UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

INVESTIGATING INTO POOR ACADEMIC PERFORMANCE IN GUAMA E.P

PRIMARY SCHOOL

BY

EDWARD ADJEI

JASIKAN COLLEGE OF EDUCATION

2010

1
 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

INVESTIGATING INTO POOR ACADEMIC PERFORMANCE IN GUAMA E.P

PRIMARY SCHOOL

BY

EDWARD ADJEI

JASIKAN COLLEGE OF EDUCATION

A PROJECT WORK SUBMITTED TO THE INSTITUTE OF EDUCTION, FACULTY

OF EDUCATION, UNIVERSITY OF CAPE COAST IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF DIPLOMA IN BASIC
EDUCATION.(TWO-YEAR DIPLOMA IN BASIC EDUCATION, SANDWICH)

JULY, 2010

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 DECLARATION

CANDIDATE’S DECLARATION

I hereby declare that this project work is the result of my own original research and that no

part of it has been presented for another award to the Institute of Education, University of

Cape Coast or elsewhere.

CANDIDATE’S NAME: EDWARD ADJEI

SIGNATURE:...........................

DATE: …………………

3
SUPERVISOR’S DECLARATION

I hereby declare that the preparation of this project work was supervised in accordance

with the guidelines on supervision of project work laid down by the Institute of Education,

University of Cape Coast.

SUPERVISOR’S NAME: MR.FRANK ASIAMAH

SIGNATURE:..............................

DATE: ...............................

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ABSTRACT

The purpose of the study was to collect, collate, analyze and examine the academic

performance of pupils at Guama E.P Primary School.

This study was intended to find out the problems faced by teachers and pupils during the

teaching and learning process. The study was limited to the basic 4 class of Guama E.P

Primary School. The sample size was forty. The major findings revealed that the attitude

of both teachers and pupils towards the teaching and learning process is very poor.

Dedication of parents to the need of their wards education is also very poor.

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ACKNOWLEDGEMENT

I wish to express my heartfelt gratitude to all those who helped me to produce this project

work. My special thanks goes to my supervisor, Mr. Frank Asiamah, whose patience,

suggestions, guidance, corrections and encouragement helped greatly in the production of

this work. May the Almighty God richly bless and give you more knowledge.

I am grateful to the entire staff of Jasikan College of Education, especially Mr. Gbogbo

Daniel for their care and supports. To the staff of Guama E.P Primary School, especially

my Mr Francis Adjei, My Father, my mother Cecilia Odjumoah, My Uncle Mr. JOSEPH

Odjumoah, My Grand Mother Theresia Odjumoah and Divine Mununkum for their

supports and encouragements.

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DEDICATION

This work is dedicated to my caring and lovely wife who painstakingly tolerated me so

much during the production of this work.

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 TABLE OF CONTENT

CONTENT PAGE

DECLARATION………………………………………………………….i

ABSTRACT……………………………………………………………….iii

ACKNOWLEDGEMENT ………………………………………………..iv

DEDICATION…………………………………………………………….ii

CHAPTER ONE

INTRODUCTION

Background to the study ……………………………………………………..1

Area under study……………………………………………………………..3

Statement of the problem……………………………………………………..3

Purpose of study……………………………………………………………...3

Research questions…………………………………………………………....4

Significance of the study………………………………………………………4

Delimitation……………………………………………………………………5

Limitation of the study………………………………………………………...5

Organization of the study………………………………………………………5

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 CHAPTER TWO

INTRODUCTION……………………………………………………………..6

Literature review………………………………………………………………..6

Home environment and educational achievement of pupils…………………….6

Socio-Cultural conditions and educational achievement of pupils……………...8

Socio-Economic status of parents and their educational achievements…………9

Intelligence inheritance…………………………………………………………11

CHAPTER THREE

INTRODUCTION………………………………………………………………12

Population ……………………………………………………………………….12

Target population………………………………………………………………..13

Accessible population…………………………………………………………....13

Sample…………………………………………………………………………...13

Sampling procedure……………………………………………………………...13

Instruments used for data collection …………………………………………….14

Interview ………………………………………………………………………..14

Questionnaire…………………………………………………………………….15

Experimentation…………………………………………………………………15

Data collection…………………………………………………………………..16

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 (A) Questionnaire …………………………………………………………...16

(B) Interview ………………………………………………………………..16

(C) Experimentation…………………………………………………………16

CHAPTER FOUR

INTRODUCTION……………………………………………………………..17

Presentation and data analysis…………………………………………………..17

(A) Percentage distribution of teacher’s qualification………………………18

(B) Motivation at home and school………………………………………….19

(C) Teachers attitude and approach to teaching……………………………..22

(D) Inadequate advance preparation of teachers before lesson delivery ……22

CHAPTER FIVE

INTRODUCTION …………………………………………………………….25

Summary of main findings……………………………………………………..25

Intervention measures…………………………………………………………..26

Post intervention measures……………………………………………………..28

Suggestions and recommendations …………………………………………....28

Conclusion …………………………………………………………………….29

References……………………………………………………………………..30

Appendices …………………………………………………………………….31

Questionnaire for teachers ……………………………………………………..32

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Questionnaire for parents………………………………………………………32

Questionnaire for pupils………………………………………………………33

Interview guide for teachers …………………………………………………..34

Interview guide for parents …………………………………………………...35

Interview guide for pupils……………………………………………………...36

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 CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Poor academic performance in our country Ghana is a problem which cannot be

overemphasized. Well meaning Ghanaians, especially stakeholders in Education have been

worried over this situation over the years. The falling standard of education in Ghana is

getting much worse than before. This statement is evident in the dismal performance of

pupils in class tests, Criteria Referenced Test (CRT), Monitoring Test (PMT). Basic

Education Certificate Examination (BECE), in some public Basic Schools in recent years.

The issue of poor academic performance can also be traced to the era of brain drain in the

early 1970’s, where many professional Ghanaians including teachers left the country to

seek greener pastures in neighboring African Countries. This left many classrooms without

teachers frantic efforts were made by the government of the time to salvage the situation

but to no avail.

The introduction of the capitation grant in 2006 in relation to the Free Compulsory

Universal Basic Education “(FCUBE)” which is a constitutional provision promulgated in

1992, the school feeding program and several other attempts are meant to boost the interest

of pupils and increase their enrolment in schools.

Worthy mentioning are also the construction of pavilions and head teacher’s deprived

bungalows in the communities, the introduction of the Best Teacher Award Scheme from

District to the National level and the supply of dual desks to schools as well as the

European Union classroom projects and DANIDA water and Sanitation Programmes in the

schools.

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Presently, Educational Strategy Plan (ESP) has been introduced to improve upon the

teaching and learning in schools. The Presidential Special Initiative, where students are

taught through the media specifically on GTV is also in place, the Decentralization Policy

in the administration of schools, printing of text books, and increase in classroom

infrastructure is seriously being pursued to improve upon the standard of education in

Ghanaian schools.

In spite of all these strategies to improve academic performance in our Basic Schools, the

problem remains a very challenging task to be overcome.

Over the years, benevolent organizations, NGSs, Philanthropists, the Ghana Cocoa Board

and other stakeholders have been making immense contributions to the educational sector

in Ghana through the awarding of scholarships, including school uniforms etc. just to

improve upon the academic performance of students. Since education is the bedrock of

success to every nation, the United Nations International Children’s Emergency Fund

(UNICEF) introduced the Deworming Programme where deworming drugs are

administered to school going children on the 12th of February, 2007 to prevent students

from being sickly to keep them regular and punctual at school.

Although all the above mentioned measures are being implemented, the performance of

the kings Presby Primary School, basic 1 pupil are still poor. The researcher therefore

intends to investigate into the causes of the poor academic performance of the basic 1

pupils of the school mentioned above.

Explanation of the themes of the topic

There is no universal definition of performance. According to the oxford

dictionary, performance is an act, or manner of functioning. Performance can be high or

low. With the high performance, functioning is above average while the low performance,

13
functioning is below average. Academics can also be said to be formal learning. Poor can

also be less good than usual or expected. The causes of poor academic performance is then

said to be formal education which is less than average functioning.

AREA UNDER STUDY

The area under study is jasikan. Jasikan is a town in the northern Part

of the Volta region. It is a district capital with population of about 6000

according to the 2000 population census analysis. The people of are jasikan

are buem people with “lelemi” being their first language. The word buem

originated etymologically from an Akan word: buem meaning “open”. This

gives the clue that the people of buem have some traditions in common with

the ashantis, having broken away from them in search of their freedom which

brought about many wars. Their main occupation is farming with their main

crops being rice, cassava and maize. The crops when harvested are used to

feed the family and if there is any surplus sold to earn a little income. Despite

the little income, the men of jasikan are interested in polygamy which in turn

brings as much children as possible.

STATEMENT OF THE PROBLEM

The problem of poor academic performance came to light when the researcher observed

that in spite of all the strategies adopted in the class to improve upon the performance of

the basic pupils, the situation remains adamant to change.

PURPOSE OF STUDY

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The purpose of the study is to investigate into why in spite of the immense assistance

given by the government, NGOs, stakeholders to mention but a few, the academic

performance of Basic 1 pupils of the kings Presby Primary School has not seen any

dramatically improvement.

RESEARCH QUESTIONS

The researcher will like to find answers to:

1. What role does the home condition play on the academic achievement and

performance of the pupil in school?

2. Does ineffective supervision in schools contribute to the poor academic performance

of pupils?

3. Does learning disability negatively affect educational achievement of pupils?

What about:

a. Malnutrition?

b. Location of the school

c. Overpopulation?

SIGNIFICANCE OF THE STUDY

Workable and effective solutions to the factor investigated into the improvement in the

academic performance of pupils most especially, kings presby Primary School

.It will also serve as a reference if future educational plans are to be made towards the

school.

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It will help the circuit supervisor to organize in-service training for teachers in the Jasikan

circuit. This will also awaken the human rights activist and organizations such as CHRAJ,

WAJU, and FIDA to protect the right of pupils to proper education and bring all parents

who try to dodge their parental responsibilities to book.

DELIMITATION OF THE STUDY

This research should have been carried out in all the Basic 1 classes in the Jasikan District

but due to time and financial constraints, the research has been limited to kings presby

Primary School

LIMITATION OF THE STUDY

This study is actually limited by the sample size and the method used to collect

information.

Moreover, the up to date results of pupils report cards and other important records as a

result of inadequate storage facilities hinders the easy access to some statistics.

These limitations beyond the control of the researcher affected the results of the study.

ORGANIZATION OF THE STUDY

This study is organized into five chapters. The first chapter deals with introduction. This

include background to the study, area under study, statement of the problem, purpose of

study, research questions, significance of the study, delimitation and limitation of the study

and organization of the study.

Chapter two reviews literature related to the study. Chapter three also deals with the

methodology adopted in conducting work or study. It looks at the target population

sampling procedures, research instruments, pilot study and data collection procedure.

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Chapter four deals with presentation and analysis of data lastly, chapter five with main

findings, suggestions, recommendations and conclusion of the project work.

CHAPTER TWO

LITERATURE REVIEW

This chapter deals with the review of related literature of the project. In order to have a

better knowledge or understanding of the problem of low academic performance of pupils

in Basic schools, the researcher has read and reviewed several literature related to her

study. The literature review is divided into four sections namely;

1. Home environment and educational achievement of pupils.

2. Socio-cultural conditions and educational achievement.

3. Socio-economic status of parents and their educational achievement.

4. Intelligence and inheritance.

HOME ENVIRONMENT AND EDUCATIONAL ACHIEVEMENT OF PUPILS

Through research, psychologists have found out that at the Basic level of education, home

conditions greatly affect the academic performance of pupils since children spent greater

part of the day with their parents at home.

Research also shows that children whose parents use elaborated codes have more enlarged

vocabulary than children whose parents use restricted language code characterized by

short simple expression and so the former generally do better than the latter,. The

economic and material condition of the home plays a vital role to learners. It has been

found out that children coming from well to do families generally have more motivation to

learn than those from poor homes because the former generally live in a healthier home

where they are given nutritious diet, where there is no overcrowding than children whose

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parents use restricted language code characterized by short simple expressions and so the

former generally do better than the latter. Studies also shows that, in homes where

television sets, radios, computers etc. are, stimulate and arouse children’s intelligence.

Oladele J.O. (1989) in his book, Fundamental of Psychological Foundations of Education,

made reverence to Abraham Maslow’s Need Drive Theory of Motivation in the academic

performance of children.

Kwaku Annor (1997) in his book, “Education”, states that Emotional conditions such as

regular absence from home by parents, divorce and violent quarreling among parents at

home cause children to be upset that they cannot concentrate on their work in school.

Also, if the child is worried about family problems or disputes, his or her emotional state

will result to low academic performance. Except for family background, the most

important determination of educational attainment is cognitive skills co-efficient between

elementary school test scores and eventual education attainment seems to be about 0.7.

That correlation is a little higher than that between educational and economic background.

Even though Jericks et al’s work contributed something meaningful to this subject or

project in 1975, the researcher objected to their view that economic inequality in family

background is not one of the major causes of cognitive inequality. For instance in Ghana,

the types of food provided by the family to the child determines the child’s health and

since health affects pupils test score directly, then the fact cannot be denied that economic

inequality in the family is a strong factor and one of the major causes of poor academic

performance among pupils in Basic schools in Ghana. Jerick’s another point of view

objected by the researcher is his statement that the qualitative difference has relatively

little impact on pupils test score, especially at the basic schools level have relatively little

impact on pupils eventual educational attainment. The researcher objected to the above

18
mentioned view of Jericks in the light of Ghanaian experience as well as that of

developing countries as a whole. In Ghana, the qualitative differences between schools

have relatively greater impact on pupils test scores in both the higher and lower

institutions.

Professor Dominic Kofi Agyeman “Sociology of Education for African Students” (1986)

throws light on the effects of cultural background, family background, relationship

between school, home, language used and the socio-economic background as well as the

school climate on the performance of students at all levels.

SOCIO-CULTURAL CONDITIONS AND EDUCATIONAL ACHIEVEMENT OF

PUPILS

In this case, we can see that the cultural conditions of the school. It has been found out that

parents who have time to talk to them and answer their questions, have a higher proportion

of children who score high marks. Through investigation, it has been found out that girl’s

below 18 years and women above 35 years are more likely to have children with

intellectual disability than those of the range of 19 – 35 years. The belief is that, this

problem is mostly caused by the production of the hormone from females called oestrogen

which facilitate division of foetus during pregnancy. Those same authors Ocloo M.A et al

(2003) stated that before 18 years and after 35 years, the body does not produce enough of

the oestrogen required by the body to permit cell divisions so chromosomal aberration

result in most pregnancies that occur within those below 18 years and above 35 years

leading to down syndrome which results to low or poor academic performance in school.

Professor Agyeman (1986), states that the attitude of the family to formal education is a

strong factor that affects the formal education of the child. According to him, families that

are ill-disposed to formal education tend to be half hearted about the schooling of their

19
children. Hence, it is uncommon to meet rich African fathers who refuse to send their

children more especially girls to school because they think it is a waste of money and

resources to invest in such children.

Margaret Sarfo in her article “paying for children’s Education” in the Saturday, weekly

mirror news paper of 16th January, 1988 stressed on the effects of parents negative attitude

to bring about the high rate of female drop-out in our educational system. Margaret Sarfo

says “Numerous parents hold the belief that schooling especially beyond the first cycle

level is not as important for girls as it is for their boys or sons” the argument for keeping

girls on the lower level of the academic ladder according to her runs “if a woman acquired

too much knowledge, she becomes too proud and may not get a husband since men fear

approaching such women for marriage.”

Even if such a woman is so lucky to have a husband at all, she often becomes bossy in the

home competing for headship role with her husband.

SOCIO-ECONOMIC STATUS OF PARENTS AND EDUCATIONAL

ACHIEVEMENTS

Ocloo M.A etal (2002) state in their book, Foundation in Special Education, The

Ghanaian prospective state that Intellectual Disability is a significant factor of poor

academic performance of pupils in school. Ocloo M.A et al state that, the pre-natal period

is crucial for the child’s development, it has been proved scientifically that, the age of the

mother affects the academic achievement of the child. Malnutrition can have an adverse

effect on the brain cells and development of the unborn baby leading to poor academic

performance in school. This is emphasized by Morgan P.J et al (1993) in their book

“Parental Malnutrition and Development of the Brain”.

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In addition to the above, Jericks et al (1975) stresses the effects of socio-economic

background of family on school achievement. They are of the view that economic

inequality explains only small fraction of the total in children’s cognitive skills. The gap

between the most and least economically advantaged children whose fathers are in the top

five in the occupational hierarchy have intelligence quotient (IQ) 13-15 points higher than

in the bottom five (5). What equalize everyone’s economic status, test score inequality will

fall by 6% or less on how socio-economic background affects educational achievements.

According to Professor Agyeman (1986), the cultural background of the traditional

education received by majority of learners is different from that of the formal education in

African schools. He states that only a handful of children enjoy the middle and upper class

facilities such as television (TV) and radio sets, computers as well as daddy’s car and toys

of all kinds which help to introduce the child to western culture which operates in our

school. Greater number of learners who lack these facilities at home most especially in the

rural areas find it tough to go on with the formal education at school because it is quite

different at school, since it is different from what he received at home. In the long run, it

affects his or her test scores negatively. This financial situation leads pupil to low

academic performance. The degree of family influence on the subsequent formal education

of children in African society according to professor Agyeman (1986) depends on three (3)

variables stated as follows, family size, economic and social status of the family and

attitude of the family to formal education, the family size of which the child is a member.

To a family, the larger the family size and that of children of larger families tend to have.

Professor Agyeman (1986), states that socio-economic status of the family affects the

achievements and chances of success of a child in school. He contends that a child who is

constantly hungry will have a difficulty in giving his or her full attention to the lesson in

class. A child whose parents cannot provide him or her with uniforms may feel

21
embarrassed or ashamed among his or her mates and this affects his or her performance in

school.

INHERITANCE OF INTELLIGENCE

Jericks et al found a correlation coefficient of 0.55 between a white child’s education and

learning. This means that if we compare the educational achievements of children in

different groups, the educational interval (gap) between children will average 55% of the

economic gap between their parents. To add to that, roughly half of the children born into

the upper and middle class will and up with qualification. Thus socio-economic

background does have a substantial influence on the amount of schooling pupils receive.

But the explanation lies in conclusive environment (20-25) rather than genetic or income

difference. They therefore suggest that if we want to equalize the educational attainment

of children from different economic backgrounds we will eventually have to change not

only their test scores and financial resources, but also their aptitudes and values.

CHAPTER THREE

INTRODUCTION

RESEARCH METHODOLOGY

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This research is action research. It is a kind of research in which the researcher works hand

in hand with other people to solve perceived problems. It is an approach which aims at

improving change. Action research seeks a change, both the pupils and teachers are part of

the problem and solution, hence they become very conscious of their practice.

More so, Action Research helps to generate new strategies and ideologies to solve current

problems. The types of design used in descriptive method which specified the nature of a

given phenomena. It determines and reports the way things are. It involves gathering of

data in order to test hypothesis or answer research questions concerning the present status

of the subject of the study. This chapter deals with the methodology adopted in carrying

out the study, the researcher deals with the following:

POPULATION

1. The sample

2. The sampling procedure

3. Research instruments

4. Data collection procedure

5. Method of Data Analysis

6. Population

The population was divided into two major groups namely target population and

accessible population.

TARGET POPULATION

The target population of this research is all pupils of kings presby Primary School

with a total enrolment of three hundred and twenty six pupils (326) made up of one

hundred and seventy six girls (176) and one hundred and fifty (150) boys

23
ACCESSIBLE POPULATION

The accessible population of the research includes all pupils in Basic 1 of kings presby

Primary School with an enrolment of thirty six (36). The researcher interviewed 20 pupils

sampled from the accessible population.

SAMPLE

The researcher used three teachers, ten parents, seven PTA/ SMC members and twenty

(20) pupils as his sample. Since the above mentioned people have a stake in the education

of learners, the researcher saw the need to involve them in the research.

SAMPLING PROCEDURE

The researcher used a simple random sampling technique. This technique is a process by

which individuals have equal probability of being selected as a member of the sample. The

researcher wrote “yes or were folded into a chalk box. All the people were asked to pick

one of the processes of paper from the box. All those who pocked “yes” were selected.

Forty people, thus three teachers, seven PTA / SMC members, ten parents and twenty

pupils were picked. The details were presented in table one (1) below:

Respondents of people who picked yes

Teachers 3

Pupils 20

Parents 10

PTA / SMC members 7

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Grand total 40

INSTRUMENTS USED FOR COLLECTING DATA

Instruments are the tools or devices used by the researcher to collect information from the

respondents. For convenience sake, three research instruments namely interview,

questionnaire and experimentation were use by the researcher.

INTERVIEW

According to Collins co-build Advanced Learners Dictionary (2004), “Interview is a

formal meeting at which someone is asked questions in order to find out if they are

suitable for a job of study’. In other word, it can be defined as a way of verbally

interacting with respondents in carrying out a research. The interviewer engages the

interviewee in conversations in order to retrieve relevant information.

Moreover, this conversation gives the interviewee much confidence and makes him or her

feel at ease. Clarification is ascertained by the researcher from the interviewee. The

interview guide contains some questions that will enable the researcher gather important

information from the respondents. Some of information includes the conditions prevailing

at home, supervision of pupils by teachers and parents, the economic background of

parents and the educational background of both parents and pupils.

QUESTIONNAIRE

According to Collins Co-build Advanced Learners Dictionary (2004) “Questionnaire is a

written list of questions which are answered by a lot people in order to provide information

for a report or survey” it can also said to be a list of questions that a number of people are

asked so that information can be collected about something. The investigator chose this

25
instrument to assure the respondents of the confidentiality and anonymity since the

respondents can read and understand simple English. The following are some of the

information the investigator will like to gather from the respondents, the educational

background of teachers and the conditions prevailing at home. The researcher distributed

open-ended and close-ended questions to parents, teachers, PTA / SMC members and

pupils.

EXPERIMENTATION

“Experimentation is a scientific instrument which is done in order to discover what

happens to something in particular conditions” according to Collins Co-build Advanced

Learners Dictionary (2004). It can also be said to be trying out of a new idea or method to

see how the method works and what effect it has in order to modify the test. There usually

two groups in experimentation. These are the experimental group and control group. The

experimentation group is subjected to special treatment. This group helps the researcher to

arrive at a better conclusion or a method that gives confidence to the teacher during lesson

delivery. It also directs or guides the researcher towards the target objective. In addition, it

enhances the understanding of the respondent.

On the other hand, the control group needs no special treatment during lesson delivery

under experimentation its results always prove poor or not encouraging as compared to the

experimental group.

DATA COLLECTION PROCEDURES

(ADMINISTRATION OF INSTRUMENTS)

QUESTIONNAIRE

26
The questionnaires were distributed by the researcher to the teachers, parents, and pupils.

The completed questionnaires were collected in three weeks time. The questionnaires

contain ten questions each for the respondents. This is stated in appendices one to three.

INTERVIEW

The interview which lasted for an average time of fifteen minutes each was conducted on

the school premises, the head teacher’s office, in the class 100ms and at a PTA meeting.

The researcher randomly selected face with them. The pieces of information given by the

interviewees were recorded on paper. The content of the interview guide for all the

respondents are further stated in appendices four to six.

EXPERIMENTATION

A detailed lesson note was prepared and used to teach twenty pupils in Guama E.P

Primary School, basic 4 who were selected randomly by the researcher. The lesson was

taught after normal class in the basic 7 classroom. The researcher used all the needed

teaching and learning materials (TLMs). With the detailed lesson note prepared to teach

the experimental group for thirty (30) minutes. The researcher afterward taught the control

group without using any teaching and learning materials and a detailed lesson note. The

researcher found out that, the experimental group performed better when a short test was

conducted after the lesson while the control group performed very poorly. This implies

that the use of detailed lesson note, materials help to improve the pupils understanding of

the concept being taught.

27
 CHAPTER FOUR

INTRODUCTION

DATA ANALYSIS/ DISCUSSIONS

This section of the project work presents the information obtained after administering the

various data, collecting instruments and how the information is analyzed. Information was

collected from four categories of respondents. They include pupils, parents, teachers and

PTA /ASMC members. In all, forty (40) respondents were interviewed. Thus twenty (20)

pupils, ten (10) parents, three (3) teachers and four (4) PTA / SMC members. The

researcher also observed a number of activities that proceeded among the teachers, PTA /

SMC members, pupils and parents both within and outside the classroom. Finally he used

questionnaires in acquiring the needed information from all the respondents. The data

collected were analyzed and discussed under the following headings:

1. Qualification of teachers

2. Motivation at home and school

3. Teachers’ attitude and approach to teaching

4. Lack of advance preparation on the part of teachers before lesson delivery.

28
Table1

(A) PERCENTAGE DISTRIBUTION OF THE QUALIFICATION OF

TEACHERS

Rank No. of teachers Percentage (%)

Assistant Director 1 25

Senior Superintendent 2 50

Newly Trained Teachers 1 25

Total 4 100

Table 1 shows that 25% of the teachers are of the rank of Assistant Director 50% are

newly trained teachers. Despite the qualification and status of these teachers, the problem

of low academic performance in this school is still unsolved. The head teacher during an

interview revealed that the teachers lacked the necessary skills and techniques to teach in

order to arouse and sustain the interest of the pupils.

More so, most of them do not use relevant teaching and learning materials besides, they

teach in abstract and do not give detailed motes to pupils.

Hence the pupils find it difficult to understand what is being taught in class. Some of the

pupils interviewed said class is very boring and they were always confused when lessons

were going on. When some of the teachers were interviewed on why they refused to

implement the teaching skills learnt from their colleges, they complained that their salaries

are too small therefore they have to work very hard after school to get money to

supplement their meager salaries before thy can meet their family demands. Due to this

they don not prepare adequately before coming to school.

29
Table 2

(B) MOTIVATION AT HOME AND SCHOOL

Respondents Number of people Percentage %

Yes 10 25

No 30 75

Total 40 100

From the research finding’s it was revealed that teachers in school scarcely motivate their

pupils even if they performed creditably.

Furthermore, 75% of pupils interviewed disclosed that some teachers were too harsh and

also insult them so much when teaching and this attitude prevent them from feeling

comfortable during the teaching and learning process hence cannot assimilate what is

being taught. They said it is very difficult for them to ask questions for clarification

because of the harsh and excessive use of the cane by the teachers. There was this

interviewee who said that, the parents constantly complained of finance and kept

postponing the provision of their needs. There was an instance where an interviewee told

the interviewer that his parents did not allow him to learn at home, instead, he was

assigned all forms of house chores to perform.

Table 3 revealed that, 75% of the parents do not provide pupils educational needs regularly

and 25% do so. Just as indicated by various tables it has been realized that majority of the

interviewees mentioned having large family size and some single parents assuming the

role of both parents as a result of death or divorce.

30
Some of the parents said they have meager incomes, which made it difficult for them to

provide pupils educational needs. Those that are peasant farmers complained bitterly of

not getting ready market for their farm produce. There was a parent who believed that

spending on a child’s education is a waste of precious resources. Some suggested that the

girl child will only get pregnant when climbing the academic ladder therefore it will be

better for her to learn a trade at once in order to earn a living. When the researcher

enquired from some parents as to whether they visit their wards at school to find out their

progress, the response was no because they do not have enough time. About whether their

wards eat before coming to school, a parent was bold enough to inform the researcher that

because of the feeding programme, there is no need feeding their wards before they go to

school or give them pocket money. A group of teachers also complained that pupils’

problems emanated from their parents since the home is the first institution of the child.

Table4 gives the information on the level of motivation given to pupils at both home and

school

Table 3

PERCENTAGE DISTRIBUTION OF PUPILS’ MOTIVATION AT HOME AND

SCHOOL

Response Frequency Percentage %

Low 18 45

Very low 12 30

High 8 20

Very high 2 5

Total 40 100

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From the above table, out of forty pupils interviewed, 18 (45%) responded low, 12 (30%)

responded very low, 8 (20%) responded high and 2 (5%) responded very high. From their

responses, it could be deduced that motivational level of pupils is very low. A pupil

interviewed disclosed that because her parents do not motivate her in ways such as buying

her needs, she most at times consider herself inferior and as such feels very much

embarrassed in the company of her peers. Due to this she prefers staying at home to going

to school just because she cannot bear such embarrassment.

(C) TEACHERS ATTITUDE AND APPROACH TO TEACHING

Eventually, from the research conducted, it was clear that the attitude and approach of

teachers to teaching is woefully inadequate.

From the research findings, the twenty pupils interviewed said most teachers were too

harsh when teaching and learning hence cannot easily understand what the teacher is

teaching. Out of the twenty (20) pupils interviewed, 11 (55%) said due to the harshness of

the teacher they are always afraid and therefore find it difficult to ask questions for

clarification of points, concepts, facts and ideas which are not well understood.

Again out of the twenty (20) pupils, 9 (45%) said most of the teachers don not allow them

to discover things for themselves through activities as most the lessons taught were teacher

centered. This situation adversely affects their academic performance.

(D) INADEQUATE ADVANCE PREPARATION BY TEACHERS BEFORE

LESSON DELIVERY

From the research findings, the four (4) teachers the researcher observed as they taught

lessons showed that they did not prepare adequately before teaching. You will be

shocked to learn that some of them do not even prepare lesson notes before lesson

32
 delivery. The researcher took it upon himself to prepare a lesson note to teach an

experimental group.

Table five is about the pupils in the experimental group

PERFORMANCE OF THE EXPERIMENTAL GROUP

Performance Frequency Percentage %

Excellent 10 50

Very good 5 25

Good 4 20

Fair 1 5

Poor 0 0

Total 20 100

As shown in table 5, it is obvious that the pupils performed very well out of the 20

responses, 10 (50%) did good work, 1 (25%) did very good work, 4(20%) also did good

work, 1 (5%) performed fairly and none of them performed poorly.

The researcher after seeing the performance of the experimental group decided to teach the

control group the same lesson without any preparation. Table 6 shows marks obtained by

pupils in the control group after the lesson had been evaluated.

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Table 6 PERFORMANCE OF THE CONTROL GROUP

Performance Frequency Percentage %

Excellent 0 0

Very good 1 5

Good 2 10

Fair 7 35

Poor 10 50

Total 20 100

As shown in table 6, the pupils performed very poorly. Out of the twenty (20) respondents,

none had excellent, thus 0, 1 (5%) did very well, 2 (10%) did good work, 7 (35%) did

fairly well and 10 (50%) of them did poorly. After the researcher compared the two

groups, that is the experimental and control group, it was then identified that preparing

adequately before delivering a lesson enhances understanding of concepts in the teaching

and learning process. It also makes learning real, simple, easy and enjoyable. On the

inability of teachers to prepare comprehensive notes before teaching, they attributed it to

the inability of the head teacher to vet their lesson notes on time and monitor their teaching

periods. Investigations also revealed that even the circuit supervisor does not take the pain

to glance through their lesson notes. Some do not come round in a whole term. Taking the

teachers competencies into consideration, it has been observed that most teachers do not

have in-depth knowledge of the subject they teach. This results in ambiguous statement of

lesson objectives. Due to this, lessons were delivered in disorderly manner. Pupils

therefore resort to rote learning since they do not understand the disorderly delivered

lessons. As a result of rote learning, pupils find it very difficult to adapt to new situations.

34
Also, things learnt through rote learning gives negative response whenever a concept is

being taught.

In addition, out of the twenty pupils interviewed 10 (50%) said most of the teachers teach

without teaching and learning materials. 6 (30%) pupils complained that teachers just write

new topics to be treated on the writing board after which their related ideas, facts and

concepts are also written for the pupils to copy into their note books, 3 (15%) said some

teaching and learning materials used by the teachers during lesson delivery even confused

them the more since they are not related exactly to the topic under discussion and 1 (5%)

said some teachers just come to class to write exercises on the board and cane them

mercilessly when they failed to get the full marks. Most teachers said the cost involved in

the production of teaching and learning materials is very high and expensive. As a result

they cannot use all their salaries to produce instructional materials for use during teaching

and learning process. Others complained bitterly that it is never their duty to produce or

look for teaching and learning materials for use but rather the duty of the ministry of

Education and Ghana Education Service (GES) for use in schools. The teachers also

revealed that the production of instructional materials is vey tedious and also consume a

lot of time. This results in the teaching of most subjects in abstract which enhances and

encourages rote learning.

35
 CHAPTER FIVE

INTRODUCTION

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains the discussion of main findings and recommendations, intervention

measures, post intervention measures and conclusion.

SUMMARY OF MAIN FINDINGS

This expresses what the researcher saw to be the main causes of poor academic

performance among the pupils after the necessary analysis were made. The research work

has exposed or revealed lots of factors militating against the performance of learners in

Guaman E. P. Primary School. Some of the key findings are as follows:

i. The socio-economic status parents can either influence academic performance

positively or negatively.

ii. Environmental variable inhibit or promote academic performance of learners to

improve. These variables can be controlled.

iii. Most of the parents are not able to cater for the educational needs of their wards

since they are not regular income earners. Majority of them are farmers and food

venders. As a result of this pupils spent most of their precious time helping their

parents on the farm and others at the market. Due to this, they become too

exhausted to learn in the evenings and pay very little attention to attendance at

school.

iv. Inadequate motivation at home and school on the part of parents and teachers

dampens the spirit of pupils. Most parents scarcely give praise and reward to their

wards at home when they are up and doing, some pupils just receive insults and

36
 beatings which make them feel nothing good can come out of them. Teachers also

do very little or nothing to motivate the pupils through praises and rewards. This

makes the school also not enjoyable and uninteresting place for pupils.

INTERVENTION MEASURES

The researcher having examined the findings based on response given by the target

population made the following interventions which are intended to control the problems of

low academic performance of pupils in basic schools in the Guaman community in general

and particularly the basic four (4) class of Guaman E. P. Primary School. The researcher

appealed to the conscience of teachers not to be harsh on the pupils since most of them

become confused, timid and fail to seek clarification where necessary and explained to

them that pupils will exhibit their creative skills and abilities, and think critically through

the activities in the teaching and learning process making both the classroom and school a

lively place for pupils. The researcher also urged the teachers to improvise some relevant

teaching and learning materials for lesson delivery and afterwards, kept safely for future

use. This is because the use of relevant teaching and learning materials during lesson

delivery helps to focus pupils’ attention and interest on the basic structure of concepts,

relate abstract lessons to concreteness and integrate scattered information. More of, the

researcher leaded with the head teacher to see to it that teachers prepare in advance and

adequately since that will benefit both teacher and pupils. The researcher also asked the

PTA/SMC to motivate the teachers and head teacher for more effective work to be done.

The researcher not withstanding the rate at which teachers were teaching in abstract took

the pain and wrote an article which was published in the Saturday weekly mirror appealing

to the Ghana education service (GES) to provide relevant teaching and learning materials

for all basic schools especially Guaman E. P. Primary School.

37
During the last Parent-Teacher Association (PTA) meeting held in the Guaman E. P.

Primary Six classroom, the researcher suggested to all and sundry present to organize a

prize giving day for both outstanding pupils and teachers to encourage them to work

harder. Besides, the researcher visited parents in their various homes to educate them very

well to play an active role in the education of their wards so that they can also exhibit a

sense of discipline and avoid all forms of deviant behaviour such as truancy, stealing etc.

The researcher in collaboration with the PTA chairman urged the head teacher to form a

guidance and counseling section in the school to help pupils with all sorts of problems and

guide them to achieve greater laurels in their education. Parents were also advised to

practice family planning. He however, led them through some of the ways by which they

can plan their families so as to produce the number of children they can conveniently cater

for, so that they can also be in a better position in the future to cater for them.

Teachers were also advised by the researcher to form educative clubs such as the Reading

Club, Creative Writers and Debaters Club etc. and give responsible positions to truant

pupils to prevent them from dodging school. Women and girls were advised by the

researcher not to become pregnant if they are below eighteen years or above thirty-five

years since this can lead to cognitive problems in children born within those ages.

Couples were also advised to ensure that the mother is well fed with balanced diet during

pregnancy to avoid the incident of developing problems of learning disabilities. Members

of the guidance and counseling committee together with the researcher visited some

parents on the last Sunday of February and advised them to eschew violent quarreling at

home since this can affect and disturb their wards’ academic achievement in school.

38
POST INTERVENTION MEASURS

After several follow ups by the researcher on the intervention measures, it was realized

that very positive results have yielded since pupils, teachers and parents also responded

and acted positively on the intervention measures made available to them. Some of the

pupils said their teachers have been very cordial of late hence they feel free and ask

relevant questions for clarification when necessary, thereby making learning very

enjoyable.

Most teachers now provided or improvised teaching and learning materials before

teaching. When the researcher collected the lesson notes of some of the teachers, it came

to light that about 80% of them had written their lesson notes into details and it was vetted

by the headteacher.50% of the teachers interviewed said they have received motivation in

different directions from parents hence they were inspired to give out their maximum best.

SUGGESTIONS AND RECOMMENDATIONS

i. For learners to perform well there is the need for them to play roles in all educational

activities planned by the school.

ii. Teachers need to take their roles in the educational attainment of learners seriously

in order to boost their interest in schooling and partaking fully in academic work.

iii. Parents must make sure they bring forth only the number of children they can

adequately cater for in order to give adequate attention to all.

iv. For the standard of pupils’ performance to improve, stakeholders such as the

SMC/PTA and school administrators must carry out their supervisory roles as

expected.

v. Parents must not involve their wards too much in their trades and other burdensome

manual works which tell so much on the child’s academic performance.

39
 vi. The Ministry of Education in collaboration with Ghana education service must

employ craftsmen who can effectively produce teaching and learning materials in

relation to the contents of the subjects in the curriculum for distribution to schools

all over the county. Teachers are also encouraged to sacrifice some time and

resources to produce those that are not readily available for effective teaching and

learning to take place.

CONCLUSION

The academic performance of the basic 4 class of Guama E.P Primary School

is faced with series of problems which are preventing them from meeting the standard of

performance in other schools despite efforts being made by the stakeholders. It is in this

vein that the researcher deemed it necessary to carry out this research work with the aim of

outwitting these problems in order to achieve an enviable position at least among the

schools in the Jasikan town and District as a whole. From the above findings, it can be

concluded that performance of Basic four pupils of Guaman E.P Primary School

has improved after the research work. The researcher is however hopeful and ask that the

various suggestions and recommendations made be given favorable considerations. The

researcher limited his research only to the basic 4 class of Guaman E.P Primary School

There are other basic school pupils who are confronted with similar problems. It is for this

reason that researcher hereby suggest that any further research into the topic (should) be

carried out in other basic schools in the district because if the situation is not curtailed at

the basic level, pupils will grow and develop into irresponsible future leaders. Let me also

state that, even though this project yielded positive results, researchers should be

40
supported financially by the government to enable them delve deeper into research

projects.

REFERENCES

Agyemang Kofi Dominic (1986) Sociology of Education for African Students Accra.

Black Mask Ltd, Accra.

Annor Kwaku (1997) Education (2nd Edition). Education (2nd Edition) Kumasi: Ghana

University Press

Bandura A (1971) Social Learning Theory General. Learning (2nd edition) New York

London- Macmillan Press Limited

Bowless and Cintis (1972) IQ in the United States class structure. (Social Policy Vol. USA

Larinda’ Press)

Christopher Jencks (1972) Inequality A. Reassessment of the Effect of Family and

Schooling (3rd Edition) USA; Sultan and Fred’s Press and Development of The Brain,

Neuro Science and Bio-Behvioural Review: Lagos, Nigeria – Sule Printing Press.

Coon D. (1996) Essentials of Psychology Exploration and Application (5th Edition)

Canada – St. Paul West Publishing Company.

Morgan P.J Austin-Lafrance R, Bonzino JD and Tonkiss JJ (1993) Parental Malnutrition.

Ocloo Mark ‘A’ et al (2002) Foundations in Special Education. Winneba: Ghana

University Press.

Oladele J.O (1978). Foundations of Educational Psychology, (3rd Edition). Lagos: Nigeria

– Josh – Lad Publishing Company.

41
Safor Margaret (1988). December 10th Ghana Weekly Mirror (No. 0866-12531) Page 16.

APPENDICES

APPPENDIX ONE

QUESTIONNAIRE FOR THE TEACHER

Note: This questionnaire is strictly meant for educational purposes and that all the

information collected will be treated as confidential.

Please kindly respond to the questions by ticking the appropriate response or completing

the sentence. Where boxes are provided, use ( ) for the response.

1. Name of school………………………………..

2. Sex of teacher: male female

3. Age of teacher ………………………

4. Number of years of teaching experience ……………………………

5. How do pupils co-operate when lesson are taught and evaluated? Thus are they able

to work at the same pass as their mates? Yes No

6. What is the level of pupil’s participation during lesson delivery? High

Low Very High Very Low

7. Level of educational attainment by the teacher. SSCE

‘O’ Level Diploma CERT’A’ Degree

8. Do you often visit pupils with their parents in their home to counsel them?

Yes No

9. How often do you use TLMs? Always Scarcely

42
 10. Do you motivate your pupils? Yes No

APPENDIX TWO

QUESTIONNAIRE FOR PARENTS

Note: The information needed will be used for the purpose of this research work as

such it will be treated confidentially. You are please requested to provide direct

responses to the questions.

1. Name of your hometown ………………………

2. Sex:

3. Are you single? Yes No

4. Your occupation ……………………………..

5. How often do you visit your ward at school? Once in a term not at all

6. Number of children you are caring for ……………………………

7. Do you engage your ward during school hours! Yes No

8. Do you punish your ward for not going to school? Yes No

9. Do you motivate your ward? Yes No

APPPENDIX THREEE

QUESTIONNAIRE FOR PUPILS

Note: This questionnaire is strictly meant for educational purposes and that all the

information collected will be treated as confidential.

Please kindly respond to the questions by ticking the appropriate response or completing

the sentence. Where boxes are provided, use ( ) for the response.

1. Class of pupil ……………………

43
2. Age of pupils……………………

3. Sex of pupil. Male Female

4. Do your parents encourage you to learn? Yes No

5. Occupation of parents:…………………

6. Mother Father

7. How many brothers and sisters do you have in your family? ………………….

8. If no, with whom?................................

9. How are you motivated at school? High Low

10. Very High Low

11. Does your teacher encourage you to study? Yes No

APPENDIX FOUR

INTERVIEW GUIDE FOR TEACHERS

1. Do you prepare TLMs before teaching?

2. Since when have you been in the teaching profession?

3. What level of education have you attained?

4. What are the sorts of motivation you give to your pupils?

5. How do you deal with disobedient pupils?

6. How often do you attend teachers’ workshop?

7. How often do you visit your pupils at home?

8. Do you face any difficulty in getting TLMs?

9. What methods do you use in teaching?

10. How well do you relate with your pupils?

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APPENDIX FIVE

INTERVIEW GUIDE FOR PARENTS

1. Do you visit your ward’s school?

2. What level of education have you attained?

3. What work do you do?

4. How many children have you?

5. How many wives have you?

6. Do you visit your ward at school?

7. How do you motivate your wards?

8. How well do you relate with teachers?

9. Do you engage your ward after school?

10. How many times did you attend PTA meetings?

APPENDIX SIX

INTERVIEW GUIDE FOR PUPILS

1. What discourages you from learning?

2. With whom do you stay?

3. What are their names?

4. How well do you relate with your seniors?

5. What is you parents’ occupation?

6. How do you relate with your teachers?

7. Do you always understand what your teachers teach?

8. Do your teachers use any teaching and learning materials when teaching?

9. Do you always learn after school?

10. How are you motivated at school?

45