Abstract:
This study examined the possible relationship between the academic performance in the
Core Subjects of the 3rd and 4th year students who sat for the 2013 WASSCE in Asuom
Senior High School. The design used by the researcher for the study was a comparative
research design which adopted the quantitative approach to analyse the data. The test
results for the performance of students in Social Studies indicated that the number of years
spent by a candidate in school has an association with the performance in the subject.
Even though the test results for English Language, Mathematics and Integrated Science
showed no association between number of years a candidate spent in school and the
performance in these three subjects. The study results for gender also indicated that with
the exception of English Language which saw a relatively better performance of both
genders, the boys performed better than the girls in the rest of the core subjects. The test
results for Social Studies indicated that there is an association between grade obtained and
the gender of candidates. This was also true in Integrated Science and Mathematics where
the boys’ performance was better than the girls. Meanwhile, the test results in English
Language showed no association between boys and girls. In general, the performance of
girls in English Language was better compared to the boys. Finally, on the residential
status of students the study results indicated that there were no association between the
students’ residential status and their performance in English Language and Social Studies,
but there was an association between students’ residential status and their performance in
Mathematics and Integrated Science with the boarders performing better than the day
students. Implications from the results suggest a need to include gender sensitivity training
for teachers, increased mathematics support for girls’ students.
Description:
A Thesis In the Department of Social Studies Education, Faculty of Social
Sciences Education, submitted to the School of Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for the award of
the Master of Philosophy (SOCIAL STUDIES) degree.
September, 2015
