Environmental factors that militate against academic achievement of JHS pupils in integrated science in Agona East District of Ghana

The study sought to find out the environmental factors that militate against academic achievement in Integrated Science by pupils in JHS in Agona East District. Descriptive survey research design was used for the study. Stratified random sampling was used to obtain the study sample of 315 (15 teachers and 300 pupils). The two main instruments employed for data gathering were questionnaires and an interview protocol. The interview was audiotaped and transcribed verbatim. The main findings were: (1) Majority of the pupils, (61 percent) held the perception that Integrated Science was difficult compared to the other subjects because they thought it was difficult to score high in Integrated Science. (2) The research findings also revealed that about 57% of the pupil respondents said their school environment did not support effective teaching and learning. (3) Many parents (46%) had no or low formal education couple with large family size (4) Both teachers and pupils indicated that the lecture method was the most frequently used teaching method at the expense of practical method for lesson delivery by most of the teachers since there was inadequate supply of teaching learning materials by headteachers and due to large content area of the syllabus. (5) Most of the pupils (79%) did not understand most of the lessons taught by their science teachers as a result were not able to reproduce most of the things they learnt during examinations and pupils (65%) were unable to read and understand the Integrated Science textbooks on their own. It was recommended that, since attitudes can be modified by experience, effective teaching strategies such as the use of modern methods of teaching including use of computers should be used. This can encourage pupils to be more positive in their attitude and perceptual orientation towards Integrated Science. Also, headteachers and government should supply all the necessary materials and resources (infrastructure) needed for efficient implementation of the syllabus on regular basis. The study has established that school environment and home environment of the pupil exert some potent and positive influence on pupils‟ achievement in Integrated Science. Based on the findings of the study, it can be concluded that (1) the fact that both teachers and pupils held the perception that Integrated Science was a difficult subject could reflect in the teaching of the subject by the teacher and in the learning by the pupils which might result in poor performance of the pupils. (2) Most of the parents of the pupils had low or no formal education coupled with large family size which could result in little or no supervision of pupils learning at home might have militated against pupil‟s academic achievement. (3) The excessive use of lecture method of teaching and overcrowding of classrooms with pupils could lead to poor attitude of pupils towards Integrated Science and consequently militate against academic performance of the pupils. (4) The inability of pupils to understand Integrated Science lessons and poor study habits could be a militating factor against pupils‟ academic performance. (5) Financial irresponsibility of some parents towards their wards education might have militated against the academic performance of the pupils.

Source: UEW