Factors Responsible for Pupils’ Low Academic Performance in Abura-Asebu-Kwamankese District, Ghana

Abstract

This study dealt with factors responsible for pupils’ low academic performance in Ubura-asebu-Kwamankese District in Ghana, using the study employed the descriptive survey design. The study selected twelve basic schools with low performance as sample. The sample size included 12 head teachers, 96 teachers and 36 parents. The study used both a questionnaire and interview schedule to collect data. Descriptive statistics analyzed the quantitative data while the qualitative data took place thematically. The study established that numerous factors affected students' academic achievement. These include elements from home and school environments and concerns relating to teachers. Parents' level of education, family structure and socioeconomic status are important factors in determining pupils’ performance. Particularly, class size and teachers’ motivation played significant roles in the teaching and learning process. There is a need for stakeholders’ cooperation to strengthen pupils’ learning environments for pupils to realize expected performance. Parents should enhance their children's education by fostering conducive environments at home. Furthermore, parents should maintain frequent interaction with teachers to establish the progress of their children at school and provide appropriate support in collaboration with teachers. The district needs to employ additional teachers to reduce chances for large class sizes. Finally, circuit supervisors should enhance their oversight to ensure strict adherence to instructional practices and educational standards.