Abstract:
This study assessed the impact of home variables on Senior High School students’
performance in integrated science at Ngleshie Amanfro Senior High School in the Ga –
South Municipality in the Greater Accra Region. The case study design was used for
this research. The main instruments for data collection were questionnaire and
interview. The study involved sixty (60) students, sixty (60) parents and thirty (30)
teachers and administrators. Purposive sampling was used to select the school as well as
the teachers and administrators while random sampling was used to select the individual
parent and student respondents. Simple percentages were used to determine the levels
of impact of the different home variables affecting students’ academic performance in
integrated science. The major home variables underpinning the study included socio economic status of parents, home environment, parental involvement in education and
the availability of modern appliances in homes. All the respondents indicated that the
socio economic status of parents had been the major factor influencing the poor
performance of integrated science students in Ngleshie Amanfro Senior High School.
Among the suggested interventions cutting across the various groups of respondents
was an appeal to government to design and implement policies that will improve the
socio-economic status of parents. Additionally, motivation of students by parents and
teachers, the assignment of qualified people to teach science subjects by school
authorities, parents’ fulfillment of their responsibilities and the supply of adequate text
books and learning materials by the Ministry of Education were some of the suggested
recommendations to improve integrated science learning in the school.
Description:
A THESIS SUBMITTED TO THE FACULTY OF SCIENCE EDUCATION,
UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE AWARD OF MASTER OF PHILOSOPHY
DEGREE IN SCIENCE EDUCATION
AUGUST, 2017