Abstract:
Basic Education Certificate Examination (BECE) performance have witness a significant
decline in the Municipality since 2014 till date. This therefore has sparked a considerable
academic investigation regarding the consequences and factors that affect students’
academic performance on St. Andrews Junior High School. Surprisingly, the area of study
has received little attention in context or public discourse. The general objective of the study
was to examine the factors that affect students’ academic performance (teacher-related
factors, school environmental-related factors, students’ own related factors and as well
measures that would recuperate students’ academic performance). The study also sought to
determine which of the variables identified significantly predicted academic attainment of
children. To achieve this objective, a survey was conducted using purposive sampling on all
the eighteen (18) respondents identified through the sampling technique. Respondents
consisted of all the teachers in the school under study. The data was analyzed using the
Statistical Package and Social Sciences (SPSS) system. The results showed that the
variables or factors identified above have a huge effects on the students’ academic
attainment. All variables measured proved to be a statically significant determinant of
students’ academic attainment. Teacher-Related factors, School environmental-related
factors, Home/household-related factors and Students own characteristics when duly dealt
with would have huge influence on the academic attainment of students. Findings of the
study suggest that when these factors are properly addressed would take care of students’
academic attainment. In view of this, the study suggest that government , parents, school
authorities, Education Directorate, teachers as well as students themselves should as a
matter of fact made to know these factors and their consequences taking cue from this study.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfilment of the requirement for award of the Master
of Arts (Educational Leadership) degree
DECEMBER, 2020
