Factors affecting academic performance in Social Studies among Students in selected Public Junior High School in Hohoe Municipality, Ghana

Abstract

This study examined the factors that affect academic performance in Social Studies among public junior school students in Hohoe Municipality of the Volta Region, Ghana. The study used quantitative (positivist) approach and employed the natural science inquiry paradigm. This work further employed a descriptive, a cross-sectional survey design. Systematic sampling approach was used to in the selection of sample of 180 junior high students. The census method was adopted to sample 30 teachers since they were few. Data collected from questionnaires were coded into SPSS version 25 which generated descriptive and inferential statistics. The study revealed that, home factors such as parents taking keen interest in their wards’ education, numerous home chores and students socio-economic background affected the academic performance. The study also revealed that teacher factors like teacher professional qualification, teaching experience, control over subject matter, teacher student cordial relationship and foremost the completion of the Social Studies syllabus were also responsible for academic performance among public junior high students in Hohoe Municipality. Furthermore, and more importantly, it was revealed that either student discipline or student indiscipline was a key factor affecting academic performance. It was therefore recommended that Ghana Education Service and Ministry of Education should provide guidance and counselling systems in the public junior high schools in the Municipality. Finally, Hohoe Municipal Directorate of Ghana Education Service (GES) organizes regular and comprehensive in-service and workshop training for the teachers in public junior high schools to assist them to improve on their knowledge on instructional pedagogies, knowledge and teaching skills.