Abstract:
The study investigated the perceived factors affecting students’ academic performance in
Integrated Science in the Senior High Schools in Jomoro Municipality. These factors were
grouped into student’s environmental factors, teacher-related factors and student-related
factors. A sample of 314 respondents consisting of 294 students and 20 teachers were
selected by means of stratified random sampling technique and a purposive sampling
technique respectively. A descriptive survey design was adopted for the study. Structured
questionnaires and semi-structured interviews were the instruments used. Data collected
were analysed using frequencies and percentages with the aid of Statistical Package for
Social Sciences (SPSS, 21.1 version). The findings indicated that the major factors
affecting students’ academic performance in Integrated Science are immediate
environmental factors such as students’ parental levels of education and home income,
teaching and learning resources availability and accessibility, meals provision and student
interrelationships in schools, teacher-related factors such as professional and subject
qualifications, teaching methodology and attitude toward subject, and student-related
factors such as interest, expectations and learning habits towards the subject. Consequently,
it was recommended among others that enough teaching and learning resources should be
provided to strengthen teachers and arouse students’ interest in the subject, and in-service
training for decapitated science teachers with tight supervision of teaching and learning
activities of both teachers and students. Also, parents/guardians should always encourage
their wards by equipping them with the necessary materials needed to study Integrated
Science. The implication of the findings of the study is that these factors generally do not
operate in isolation. Improving the academic performance of students in Integrated Science
in schools should not involve paying attention to individual issues but should involve a
total package.
Description:
A thesis in the Department of Integrated Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
SEPTEMBER, 2023