Perceived Determinants of Academic Achievement in Integrated Science among Senior High School Students in Ghana

Abstract

This study investigated the perceived factors influencing students’ academic performance in Integrated Science in public senior high schools within Jomoro Municipality in Ghana. A descriptive survey design with a quantitative approach was employed to gather insights from 294 students and 18 Integrated Science teachers selected through stratified random and purposive sampling respectively. Data were collected using structured questionnaires validated through expert review and pilot testing (Cronbach’s α = 0.80). Descriptive statistical analyses using frequencies and percentages revealed that home and school environments were largely unconducive for effective science learning. Specifically, 77.2% of students reported unsupportive home conditions, while 55.1% of students indicated limited parental involvement and supervision. Similarly, 100% of teachers and 74.2% of students identified inadequate instructional materials, overcrowded classrooms, and poor school facilities as major impediments to effective science instruction. Teacher-related factors also emerged as critical barriers. About 94.4% of teachers agreed that low teacher qualification and confidence negatively affect student performance. Moreover, the majority of students (70.8%) and teachers (100%) reported minimal use of varied instructional materials and a lack of individualized support for struggling learners, reflecting overreliance on traditional lecture methods. These findings highlight the multifaceted nature of academic performance determinants, emphasizing the interrelationship between environmental, teacher-related, and student-related factors. The study recommends increased collaboration between parents, school management, and the Ghana Education Service to enhance learning environments, improve teacher professional development, and foster student motivation and self-directed learning.