@Article{crph286,
AUTHOR = {Quansah, Esther Aba},
TITLE = {An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {2},
PAGES = {93-101},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/286},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2022.286},
ABSTRACT = {The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five junior high schools (St Nicholas, St. Monica, Aboom Methodist B, Aboom Zion A and Aboom Zion C) were randomly selected from the ten schools in the circuit. A proportional allocation was used to determine and allocate the total number of students from the population to each school. The main instrument for data collection was questionnaire. The data were entered in a pre-designed template in the Statistical Package for Social Science (SPSS) software, version 21. The data were analysed using descriptive (frequency and percentages, mean and standard deviation) and inferential statistics (correlation). The research hypothesis was also analysed using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study indicated that school-related factors such as school time schedule, resources, school climate, guidance and counselling, school-parents’ relationship may significantly contribute to students’ academic achievement. It is also concluded that when the right atmosphere or conditions are created, students can perform well irrespective of their socio-economic statuses or backgrounds. It is recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in partnership with school administrators should provide adequate teaching and learning resources and facilities for effective teaching and learning at the school. It is also recommended that in other to ensure effective teaching and learning, the Ministry of Education (MOE) and the Ghana Education Service (GES) should collaborate to implement a class size reduction policy effectively as expected. This means that the student-to-teacher ratio should strictly be adhered to.},
}

%0 Journal Article
%A Quansah, Esther Aba
%D 2022
%J Current Research in Public Health

%@ 2831-5162
%V 2
%N 2
%P 93-101

%T An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana
%M doi:10.31586/ojer.2022.286
%U https://www.scipublications.com/journal/index.php/OJER/article/view/286

TY  - JOUR
AU  - Quansah, Esther Aba
TI  - An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana
T2  - Current Research in Public Health
PY  - 2022
VL  - 2
IS  - 2
SN  - 2831-5162
SP  - 93
EP  - 101
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/286
AB  - The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five junior high schools (St Nicholas, St. Monica, Aboom Methodist B, Aboom Zion A and Aboom Zion C) were randomly selected from the ten schools in the circuit. A proportional allocation was used to determine and allocate the total number of students from the population to each school. The main instrument for data collection was questionnaire. The data were entered in a pre-designed template in the Statistical Package for Social Science (SPSS) software, version 21. The data were analysed using descriptive (frequency and percentages, mean and standard deviation) and inferential statistics (correlation). The research hypothesis was also analysed using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study indicated that school-related factors such as school time schedule, resources, school climate, guidance and counselling, school-parents’ relationship may significantly contribute to students’ academic achievement. It is also concluded that when the right atmosphere or conditions are created, students can perform well irrespective of their socio-economic statuses or backgrounds. It is recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in partnership with school administrators should provide adequate teaching and learning resources and facilities for effective teaching and learning at the school. It is also recommended that in other to ensure effective teaching and learning, the Ministry of Education (MOE) and the Ghana Education Service (GES) should collaborate to implement a class size reduction policy effectively as expected. This means that the student-to-teacher ratio should strictly be adhered to.
DO  - An Appraisal of School-Related Factors that Contribute to the Academic Achievements of Low Social-Economic-Status of Students in Ghana
TI  - 10.31586/ojer.2022.286
ER  -