Factors Contributing to the Low Academic Achievement of Students at the Basic Education Certificate Examination in Some Public Junior High Schools of a Political District in the Western Region of Ghana: Students’ and Teachers’ Perspective (Published)
The key to sustainable development of every nation is largely dependent on the quality of education that it offers to its citizens, more especially at the basic level. Therefore, any issue that may affect the aim of building and achieving quality education for national development needs to examined and addressed. This paper reports on an analysis of factors contributing to poor academic performance of students of a political district in the Western Region of Ghana, in the Basic Education Certificate Examinations (BECE). In all, four hundred and sixty respondents comprising two hundred and thirty-eight (238) students and two hundred and twenty two teachers were used for the research. Among other things, the study discovered that in all, there are eight dimensions underlying the poor performance of students at BECE in the political district, which accounted for; of variance in students’ response, and of teachers’ response in the original variables. In sum, the constructs considered to be contributing to poor performance were: teacher failures, parent shortcomings, reactive learning, passive learning, unfavourable economic conditions, uncongenial circumstances, administrative lapse, and truancy. Stakeholders of education are advised to focus on these dimensions to ensure quality education for sustainable national development.