Abstract
This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design. The “Study Skills Scale†questionnaire was utilised for data collection to determine the kind of study skills employed by the science students, across gender, age range, and school-type. The arithmetic mean was used to establish the degree to which students employ study skills strategies in their learning. Similarly, the consequence of gender, age range, and school-type on the eight subscales of study skills strategies was determined using a one-way multivariate examination of variance. Findings from the investigation indicated that SHS science learners employ study skills strategies in their learning to a large extent for all the subscales of study skills strategies. However, female students employ the memory and concentration study skills strategies more effectively than their male counterparts; demographic variables, such as age range and school-type, do not influence students’ study skills significantly. The implications for this study for policy and practice were discussed.
 
 Keywords: Academic performance, age range, gender, school-type, study skills, senior high school science students.
Highlights
Senior high schools (SHS) in Ghana are grouped as category A, B, C, or D schools based on several factors, including academic achievement
It was deduced that SHS science students employ study skills strategies in their learning to a high extent for all the subscales
Conclusion and recommendation this research was small-scale research limited to a single metropolis within Ghana, it provides some pertinent insights into the extent to which SHS science students use the eight subscales of study skills strategies in their learning
Summary
Senior high schools (SHS) in Ghana are grouped as category A, B, C, or D schools based on several factors, including academic achievement. This trend is very disturbing as it has the potential of being carried over to the junior high school (JHS) and SHS. It is believed that educational outcomes can be improved in several ways, but most importantly, an aspect that has been overlooked, but which could be a remedy involves giving assistance to students to enable them to regulate the way they learn This can be done through the effectual use of learning techniques, which are termed as study skills. Chikwa, Menon, and Al Kharusi (2018) further claim that psychologists singled out study skills as the most contributory factor to student's performance since it helps students to manage their time judiciously, use effective engagement strategies and connect the basis for studying to their lifelong goals
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
