Abstract:
This multivariate study examines the relationships among parental status, parental level of
education, class size, location of school parental involvement, teacher effectiveness,
academic motivation and academic self-concept on pupils’ academic performance. The
research design for the study was a sequential explanatory with mixed methods approach.
Stratified, simple random and purposive samplings were used to sample 324 pupils from
the population for both quantitative and qualitative phases. A cross sectional survey was
first conducted to gather quantitative data on the respondents (n=315). In the follow-up
qualitative phase, it was undertaken with nine (9) pupils. The instruments employed for
data collection were closed ended questionnaire and semi-structured interview. The
quantitative data were analysed using descriptive statistics, bivariate and partial
correlations, multiple regression, chi-square and multiple logistics regression analyses. The
qualitative data were subjected to thematic analysis. The findings of the study established
that, parental involvement and teacher effectiveness related significantly to pupils’
academic performance. The study also found that parental involvement, teacher
effectiveness, academic motivation and academic self-concept contributed significantly to
pupils’ academic performance. Again, pupil’s academic motivation significantly increases
high academic performance and was statistically significant as its p-value (0.000) less than
0.05 significance level. It was also found that appraisal, information and consultation
services improve pupils’ academic performance. From the findings, it is recommended that
parents, teachers, counsellors and the Ministry of Education work together to support
pupil’s academic endeavour irrespective of their parental status, parental level of education,
class size and location of school. Also, pupils should be academically motivated by parents,
teachers, counsellors and pupils’ themselves to study on their own to become personally
responsible for their success in future.
Description:
A Thesis in the Department of Psychology and Education, Faculty of
Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Guidance and Counselling)
in the University of Education, Winneba
APRIL, 2019
