School environmental factors, pupils’ characteristics, and academic performance: The case of junior high school pupils of the Krachi west district of Ghana

Abstract

BackgroundData suggest that Ghana has made significant improvements in the educational system, resulting in some accomplishments. Nonetheless, pupils’ academic performance at the junior high school level and in the Basic Education Certificate Examination (BECE) remains poor nationally. Some factors have been identified to influence poor academic performance in some parts of Ghana, but none in the Krachi West district. Thus, it has become imperative to determine the local factors accountable for this trend and identify the most appropriate localised solutions. Materials and methodsAn embedded research design was employed to ascertain the influence of pupils’ characteristics and school environment factors on academic performance. In all, 361 participants (325 BECE candidates, 12 teachers, 12 head teachers and 12 PTA/SMC Chairpersons) were selected using cluster sampling, simple random and purposive sampling across 12 schools in the district. The academic performance of pupils was assessed using scores from six (6) subjects in the standardised district-level mock examination. ResultsBased on the examination scores, half of the pupils performed poorly in the six subjects. Even though from the quantitative study, pupils’ characteristics had no significant influence on academic performance, school location (β = −3.29, p < 0.01), school type (β = 1.15, p < 0.01), and school environmental factors (β = 0.807, p = 0.024) were significant predictors of academic performance in the district. Pupils in private schools were thrice more likely to achieve average academic performance than pupils from public schools (OR = 3.2, CI = 1.06–9.47). Also, schools with good environmental factors were twice as likely to have average academic performance than schools with poor environmental factors (OR = 2.2 CI = 1.11–4.52). ConclusionWhile school environment factors and pupil characteristics have a relationship with academic performance as suggested by the ecological theory, it was established in this study that only school location, school type and school environment factors were the significant predictors of academic performance in the Krachi West District. Therefore, education stakeholders need to consider these predictors when coming up with integrated but local strategies to improve pupils’ academic performance in that district.