Abstract:
This study examined the trends in Basic Education Certificate Examination (BECE) Social
Studies results at Afrancho Methodist Junior High School from 2020 to 2024, focusing on
performance patterns, influencing factors, and strategies for improvement. A mixed-methods
explanatory sequential design was employed, using document analysis of BECE results and
semi-structured interviews with three (3) Social Studies teachers and the headteacher.
Quantitative findings revealed fluctuating performance trends, with above-average results in
2020 and 2021, a decline in 2022 and 2023, and significant improvement in 2024, when the
school achieved its highest pass rate of 87.3% and an excellent average grade of 4.6. Gender
analysis showed that female students generally outperformed males, though the gap narrowed
over time. Qualitative findings indicated that teacher-related factors such as pedagogical
approaches, workload, and professional development, school-level factors including resources
and supervision, student attitudes and study habits, and external influences like parental
involvement, curriculum design, and examination pressure collectively influenced students’
performance. Strategies proposed included increasing instructional time, diversifying teaching
methods, improving resource provision, strengthening leadership, and enhancing parental
engagement. The study concludes that improving Social Studies performance requires a
holistic, multi-stakeholder approach integrating teacher, school, student, and external support
systems.
Description:
Dissertation submitted to the Department of Social Sciences,
University of Education Winneba,
in partial fulfilment of the requirements for
the award of a Master of Education in Social Studies.
OCTOBER, 2025
