Factors accounting for underperformance of five selected private basic schools in Effutu Municipality

Abstract

This study investigated the factors contributing for the underperformance of private basic schools in the Effutu Municipality of Ghana. The research paradigm used to conduct the research was Positivism. The study adopted the descriptive survey research design. A quantitative research approach was adopted, with data collected from a population of 2515 and a sample size of 345 comprising teachers, students, and parents from five underperforming private basic schools. Structured questionnaires were used to gather data, and the findings were analyzed using descriptive and inferential statistics. The study revealed that poor physical infrastructure, lack of teaching and learning materials, and limited co-curricular opportunities were major school environment challenges affecting student performance. Teacher-related factors such as inadequate professional development, low motivation, and limited use of innovative teaching strategies were also identified as contributing to poor academic outcomes. Socio-economic factors including low parental education, financial instability, and lack of home support further compounded the academic struggles of students. However, the study found that implementing strategies such as enhanced parental engagement, investment in school infrastructure, teacher training, and curriculum reforms could significantly improve student performance. The study concluded that improving student performance in basic schools requires a multifaceted approach that addresses school resources, teacher capacity, socioeconomic barriers, and institutional policies. By implementing targeted interventions, school administrators, policymakers, and stakeholders can create an enabling environment for quality education and better learning outcomes. Based on these findings, the study recommends that stakeholders, school proprietors, educational authorities, and community members collaborate to improve school conditions, support teachers professionally, and address the socio-economic challenges faced by learners. The study also suggests the need for further research into contextualized interventions that can be tailored to the unique needs of private basic schools in Ghana.