An Analysis Of Factors Affecting Learning Outcomes Of Pupils In Kasoa
Date
2021-07
Authors
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Journal ISSN
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Publisher
University Of Ghana
Abstract
The poor performance of students' in Ghana continues to be a concern. Several studies have identified a range of factors that contribute to this. This study contributes to that literature by analysing student based factors that affect the learning outcomes of students. To identify the student based factors, comparison was made with respondents who proceeded to the Senior High School after completing the Junior High School and those who did not further their education. The study was guided by the input-process –output system theory and the motivational system theory. A survey approach was adopted for the study. The target population of 120 students were purposively selected in Kasoa in the central region of Ghana. Sixty of these young people (30 females, 30 males) were in SHS while another 60 (30 females, 30 males) had completed the BECE but not continued to the SHS.
Drawing on the Input- Process-Output theory, the inputs that were responsible for low academic performance of students in the public schools in Kasoa were socio-demographic background, health status, students’ attitude, peer pressure and social media. In particular, the socio-demographic background was seen as a critical input for success as it draws specifically on the educational and occupational backgrounds of parents.
The educational level of parents has a significant relationship on the academic performance of students whereas there is no significant relationship for the respondents who live with a guardian. The likelihood of proceeding to SHS, depended on whether a mother had at least some primary school education or more and whether a father had tertiary education. The effect was starker for girls than for boys. Parents with education take greater interest in their children’s education by purchasing more books to supplement their school work and exhibiting general interest in their education.
The Motivational System Theory is centred on individual student attitudes. It was found in the study that the understanding and the importance of education to the student plays a critical role in how they see schooling and education. The understanding informs their attitude of whether to further to the senior high school or not. It also influences the absenteeism rate, skipping of school and study pattern. Also, the rate at which one leaves the school to hang out with friends was attributed to peer pressure which is premised on one's attitude which is drawn from the motivational system theory. Some students experienced positive peer pressure while some encountered negative peer pressure. These negative encounters led some of the students to ignore their books, chatting while a teacher was teaching and playing all the time which contributed to their poor academic performance.
The poor health status of some learners also contributed to their poor academic performance. Their absence to school meant they missed several instructional hours which teachers hardly repeat what was taught in their absence. Even though most of the students did not have smart phone to be on social media, the people who had it recount how they were lured into internet fraud, betting and watching of pornography which negatively affected their academic performance.
The study clearly shows that students encounter many challenges that need timely intervention to improve their academic performance. Hence, it helps to identify factors that contribute to the poor performance of students in Kasoa and may be used to make decisions on how to enhance academic performance.
Description
M.A. Research And Public Policy
Keywords
Kasoa, Pupils, Learning, Outcomes