Trend analysis of Basic Education Certificate Examination (BECE) results in social studies a case study of Afrancho Methodist Junior High School

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.