Perceived factors affecting academic performance of students in Integrated Science a study in the Jomoro municipality

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.