Academic performance in selected senior high schools in the Kumasi Metropolis

Abstract

The study was conducted to examine the effect of classroom management practices on academic performance in selected Senior High Schools in the Kumasi Metropolis of the Ashanti Region. The objectives of the study were to examine the effect of classroom discipline management on academic performance, determine the effect of classroom instructional methodologies on academic performance, examine how instructional supervision affects academic performance and to examine the influence of supportive responses on academic performance in Senior High Schools in the Kumasi Metropolis. Descriptive survey design was used. The target population was 350 teachers, and 4890 students of 4 public secondary schools. Simple random sampling was used to select 88 teachers and 489 students. Questionnaire was used for the study. The reliability test yielded Cronbach Alpha of 0.80. Data collected were analyzed, using descriptive and inferential statistics. The study found that using different instructional methods during lessons aid in enhancing learning and academic achievement of learners. Also, interactive instructional methods greatly improved learners’ academic achievement in this school. Heads ensure that teachers are always present in classes during lessons which improve learners’ achievement in examinations. Supportive response on academic performance the study revealed were praising learners for good performance and positive interaction between teachers and learners. It is recommended, based on the findings, that the Kumasi Metropolitan Directorate of Education should ensure the sustenance of the classroom management practices that promote teaching and learning to improve learners’ academic performance.