Perceived factors that affect academic performance of early grade learners in Afigya Kwabre North District, Ghana

Abstract

The study sought to investigate some selected perceived factors that enhance academic performance of early grade learners in the Afigya Kwabre North District, Ghana and it was guided by three research objectives which were to identify parental factors that affect academic performance of children, identify school-related factors and investigate teacher-related factors that affect academic performance of children in the Afigya Kwabre North District. The study adopted a descriptive survey design. The accessible population for the study comprised 100 Early Childhood Education teachers. Census was used to get participants for the study. Questionnaire with closeended items was used to collect relevant data for the study. Data collected were analyzed using descriptive statistical tools such as frequencies, percentages, mean and standard deviation with the help of Statistical Packages for Social Sciences (SPSS) version 23. It was revealed in the study that, ECE teachers in the Afigya Kwabre North District believe and perceived parental factors, school-related factors and perceived teacherrelated factors to play critical roles in the education of children and in the long run affect the academic performance of children. It was concluded that these perceived factors are critical to the education and development of children as they affect the learning process and academic performance of children in the long run. It was recommended in the study that; the leadership and authorities of Basic Schools in the Afigya Kwabre North District should encourage parents to participate and involve in the education of their wards. Also, the school should provide the needed materials and create conducive environment for children learning. In-service training should be organized for teachers so as to abreast their knowledge and methodologies of teaching children.