Abstract:
The purpose of this study was to identify factors that are responsible for the academic
performance of pupils in Abirem R/C Junior High School at Abirem in Kwabre- East
Municipal. Based on this, a descriptive survey design was used to study 150 respondents
comprising of 60 pupils, 30 teachers and 60 parents selected through systematic sampling
technique. Separate questionnaires were designed for each category of respondents to
collect data pertaining to factors influencing academic performance of pupils within the
school. Statistical tools used to analyze the data collected included descriptive tools such as
mean, median, frequencies and percentages, and the results were presented in tables. The
study has been able to establish issues that are particular to Abirem R/C Junior High School.
School factors, teachers, parents and the pupils were primarily responsible for the academic
performance of Abirem R/C Junior High School pupils. The school factors identified
include, inadequate teaching and learning materials, school location, bad odor from the
environment, and class size. The teacher factors that were found to contribute to the
academic performance were incidences of lateness and absenteeism to school, inability to
complete the syllabi and inadequate homework assigned to pupils. Home conditions or
parental support variables causing pupils to perform poorly academically were parent’s
inability to provide textbooks and supplementary readers, low level of interaction with their
ward’s teachers, and low involvement in the Parent Teacher Association. It was
recommended that there is the need to improve parents’ attitudes towards their wards
education, intensify supervision of teachers and institute incentive packages, sensitize and
motivate the pupils, recognize individual differences in education and encourage guidance
and counseling services for pupils
Description:
A Project Report 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 requirements for the award of the
Master of Arts (Educational Leadership) degree
DECEMBER, 2018