Junior High School (JHS) students in Xxxxx School, located in the Gomo-East District of Ghana. By utilizing a mixed-methods research design, the study investigates the current academic standing of the students and identifies critical determinants within the school, home, student, and teacher domains.
- Analysis of general student academic performance and performance trends.
- Examination of student-related factors such as motivation, attendance, and study habits.
- Evaluation of teacher-related factors, including teaching methods and feedback mechanisms.
- Identification of parent-related factors and their influence on academic outcomes.
- Assessment of school-based environmental factors and resource availability.
- Statistical determination of the impact of age, gender, and parental education levels on performance.
Excerpt from the Book
1.1 Background to the Study
Academic performance of students is a key feature in education (Rono, 2013). It is considered to be the centre around which the whole education system revolves. Narad and Abdullah (2016) opined that the academic performance of students determines the success or failure of any academic institution. Signh, Malik and Signh (2016) also argued that academic performance of students have a direct impact on the socio-economic development of a country. Similarly, Farooq, Chaudhry, Shafiq and Behanu (2011), asserted that students’ academic performance serve as a bedrock for knowledge acquisition and the development of skills. Additionally, Farooq et al., (2011) emphasized that the top most priority of all educators is academic performance of students. According to Narad and Abdullah (2016) academic performance is the knowledge gained which is assessed by marks by a teacher and/or educational goals set by students and teachers to be achieved over a specific period of time. They added that these goals are measured by using continuous assessment or examinations results.
Factors contributing to improvement in students’ academic performance have received much attention from educators and researchers (Signh, Malik & Sign, 2016; Ali, Haider, Munir, Khan & Ahmed, 2013; Farooq, Chaudhry, Shafiq & Behanu, 2011). These researchers found that several factors contribute to improvement in the academic performance of students. Ali et al. (2013) found daily study hours, social economic status of parents/guardians and age as factors that significantly affects academic performance. Similarly, Narad and Addullah (2016) and Farooq et al., (2011) also found economic status of parents, their academic background and encouragement as factors that influence academic performance. Proper guidance from parents and teachers, communication skills, and learning facilities have also been found as a significant determinant to academic performance (Signh, Malik & Signh, 2016).
Summary of Chapters
Chapter One: Introduces the study, detailing the background, problem statement, research objectives, and the significance of assessing academic factors.
Chapter Two: Reviews existing literature regarding student, teacher, parent, and school-related factors, along with the theoretical Production Function Approach.
Chapter Three: Outlines the research methodology, including the mixed-methods approach, data collection tools, population, sample, and model specification.
Chapter Four: Presents the findings, including descriptive statistics, BECE results analysis, and regression results regarding the determinants of student performance.
Chapter Five: Summarizes findings, offers conclusions on the factors influencing performance, and provides actionable recommendations for stakeholders.
Keywords
Academic performance, Junior High School, Gomoa Manso, student factors, teacher factors, parental involvement, school discipline, BECE, quantitative research, qualitative research, education in Ghana, learning outcomes, teaching methods, socioeconomic status, student attendance.
Frequently Asked Questions
What is the core focus of this thesis?
The thesis focuses on identifying and assessing the various factors that contribute to the improvement of academic performance among Junior High School students at Xxxxx School in Ghana.
What are the primary thematic areas explored?
The research covers four key domains: student-specific factors, teacher-related factors, parental involvement and socio-economic factors, and school-based environmental factors.
What is the main objective of the research?
The primary goal is to determine how specific inputs (like study habits, teacher effectiveness, and parental support) correlate with student output (academic performance) to suggest improvements for the case study school.
What research methodology was employed?
The study utilized a mixed-methods design, combining descriptive and quantitative approaches, including structured questionnaires, interviews, and regression analysis (Ordinary Least Square model) to analyze performance determinants.
What does the main body of the work cover?
The main body reviews relevant theories and literature, explains the methodology, presents raw data and statistical analyses (such as BECE result trends), and discusses the impact of variables like age, gender, and parents' level of education.
Which keywords define this study?
Key terms include Academic Performance, Junior High School, Parental Involvement, Teaching Methods, Student Attendance, and Educational Infrastructure.
What were the findings regarding parental education?
The study found a positive relationship between parental education levels and student performance, although statistical regression revealed this specific relationship was ultimately insignificant in this context.
Does student age play a significant role?
Yes, the analysis determined that age has a positive, statistically significant (5% significance level) relationship with academic performance, suggesting that maturity levels impact learning outcomes in this group.
- Arbeit zitieren
- Anthony Abaidoo (Autor:in), 2018, Factors contributing to academic performance of students in a Junior High School, München, GRIN Verlag, https://www.grin.com/document/450284
