Influence of perceived instructional strategies on students’ academic performance in public junior high schools at Ejisu Municipality

Abstract

The purpose of the study is to investigate the perceived influence of instructional strategies on academic performance of students in public junior high schools at Ejisu Municipality in the Ashanti Region. The objectives of the study were to identify the instructional strategies used by teachers in public junior high schools, factors that determine teachers’ choice of instructional strategy in public junior high schools, and the relationship that exist between instructional strategies and academic performance of students. Descriptive survey research design was employed using the quantitative approach for the study. The population of the study teachers of public Junior high schools at Ejisu Municipality. A sample of 138 teachers were selected for the study using simple random sampling method. The main instrument used for the study was questionnaire. The reliability test yielded Cronbach Alpha of 0.81. Descriptive statistics such as frequencies and percentages were used to analyse the data. The study revealed that varieties of instructional strategies through teaching and learning. It was evident from the study that number of students in the classroom, and facilities and resources available determine teachers’ choice of instructional strategy. It was concluded that instructional strategies had a direct influence on students’ academic performance. This study recommends that teachers in Ghana must embrace these effective instructional strategies in their quest to realize sustainable learning outcomes.