SDA COLLEGE OF EDUCATION,

ASOKORE - KOFORIDUA

FACTORS AFFECTING LOW ACADEMIC PERFORMANCE OF PUPILS IN

ATIMATIM D/A PRIMARY ‘B’ IN AFIGYA KWABRE DISTRICT, ASHANTI REGION

BY

ADU CHARLES OSEI

(200043161)

A TERM PAPER SUBMITTED TO THE STS DEPARTMENT

SDA COLLEGE OF EDUCATION
ASOKORE - KOFORIDUA

SEPTEMBER 2022

i
 ABSTRACT

The purpose of this study was aimed at improving the basic 6 students of Oyoko

Methodist Primary School ‘A’ to add six-digit numbers using abacus. The purpose of the

study is to identify the causes of the difficulty in addition.

A quantitative design (action research) was adopted. The target population consisted

of school children and teachers in Oyoko Methodist Primary School ‘A’. A total sample of

twenty-five (25) students was picked from basic 6 of Oyoko Methodist Primary School ‘A’.

Also ten (10) teachers in the school were sampled for the study. The researcher used

observation, interview and test in this study. The interview was designed respectively for

school teachers and pupils.

The study has practical significance as it sheds light on the use of abacus in the

addition of six-digit numbers of primary six pupils in Oyoko methodist primary school ‘A’.

Recommendations based on the findings and conclusions were made to Ministry of

Education and other stakeholders to provide some basic teaching and learning aids used in

teaching mathematics so as to help make lesson delivery easier for teachers and also aid easy

understanding on the part of pupils. Among the recommendations was that parents should

assist their wards at home and also buy mathematics textbook for them so as to improve their

performance.

ii
 ACKNOWLEDGEMENTS

My utmost thanks goes to the one who created the Heaven and the Earth and all

therein. He is the giver of life and strength.

I am also thankful to my lovely mum and dad, my siblings and lovely ones whom in

diverse ways helped this project to see the light of the day. The almighty father richly blessed

you all for your caring towards this work and thereby making my work fruitful.

iii
 DEDICATION

I dedicate this work to my Mum, Dad, siblings and loved ones for their immense

support.

iv
 TABLE OF CONTENT

CONTENT PAGE

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENT v

LIST OF TABLES viii

CHAPETR ONE 1

INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem 2

1.3 Objective of the study 2

1.4 Research Questions 3

1.5 Significance of the study 3

1.6 Delimitation of the study 3

1.7 Organization of the study 3

CHAPTER TWO 4

LITERATURE REVIEW 4

2.0 Overview 4

2.1 Definition of the concept of the Academic Performance 5

v
2.2 Factors Influencing Academic Performance 5

2.2.1 Home-related factors 5

2.2.2 School-related factors 6

2.2.2.1 Relevance of curriculum 6

2.3 Summary 6

CHAPTER THREE 7

3.0 Overview 7

3.1 Research design 7

3.2 Population 7

3.3 Sample and sampling technique 7

3.4 Research Instrument 8

3.4.1 Observation 8

3.4.2 Questionnaire 8

3.5 Data Collection Procedure 9

3.6 Limitations of study 9

3.7 Data Analysis 9

CHAPTER FOUR 10

4.0 Overview 10

4.1 The role school environmental factors play in pupils Academic Performance 10

4.2 Home Conditions Responsible for the poor Academic Achievement of pupils 11

vi
4.2.1 Parents’ Provision of Textbooks and supplementary readers 11

4.3 Teacher factors that contribute to the poor Academic performance of the pupils 12

4.3.1 Incidence of Absenteeism 13

CHAPTER FIVE 14

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 14

5.0 Overview 14

5.1 Summary of major findings 14

5.2 Conclusions 16

5.3 Recommendations 16

REFERENCES 17

APPENDIX A 18

APPENDIX B 21

vii
 LIST OF TABLES

Table Page

1 Academic qualifications of teachers 11

2 Provision of text books and supplementary readers in school 12

3 Incidence of absenteeism among teachers 13

viii
 CHAPTER ONE

INTRODUCTION

This chapter discusses the background to the study, statement of the problem, purpose of

the study and the research questions. It also discusses the significance of the study,

delimitations and organization of the study.

1.1 Background to the study.

It is generally believed that the basis for any true development must commence with

the development of human resources. Hence, formal education remains the vehicle for

social-economic development and social mobilization in any society. Primary education

is the foundation on which further education is built. Primary education has two main

purposes. The first purpose is to produce a literate and numerate population that can

jointly deal with problems both at home and at work. It also serves as a foundation on

which further education is built (Akanle, 2007; Lockheed & Verspoor, 1991).

In Ghana, there has been significant improvement in achieving the second MDG

target of universal access to primary education by 2015. In 2006/07, gross primary school

enrolment was 90.8 per cent (Institute of Statistical, Social and Economic Research [ISSER],

2008).

In spite of these achievements, the education sector continues to face many

challenges. According to ISSER (2008) the performance of many children is failing to

meet the minimum learning requirements and to acquire basic skills and competencies. In

2006, the Basic Education Certificate Examination (BECE) results released by the West

African Examination Council (WAEC) showed that out of the 308,379 candidates who

sat for the examination, only 190,921 candidates were able to obtain aggregates between

06 and30 (the required national pass aggregates), which represented 62 per cent (WAEC,

ix
 2006). It goes without saying that poor academic achievement in school may be the result

of interplay of several factors. It is therefore important not only to carry out an empirical

study on the causes of low academic performance of pupils, but also to look for

opportunities and propose measures to assist on-going efforts at improving pupil

academic achievement in general

1.2 Statement of Problem

Over the past few years, concerns have been raised about the poor academic

performance of pupils in Atimatim D/A Primary B by parents and the Atimatim

community. Anamuah- Mensah (2010), an educationist attributed the phenomenon to lack

of effective supervision and monitoring at school, lack of motivation for teachers and

inadequate number of qualified teachers to fill empty classrooms. Also, Etsey (2005)

attributed the cause of poor academic performance in the Shama Sub-Metro of Shama

Ahanta East Metropolitan Assembly (SAEMA) in Ghana to a combination of factors

relating to the school environment, teachers, pupils and parents.

1.3 Objective of the Study.

The general objective of the study is to examine factors that are responsible for the

low academic performance of pupils in Atimatim D/A Primary B in Afigya Kwabre

South District, Ashanti Region. This study specifically seeks to:

I. Find out the role school environment factors play in pupils’ poor academic

performance in Atimatim D/A Primary B.

II. Ascertain home conditions responsible for the poor academic achievement of

pupils in Atimatim D/A Primary B.

III. To identify teacher factors that contribute to the poor academic performance

of the pupils in Atimatim D/A Primary B.

x
1.4 Research Questions

In order to achieve the purpose of this study, the following research questions were

answered:

I. What school environmental factors are the causes of poor academic performance

of pupils at Atimatim D/A Primary B?

II. What home conditions cause pupils at Atimatim D/A Primary B to perform poorly

academically?

III. What teacher factors contribute to low academic achievement of pupils in

Atimatim D/A Primary B?

1.5 Significance of the Study.

The outcome of the study is expected to assist all stakeholders in the district,

particularly at the basic education level to fashion out appropriate strategies that

would enhance the academic performance of pupils.

1.6 Delimitation of The Study

The study was limited to only Atimatim D/A Primary B School. The study was

focused on pupils in basic four, basic five and basic six of Atimatim D/A Primary B

School.

1.7 Organization of the Study

Chapter one of this research contains the Introduction, Background of study,

objectives of the study and organization of the study. Chapter two is made up of the

Literature Review, Chapter three discusses the various methods used for the research.

Chapter four presents the result. Chapter five discusses the result and summary of finding

conclusions and recommendations.

xi
 CHAPTER TWO

LITERATURE REVIEW

2.0 Overview

This chapter talks mainly about what other scholars, educationist and researchers say

about the problem at hand. It focuses on what has been written in relation to the problem and

clarifies how the Study intends to address the problem.

The chapter throws light on the following issues:

I. Definition of the concept of the Academic Performance.

II. Factors influencing academic performance.

III. Summary

2.1 Definition of the Concept of Academic Performance.

In educational institutions, success is measured by academic performance or how well

a student meets standards set out by local government and the institution itself. It enable

students and parents to know the current academic state of their students and it determines the

failure and success of an academic institution.

According to Narad and Abdullah (2016), academic performance is the knowledge

gained which is assessed by the marks by a teacher and/or educational goals set by students

and teachers to be achieved over a specific period of time. They added that these goals are

measured by using continuous assessment or examined results. Annie, Howard and Midred

(as cited in Arhad, Zaidi and Mohammed 2015) also indicated that academic performance

measures education outcome.

xii
 The concept of low academic performance according to Diaz (2003) considers it as

the situation in which the subject does not attain the expected achievement according to his or

her abilities, resulting in an altered personality which affects all other aspects of life.

Similarly, Tapia (2002) as cited in Diaz (2003) notes that while the current educational

system perceives that the students fails if he or she does not pass, more appropriate for

determining academic failure is whether the student performs below his or her potential.

2.2 Factors Influencing Academic Performance.

2.2.1 Home-related factors

A child’s performance in school can be influenced by the range of household factors.

These include socio-economic status (education, occupation and income), size of the

household, type of discipline at home, family structure and the level of parental involvement

and interest in child schooling.

Acheampong (1992) cited in Avotriet al (1999), for instance, found that the

educational status of parents was a major factor determining a child’s academic

achievements. This finding corroborates that of Johnson and Kyle’s (2001) study the parental

education, particularly the mother’s education has a big influence on children’s school

achievement. Fertig and Schmidt (2002) also found that mothers’ education has a greater

effect on child’s learning overall, but that father’s education becomes more important when

they have attained tertiary levels.

xiii
2.2.2 School-related factors

2.2.2.1 Relevance of curriculum.

Curriculum is a list subjects, learning areas and course of study (Enos 2007).

According to Enos (2007), curriculum should provide learners with meaningful experiences

that engender deep and significant learning. Makuwa (2004) has argued that much of the

curricula used in Namibian schools are either foreign or not relevant to the needs of

Namibian learners and as such learners are not provided with meaningful experiences.

The above points make one to conclude that the relevance of the curriculum is

important in learners’ understanding of subject concepts. Learners can quickly grasp concepts

where they see some of the learning materials in practical use than concepts which are totally

foreign. Therefore, the researcher supports Makuwa’s (2004) view that curricular should be

revisited to take into account the local conditions, but also balancing it with learning

materials of some internationally accepted standards, otherwise learners will not be

internationally competent when they go to foreign universities.

2.3 Summary

In conclusion, literature has been reviewed on issues related to the study. These

included school environment, home related and teacher factors responsible for poor academic

performance.

xiv
 CHAPTER THREE

METHODOLOGY

III.0 Overview

This chapter discusses the procedures used in carrying out the research work. This

includes the research design, population, sample and sampling procedures, research

instrument, data collection procedures and analysis.

III.1 Research Design

The research design used for the study is action research. Action research is any

systematic inquiry conducted by teacher researchers to gather information about the ways

that their particular school operates, how they teach and how well their students learn

(Miller 2003).

3.2 Population

The study population was made up of Pupils of Atimatim D/A Primary B School

specifically basic 4, basic 5 and basic 6, Parents and Teachers in the study.

III.3 Sample and Sampling Technique

Purposive sampling technique was to select a sample size of 30 pupils, in order to

acquire different views from various angles about the factors that contribute to the poor

academic performance of the school. Also five (5) teachers in the school participated and ten

(5) parents were sampled for the study. In all 40 respondents were taking as the sample for

this study.

xv
 III.4 Research Instruments

The study required the collection of both primary and secondary data to support the

analysis, interpretations and conclusions. The researcher used observation and questionnaire

for the study.

III.4.1 Observation

Gorman and Clayton (2005, p.40) define observation studies as those that involve the

systematic recording of observable phenomena behavior in a natural setting. The researcher

observed the class teacher’s mode of lesson presentation. This was to find out whether the

class teacher’s method of teaching and how pupils cope with the teaching and learning

process.

III.4.2 Questionnaire

Questionnaires are easy to administer, friendly to complete and fast to score and therefore

take relatively less time from researchers and respondents (Knowles, 1980). Three

questionnaires were utilized in this study. The questionnaires were designed respectively for

school teachers, pupils and parents on factors which might be affecting academic

performance in the school.

III.5 Data Collection Procedure

The study made use of secondary data and primary data. Secondary data were

obtained from school class registers, records, number of pupils, scores, etc. Primary data were

obtained through face-to-face interview. Face-to-face interviews were used to collect data

from the pupils. Face-to-face interview was used to collect data from the parents.

It also gave the researcher the chance to observe home and community conditions

relevant to this study. The researcher also interviewed teachers to obtain data for the study.

xvi
 III.6 Limitations of study

The researcher identified weaknesses during his research. During the interview, the

pupils felt reluctant to speak English for the fear of making mistakes or being laughed at. The

research work coincided with the researcher’s teaching which became very difficult for him.

But despite the challenges faced by the researcher, he was able to carry out the study

successfully.

III.7 Data Analysis

The data collected from the interview and the observation were analyzed statistically with the

use of frequencies and percentages based on the research questions.

xvii
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Overview

The purpose of the study was to explore factors contributing to the poor academic

performance of students of Atimatim D/A Primary B of the Afigya Kwabre South District in

the Ashanti Region of Ghana. This was done through the use of structured questionnaire in

the data collection process. In analyzing the results of the data collected through the study,

the researcher has divided this chapter into the following sub-divisions:

i. The role school environmental factors play in pupils’ poor academic performance in

Atimatim D/A Primary B.

ii. Home conditions responsible for the poor academic achievement of pupils in

Atimatim D/A Primary B.

iii. Teacher factors that contribute to the poor academic performance of the pupils in

Atimatim D/A Primary B.

4.1 The Role School Environmental Factors Play in Pupils’ Poor Academic

Performance

The first objective of this study was to find out the role school environmental factors

play in pupils’ poor academic performance in Atimatim D/A Primary B. The research

findings are presented according to the research question posed to achieve this objective.

What school environmental factors are the causes of poor academic performance in the

Atimatim D/A Primary B? The school environmental factors considered include academic

qualification of teachers, availability of teaching and learning materials, use of contact hours

and availability of infrastructure and facilities.

xviii
Table 1 Academic Qualifications of Teachers
Academic Qualification Frequency (N =10) Percentage (%)
Degree 1 20

Diploma 4 80

Total 5 100%
Source: Field Data, 2022

Table 1 indicates academic qualification of teachers of Atimatim D/A Primary B. Out

of the five (5) teachers in the school who took part in the survey, 1 (20%) of then had had

Bachelor’s Degree. The statistics also indicated that 4(80%) of the teachers have Diploma

certificate. This is an indication that Atimatim D/A Primary B has most of teachers

completing a Diploma program which is no more a requirement to teach in a basic school.

4.2 Home Conditions Responsible for the Poor Academic Achievement of Pupils

The second objective was to ascertain home conditions responsible for the poor

academic achievement of pupils in Atimatim D/A Primary B. The research findings are

presented according to the research question posed to achieve this objective. What home

conditions cause pupils in the Atimatim D/A Primary B to perform poorly academically?

Home conditions investigated include provision of textbooks and supplementary readers,

interaction with children’s teachers and provision of basic school needs.

4.2.1 Parents’ Provision of Textbooks and Supplementary Readers

It is the responsibility of parents to make available to their students relevant subject

textbooks and supplementary readers. A total of 10 parents were asked if they provided

subject textbooks and other supplementary readers for their children. The results are shown in

Table6.

xix
 Table 2: Provision of Text Book and Supplementary Readers in School

Response Frequency Percentage (%)

Yes 2 20

No 8 80

Total 10 100

Source: Field Data, 2022

Results from table 2 shows that majority of parents 8 (80%) indicated that they did

not provide text book and supplementary reading materials for their students whiles 2 (20%)

indicated that they provide it for their students. The implication of this is that many parents of

the students at Atimatim D/A Primary B did not purchase textbook and supplementary

readers for their wards.

4.3 Teacher Factors that Contribute to the Poor Academic Performance of the Pupils

The aspect of the second objective was to identify teacher factors that contribute to

the poor academic performance of the pupils in Atimatim D/A Primary B. The research

findings are presented according to the research question posed to achieve this objective. The

teacher factors considered include; incidences of lateness to school and absenteeism,

completion of syllabi, regularity of homework, language used in teaching, interest in children

understanding of lesson, and teacher work habits.

4.3.1 Incidence of Absenteeism

The students were asked to indicate how often their teachers attend school. Table 9

illustrates the results.

xx
Table 3: Incidence of absenteeism among teachers

Response Frequency Percentage (%)

On average, comes three times week 20 44.44

On average, misses once every two weeks 20 44.44

Comes everyday 5 11.11

Total 45 100%
Source: Field Data, 2022
Results from table 3 indicates that majority of respondents 20 (44.44%) indicates that

on average teachers comes to school three times week. 20 (44.44%) indicates that on average,

teachers misses once every two weeks whiles 5 (11.11%) indicated that teachers comes to

school every day. The implication of this is that teachers at Atimatim D/A Primary B were

often absent from school.

xxi
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Overview

This chapter highlights the main findings of the study and the overall study

conclusions and implications of the study findings. It also provides concrete

recommendations on what needs to be done based on the identified factors responsible for

the poor academic performance in the Atimatim D/A Primary B School.

5.1 Summary of Major Findings

Summary of Findings Over the past few years, concerns have been raised about the

poor academic performance of pupils in Atimatim D/A Primary B School in Atimatim. The

situation raises questions about the depth of understanding of factors affecting the low

performance of pupils of Atimatim D/A Primary B School. The study therefore sought to

examine factors responsible for the low academic achievement of pupils in the Atimatim D/A

Primary B School and to suggest strategies that may help to improve pupils‟ academic

performance. More specifically, the research has identified school environmental factors,

home conditions, teacher factors, and pupils‟ characteristics that are significantly affecting

pupils‟ academic performance. School environmental factors such as limited number of

teachers with high academic qualification, inadequate teaching and learning materials, and

misuse of contact hours have accounted for the low academic performance in Atimatim D/A

Primary B School.

Teachers‟ level of education plays a very important role in their level of delivery in

the classroom. A teacher’s knowledge of the subject matter coupled with all the educational

material have great influence on teaching and learning in Atimatim D/A Primary B School.

xxii
 Though the teachers have professional qualifications, however the teacher’s

knowledge in their subject areas can still affect the performance of the school. Inadequate

teaching and learning materials (TLM) also accounted for the low academic achievement of

pupils of Atimatim D/A Primary B School. None of the teachers of the school indicated that

the school had enough teaching and learning materials to support their work. Pupils perform

better when they have teaching materials like textbooks, maps, science equipment’s and

pictures to aid them. Contact hours are meant for academic work but pupils of Atimatim D/A

Primary B School sometimes miss this. Hardy (2003) throws more light on the negative

relationship between work and academic.

In addition, teacher factors such as incidence of lateness to school and absenteeism,

inability to complete the syllabi and inadequate homework assigned to pupils contributed to

the low academic performance of pupils from Atimatim D/A Primary B School. The role of

the teacher in achieving academic excellence is very important so lateness to school on the

part of the teacher affect the pupils greatly. Teachers lateness to school affect their output of

work and this can be seen in they not being able to complete their syllabi before pupils write

their final examination. Giving homework to pupils is a way of ensuring that pupils continue

to learn after school so if teachers refuse to give them regularly this does not encourage the

lazy pupils will not learn after school and this will affect them academically. The official

language for teaching is the English Language and most of the pupils have difficulties with it

so they are unable to read and write and this affect them in their final examination.

Finally, home conditions or parental support variables causing pupils to perform

poorly academically were the number of siblings, survival status of parents, their inability to

provide textbooks and supplementary readers, low level of interaction with children’s

teachers, and low level of involvement in the Parent Teacher Association (PTA). Parents’

interests in their children’s education enhance their performance greatly.

xxiii
5.2 Conclusions

The purpose of the study was to examine the factors that were responsible for the low

academic achievement of pupils in the Atimatim D/A Primary B School at Atimatim in the

Ashanti Region of Ghana. Through this, the study has been able to establish factors that

pertain solely to the Atimatim D/A Primary B School. These factors attributed to teachers,

school environment, parents and the pupils were primarily responsible for the low academic

performance of the Atimatim D/A Primary B School pupils. The school environmental

factors found included lateness, absenteeism, inadequate teaching learning materials and

misuse of contact hours leading to not completing of the syllabi.

Also home conditions found to have influence on academic performance included

parents not supporting their children with their homework, not interacting with teachers to

know how their children are doing in school. Pupil factors found to affect their academic

achievements include lateness, absenteeism and problem with use English Language in class.

5.3 Recommendations

Based on the findings of the study, the following recommendations have been made:

1. There should be improvement in Parents’ Attitudes towards Schooling of their Wards.

2. Supervision and Institute Incentive Packages should be intensified.

3. The Pupils should be Sensitized and Motivated.

xxiv
 REFERENCES

A Causal Model of teacher Characteristics and Students‟ Achievement in Some Ecological

Concepts. Unpublished Ph. D Thesis, University of Ibadan, Ibadan. Retrieved June 2,
2011, from http://pkukmweb.ukm.my Blake, J. (1989). Family Size and Achievement.
Los Angelos: University of California Press, pp. 10-11.
Abu-Hilal, M. M. (2000). A structural model of attitudes towards school subjects, academic
aspiration and achievement. Educational Psychology, 20, 75-84.

Abuseji, F. A. (2007). Student and teacher related variables as determinants of secondary

school students‟ academic achievement in chemistry.

Avotri, R., Owusu-Darko, L., Eghan, H., &Ocansey, S. (1999). Academic performance 5
factor inventory. Ibadan: Stirling-Horden Publishers. Retrieved December 8, 2011,
from http://www.eurojournals.com/ejss_17_5_ 0.pdf

Adeyela, J. (2000). Problems of Teaching Science in Large Classes at the Junior Secondary
School Level. Implications for Learning Outcome. Unpublished M.Ed Thesis.

Agyemang, D. K. (1993). Sociology of Education for African Students. Accra: Black Mask
Ltd. Akabayashi, H., &Psacharopoulos, G. (1999).

Anamuah-Mensah, J. (2010). Reaction to Daily Graphic Publication, Friday August 27,

2010. Aremu, A. O. (2000).

Ademola, O. R., &Olajumoke, A. A. (2009) Educational Research and Review, 2 (7), 165-
171. Parental involvement as a correlate of pupils‟ achievement in mathematics and
science in Ogun State, Nigeria.

Adepoju, T. (2001). Educational Research and Review, 4 (10), 457 - 464. Retrieved May 27,
2011, from Nigeriahttp://academicjournals.org/err

Adediwura, A. A. &Tayo, B. (2007). Journal Pendidikan, 32, 3-18. Retrieved June 2, 2011,
from http://pkukmweb.ukm.my

Location Factors as correlates of private and Academic Performance of Secondary Schools

in Oyo State. A Proposal presented at the higher students.

xxv
Allen-Meares, P., Washington, R. O., & Welsh, B. L. (2000). Medium Term Development
Plan (MTDP) 2009–20012.

APPENDIX A

QUESTIONNAIRE FOR TEACHERS ONLY.

SDA COLLEGE OF EDUCATION

ASOKORE - KOFORIDUA

This questionnaire has been designed for data collection on the factors affecting low

academic achievement of pupils in Atimatim D/A Primary B in Afigya Kwabre South,

Ashanti Region.

This information given on this questionnaire is for academic purpose only and will be

treated with confidentiality.

SECTION A

Kindly indicate with a tick (√)

1. Sex: Male [ ] Female [ ]

2. Age of Respondent: 22 - 29[ ] 30 - 39[ ] 40 and above [ ]

3. Academic/Professional Qualification: Degree [ ] PHD [ ] MPhil [ ]

MA/MED [ ]

4. Teaching Experience: 1 - 4years [ ] 5 - 9years [ ] 10 - 14years [ ]

15 and above [ ]

xxvi
 SECTION B

Please tick (√) appropriate option where necessary.

VC= Very Common C= Common U= Uncommon VU = Very Uncommon SA= Strongly

Agree A = Agree NS = Not Sure D = Disagree

Factors affecting low academic achievement among students

S/N Item VC C U VU

5 Uncomfortable learning environment

6 Teacher-student ratio

7 Parental and Educational reasons

8 Exam’s Anxiety

9 Absenteeism/Truancy

SECTION C

Causes of low academic achievement among students

S/N Item SA A NS D

10 Peer Influence

11 Lack of study materials

xxvii
 12 Broken home

13 Unhealthy Teacher Student Relations

SECTION D

Effects of students low academic achievement

S/ Item SA A NS D

14 Teachers spent instructional hours in controlling indiscipline

student behavior.

15 Indiscipline affects teaching and learning.

16 The curriculum was completed last year.

SECTION E

Effects of Students’ low academic achievement

S/ Item SA A NS D

17 Role Modeling

18 Motivation

19 Guidance and Counseling

20 Detention and Withdrawal of Privileges

xxviii
xxix
 APPENDIX B

QUESTIONNAIRE FOR STUDENTS ONLY

SECTION A

Kindly indicate with a tick [✓]

1. Sex: Male [ ] Female [ ]

2. Age: 7 - 10years [ ] 11 - 15years [ ] 16 and above [ ]

3. Class: Lower Primary [ ] Upper Primary [ ] J.H.S [ ]

SECTION B

Please tick (√) appropriate option where necessary.

VC= Very Common C= Common U= Uncommon VU = Very Uncommon SA= Strongly

Agree A = Agree NS = Not Sure D = Disagree

Factors affecting low academic achievement among students

S/N Item VC C U VU

5 Uncomfortable learning environment

6 Teacher-student ratio

7 Parental and Educational reasons

8 Class destruction

9 Absenteeism/Truancy

xxx
 SECTION C

Causes of low academic achievement among students

S/N Item SA A NS D

10 Peer Influence

11 Lack of study materials

12 Broken home

13 Unhealthy Teacher Student Relations

SECTION D

Effects of students low academic achievement

S/ Item SA A NS D
N

14 Teachers spent instructional hours in controlling indiscipline

student behavior.

15 Indiscipline affects teaching and learning.

16 The curriculum was completed last year.

SECTION E

Effects of Students’ low academic achievement

S/ Item SA A NS D
N

17 Role Modeling

18 Motivation

19 Guidance and Counseling

xxxi
20 Detention and Withdrawal of Privileges

xxxii