Influence of teacher characteristics and parental factors on students’ academic achievements in integrated science in Keta senior high technical school

Abstract

This research work was carried out to investigate influence of teacher characteristics and parental factors on students’ academic achievements in integrated science in Keta Senior High Technical School. Two different sets of questionnaires were drafted, together with document analysis conducted to elicit response from participants based on two concepts; (a) concept of teacher characteristics, with twenty (20) form-2 integrated science teachers, and (b) concept of parental factors, consisting two hundred (200) second year day students. The study adopted a descriptive survey research design using mixed method approach. The data collected were analyzed using mean, standard deviation, variance and independent sample t-test at P-value of 0.05 level of significance. The results of the questionnaire, and document analysis were transcribed and analyzed thematically. Descriptive statistics and independent sample t-test were used in analysing the data collected. A total of four (4) null hypotheses were tested with two (2) hypotheses from each concept. The results showed that majority of the student respondents have A1 and B2, which is above average, in the end of term 2 examination results reviewed. The results revealed that majority of the integrated science teachers in Keta Senior High Technical School have both bachelor’s degree and professional’s qualification, and so can demystify the concepts in integrated science by applying the various pedagogical methods of teaching and learning activities. It was seen that there is no significance difference between teacher academic qualification and students’ academic achievements in integrated science. The results showed that most of the integrated science teachers are experienced, exhibited attributes of a quality teacher in their area of study, thereby making them to apply a lot of effective teaching strategies to improve the students’ academic performances. It was seen that there is no significance difference between teacher experience and student’s academic performance in integrated science. The results revealed that most parents of the student respondents do not have access to higher level of education, therefore, they may not be able to influence their wards academic performance by monitoring, supervising and facilitating their learning process both at home and in school. It was seen that there is no significance difference between parents’ educational level and students’ academic performances. The results showed that most parents were involved in the academic affairs of their wards; as they attend PTA meetings regularly, visit the class teachers regularly, and asked respondents about happenings in school. It was seen that there is no significance difference between parental involvement (guidance) and students’ academic performances