CHAPTER ONE

INTRODUCTION

Background to the study

It is now generally, accepted that it is human resources of a nation that ultimately

determines the peace and character of its economic and social development. The education

system constitutes the principal mechanism for the development of the necessary

knowledge and skills. According to Harbison cited by Forojalla (1993) Human resources

are passive course of production, human beings are the active agents who accumulated

capital, exploit natural resources, build social economic and political organization and

carry forward national development” Page 94 - 101. Clearly, a country which is unable to

develop the knowledge and skills of its people and utilize the effectively in the national

economy will be able to develop anything else.

The experiences of the United States of America, the former USSR, Japan and Great

Britain in their development process provide concrete evidence which cannot be

overlooked. The Japanese studies support studies in the United States of America and the

former USSR that though in 1960, the value of the stock of education capital was 18% of

the value of the stock of physical capital. It yielded proportionately greater returns

(Forojalla 1993, p.110). Thus in most nations, it is strongly believed that the quantitative

expansion of academic opportunities hold the basic key to national development. African

countries are no exception. All the countries of the continent have committed themselves to

the goal of universal primary education as far as resources can permit due to the

1
recognition of the development of every country which depends on its human resources for

development.

Everyone regardless of his or her social class deserves to be educated according to

his or her ability and potential because of the observation the education is great benefit to

society in general and not just to specific individual who are educate. Schultz (1961), at

the center of his address on Investment in Human Capital was of the idea that education is

not only a form of consumption but is also an individually and productive population.

Education is said to play a major role in economic development through the provision of

skills and techniques designed to improve competencies. In the education act of 1961,

“every child who has attained the school going age as determined by the Minister of

Education shall attend a course of instructional as laid down by the Minister”.

To make realization of the academic dreams, the various governments put various

structures in place. For example, during the time of President Kwame Nkrumah, he

introduced the northern scholarship scheme which students in the northern and upper

regions enjoyed. The 1992, Constitution of the Fourth Republic of Ghana (p. 21) made for

a policy on education within two years of its coming into force, this led to the policy of

free Compulsory Universal Basic Education (FCUBE). It was realized that a participatory

literate citizenry is the foundation of a democratic process, economic growth and social

well being of a nation.

As students of education, I always become perturbed when student’s results are

released and the performances are low. Again as inhabitants of Akwasiho till now and also

who had her basic school at Akwasiho, I have a total concern for the total well being of the

2
place, more especially the academic aspect. Thus reason therefore motivated me to

undertake this study.

Statement of the problem

It is quite regrettable that despite attempts by various governments to provide Free

Compulsory Universal Basic Education (FCUBE) we see many illiterate, semi - literates

and children who should be in school but are on the street inspire of the seriousness of the

problem, studies have been conducted in the district let alone Akwasiho in particular. This

has been of much concern to all stake holders in education in the district. It is my intention

to study this problem (cause that account for low academic performance in basic schools)

that has given way to this research.

Purpose of the study

The purpose of the study is to find out the problems of high illiteracy rate among

children in basic schools. It is also aimed at identifying the causes of high school drop out

of children in basic schools. Moreover, the study will find out the causes of low academic

performance of pupils and whether parents are interested towards the children education.

Finally, the study will identify the knowledge base of parents towards the low academic

performance of their pupils.

Research questions

The study therefore seeks to answer the following questions:

1. In there a relationship between family size and their children academic performance in

Akwasiho?

3
2. Is it true that parent’s socio - economic conditions have an influence on the academic

performance of their children?

3. How does the children’s academic performance?

4. Can family socialization affect children’s academic performance?

5. Can rural urban dichotomy also have an influence on children’s academic performance?

6. Can the perception on gender have any impact on children’s academic performance?

Significance of the study

The research findings of the study will help the public to have a better insight into

the cause of low academic performance of Junior High School (J.H.S) pupils. Moreover,

this research will serve as valuable guide and a useful material for educational planners,

policy makers in the district to find solutions to the causes of problems that account or low

academic performance of pupils.

The significance of the study also rests on the fact that it will serve as a valuable

material for academic purpose for generations to come. Again, the result may contribute to

knowledge about the problem in the form of handbooks for those who are interested in

helping in the eradication of this menace from the society.

Finally, the result will serve as base for any individual who may develop interest to

further research into is area.

Delimitation

There are so many factors that affect the low academic performance of children in

general. The area o the study is the Akwasiho circuit Junior High Schools. The target

4
population of the research is confined to only student of Akwsiho Junior High School, a

town in the Kwahu East District. However, I found it very crucial to concentrate on this

study on the low academic performance of pupils which at present is becoming very

common all over the world.

Limitations

The research should have been made to cover a wide area outside Akasiho in the

Kwahu East District. This could not be done due to inadequate time and financial

constrains, in other words, some of the respondents were unable to answer the

questionnaire very well due to high rate of illiteracy and also the pupils also refused to

contribute to the research questions for fear that they will make mistakes in their

reportage. However, all these factors limited the work of me to supply extra questionnaire

to other respondents to acquire detailed information for my finding.

5
 CHAPTER TWO

LITERATURE REVIEW

Introduction

Basically, we expect academic improvement to be positively related to academic

performance. A lot of research has been done to explain what account for low academic

performance of children. Some of the findings include family size, household wealth,

family structure, parents’ academic level and occupation and gender of the child.

Family size and children’s academic performance

It is argued that the number of brothers and sisters had an influence on academic

performance. Knodel and using a sample of 6,775 ever married women aged 15 to 49 years

as the target population. They attempt to find out whether or not family size exerts a

negative effect on children’s academic performance. This was conducted against the

background of the fact that in Thailand over the last two decades, the economic cost of

child are largely the rather than a wider kinship network.

Knodel and Wongsith found a negative relationship between sibling size and

academic performances. They argued that although family size clearly affect the children’s

education within the total the different subgroups of the may very within the different with

the wealth level of the family resources, particularly material resources per child. Downey

(1995) studied the relationship between the number of siblings and children’s academic

performance in the United States of America. He used data from the National Education

Longitudinal study of 1988 and random selection of students for various schools. He came

to the conclusion that the availability of parental resources decreases as the number of

6
siblings increase and those parental resources explain most of inverse relationship between

the sibling’s size and academic outcome.

Shavit and pierce (1991) studied the relationship between siblings size and extended

families of three groups in Israel Ashkanazi Jews, oriental Jews and Muslims Arabs. They

interviewed a sample size of 2,444 Jewish men born in 1954 but interviewed in 1980, 81

and 1931 Arab men born in 1954 and 19 inver60. The Israeli study showed that per the two

Jewish groups (Ashkanazi and Oriental), the number of siblings has a negative on

academic performance. This is so because among the Jews, the nuclear family has no other

supportive agency. However, this pattern is not the same for Muslims whose social

organization is based largely on the extended family and patrilinage (Humula). Among the

Muslims the extended family plays an active supportive role vis-à-vis the nuclear family.

The size of the nuclear family does not accept academic performance for Muslims in

Israel, this suggests that for Muslims, when the nuclear family draws on the support of an

extended kinship, its size it less important for the academic performance of children.

The united sates study show a that children from large families obtain less schooling

on the average that children with fewer brother and sisters, this was because large families

spread their resources (economic, cultural and effective ) more thinly than families with

fewer children, and so invest less money, time emotional, psychic energy and attention to

each child(blake,1989). Therefore from the study of the Israel Jews, there is a positive

effect of small siblings size on its transition to secondary education, in other words while

large families are disadvantaged in the economic performance process among the Jews, the

family size has no significant effect on academic performance among Muslims.

7
Parent’s socio Economic Status and children’s academic performance

Research has show that parents’ socio economic conditions have an influence on

academic performance. Havemann and his associates (1991) studied the effect of family

economic and circumstances in young adulthood and growing up in a family with more

children on competition. They used a sample size of 1300 children, aged between 19 and

27years. They found that parent’s income had an important effect on the children’s

education. Of particular interest they found that having a mother who works and

contribute to family income also has a significance association with high school

completion especially when the child is a teenage. The mother serves as a model and a

source of inspiration. Downey (1995), cited above, also made similar findings.

Kalmijn (1994), studied the influence of mothers occupational influence status on

children’s academic performance. He questions, “if mothers are employed, do their

occupational status have a significant effect on their children academic performance?”. He

found that, a one – point increase in mothers Socio – Economic Index (SEI) score,

measured on a nine – point scale is associated with a 24 percent increase in the odds of

entering and college and an 11 percent increase in odds of obtaining a bachelor degree.

Therefore, the influence of a mother’s occupational status appears to be strong

statically significant and independent of a father’s occupation. Therefore, the substantial

affects on employed mothers on their children’s schooling are as strong as the influence of

father’s occupation dual learner families. The relative importance of parent’s socio

economic status persists across the schooling career. Singleman and Wojtkiewiez (1993)

also found that socio economic causes have little effect on vocational training in Germany.

This is due to the fact the in Germany; vocational tanning after high school is more

8
expensive than college or university education. Therefore, families with low socio

economic status found it difficult to see their children through, according to Havemnn noll

(1991), fathers occupation was found to be positively and significant associated with

children’s academic performance,

Shavit and pierce (1991) found that the effects of fathers and mothers education for

Askenazi are positive and significant. This is because their academic level becomes a

challenge to both parents and children. Children strive harder to achieve what their parents

had and above. The parents on the other hand, know the essence of education and so

devoted their time, money and other resources to educate their children and see to their

higher academic performance. Asrone and Mclanahan (1991) also citied that high

aspiration of their parents associated with high aspiration of their children because parents

transmit their aspirations to their children, counsel them and supervise them in their

studies.

Havemann and associates (1991) citied above found that father’s education was

associated positively with the child’s academic performance. Leibuvitzs (1974) research

result cited by Kalmiln (1994) noted that the influence of mothers education on school

related outcome is stronger that of fathers education. This is because an educated mother

sets example for the children and she gives help in school related work. The reviews so far

thus show that parent’s education level which determines his socio economic status has a

positive and significant influence on children’s academic performance.

Effects of household structure on children’s academic performance

It is reported that household structures have an influence on academic performance.

Singleman and Wojtkiewicz (1993) studied the effect of the house hold structure on school

9
performance and vocational training in Germany. The purpose of the study was to consider

whether growing up with a single parents have a negative effect on academic vocational

performance of children in Germany. They collected data through interview and class

structure survey on person’s age 18 and 19years of age. This age restriction yielded a

sample of 979 respondents. Similar research in America who concluded that Americans

who grew up with one parents were likely to drop out of high school than those with both

parents(Astone and Mclanahan 1991,p.320) (Krein and Beller 1998,p.221-234) (Sandefur,

Mclanahan and Wojtkiewiez,1992,p.999-1017).

They explained that single parent families have less economic resources to support

their children than two parents families. They further explained that most single parent

families consist of a single mother. Married fathers earned more and more hours than

single mothers. Moreover, less income of divorced parents is not compensated for by either

support of public assistance. While research about the effect of single parent family status

in the united states of America concentrated on academic performance, academic level

become a challenge to both parents and children. Children strive harder to achieve what

their parents had and above. The parent on the other hand knows the importance of

education and so devotes their time. Money and resources to educate their children and see

to their higher academic performance.

Astone and Mclanahan(1991) also cited that high academic aspirations of their

children, because parents transmit their aspirations to their children, counsel them and

supervise them in their studies. Havemann and associates (1991) cited above found that

father education was associated positively and significantly with the child’s academic

performance Leibuvitzs (1974) research cited by Kalmijn (1994) noted that the influence

10
of mothers education on school related outcome is stronger that of father education. This is

because an educated mother sets example for the children and gives assignment which is

school related work. The reviews, so far a show that parents academic level which

determines his socio-economic status has a positive and significant influence on children’s

academic performance.

Family socialization and children academic performance

Several reports have it that family socialization has an influence on children’s

academic performance. Schickedan (1995) tried to find out whether it was true that despite

the fact that school and teachers efforts are extremely important, conditions outside the

school(e.g. family socialization) hold the key to increasing academic performance and

academic performance substantially. He researched on Japanese and Taiwanese children in

the first and fifth grades. He found out the children with secure attachment histories, when

compared to the children with anxious histories, as most likely are toddlers do engage in

purposeful behaviors, to be deeply involved in activities, to be persistent and show

enthusiasm. Therefore, toddlers and young pre-scholars with secure history are more

accepting of adult suggesting for completing task. Toddlers with secure attention are also

more likely to obey than to disobey and tend not to destroy materials.

Again, children of authoritative parents typically were serious about their school

work and are more competent cognitively than children reared buy permissive parent. In

other words, warm. Supportive and accepting parenting accompanied by high but

appropriate alerting (monitoring) is associated with high performance in school pride and

persistent in working on and completing tasks. Aspirations t completes high levels of

education, specifically on Asian families. Mothers show more devotion towards their

11
infants than most Americans mothers. Not surprising the incident of secure attachment is

high among Asian Americans, Japanese mothers are also extremely proactive, dos far more

than don’ts while other Asian are excellent examples of an inductive parent because they

exert control through reasoning rather than forces.

Japanese women also show the child how to do something and expected the child to

practice and cooperates with long hours of training .the child entered the classroom

determined to achieved the ultimate. Korean mothers also teach their children to read

before they enter school and they consider this extremely and important obligation.

Moreover, studies of elementary age children indicate that help on homework given by

Korean parents account for considerable variances in performance between Korean and

Caucasian-American students. Therefore, early socialization is strong and positive in

increasing academic performance.

Rural –urban dichotomy and academic performance

According to Knodel and Wengsith (1991) on children academic performance, the

population they used to lived in both rural and urban areas. They found that children from

rural household are far more likely to enter low secondary school than their urban

counterparts, this result stems from the fact that in urban areas there exist good facilities,

more qualified teachers among others in urban areas than in rural areas.

Gender and academic performance

Gender has an influence in children’s academic performance. Knodel and Wongsith

(1991) found out that, in Thailand parents’ academic aspiration for sons are higher than for

daughters. Shavit and pierce (1991) also found out that, education for the gender groups

are dominated more by boys than girls. Gender discrimination in terms of religion also

12
shows that Muslims cherish their sons more than their daughters as compared to

Christianity where there is gender balance in the distribution of resources. Form the

discussion, it can be concluded that academic performance is accountable for a lot of

causes among which are socio-economic status of the family, household structure and

family size.

Empirical review

It is worth emphasizing that the above cause’s accounts for the low academic

performance of children or students of various places were gotten from researches carried

out by various scholars. They used population sample, size and sampling procedure which

differed in one way or the other yet they had the above discussed causes common to their

researchers. This research work is the same vein seeks to compare the empirical view of

scholars and see hoe for those causes applied to students in Akwasiho in the Kwahu East

District of Eastern Region in Ghana. Knodel and Wongsith (1991) conducted a similar

research on the topic at Thailand using a sample of 6,775 ever married woman aged 15 to

49 as the target population. The above sample was taken from national education

longitudinal study. Most of the respondents were literates an they used questionnaire

throughout the research. They could have gotten different result if they have included

unmarried people of the same target group.

Similarly, they used only literates in their research. They should have used illiterate

and literates alike in their research. This research seeks to fill the gap. Stephenson also

conducted a similar research in Apewosika and Amamoma in Cape Coast municipality in

1997. He targeted (120) within the age of 18 to 49years. He used semi-literate as his

responsibilities. Questionnaires and interview methods were used to gather his data. The

13
things that he should have included students within a specific age range and should have

designed different questionnaire for them to cross check with the parents. On the contrary

however, I intend to use questionnaire and interview as the methodology. With regards to

this research, the population constitutes students, parents and opinion leaders at Akwasiho.

Out of the population a sample of two hundred and forty (240) respondents

comprising one hundred and twenty (120) students, 100 parents within the ages of 13 to 55

years and 20 opinion leaders. The students were randomly selected on a house to house

basis until the required number was conducted. Opinion leaders such as pastors, assembly

and heads of schools were also consulted for their opinion about the low academic

performance of pupils in basic schools in Akwasiho in the Kwahu east district of the

Eastern Region.

14
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter deals with the research methodology adopted for the study. This covers

research design, population and sampling instruments, data collection producer and data

analysis.

Research design

The study was a case study. It is intended for the study of low academic performance

of pupils and its effects on the child’s education in Akwasiho in the Kwahu East District of

the Eastern Region of Ghana. According to Newman and Newman (1983) case study is

defined as in-depth description of a simple person, Family or a social group. A case study

is also defined as a detailed study of an individual conducted for the adjustment of the

person who is the subject of the investigator (Traxier, 1916). From the description of what

a case study is, I consider it beneficial to employ such research for this study.

Population and sampling

The target population is made up of 940 people. This comprises parents, pupils and

opinion leaders. Due to the busy schedule of the people involved, I chose a sample size of

about 240 people for the study. The sample comprises 120 low academic pupils, 100

parents and 20 opinion leaders, with such a number; I could conveniently obtain the

necessary information. I visited the selected schools, the community and discussed the

purpose of the study with individuals involved before carrying out the exercise. View if the

people in the town were also sought.

15
 Sampling procedure

The three basic schools in the town were selected on cluster random sampling basis.

The thirty (30) students were randomly selected in basic six (6) to nine (9) from each class.

The parents were selected on house to house basis until the required number was the

questionnaire themselves were interviewed. With regard to the selection of the opinion

leaders, such as pastors, assembly and unit committee members, teachers and heads of

schools, random sampling was used to select twenty of them. The names of some of the

opinion leaders were written on pieces of paper put in a box and it was shaken to shuffle.

After these, twenty names were randomly picked and leaders whose names were picked

were served with the questionnaires to begin the project.

Research instruments

Structured questionnaires and interview guide were used as instrument for the data

collection. Two categories of questionnaires were designed, one for students and the other

for opinion leaders. Some of the parents were interviewed because I could not guarantee

their ability to read and answer the questionnaires appropriately as the students and opinion

leaders could do. Each of the questionnaires has two sections A and B. sections B was also

design to illicit the main information from the respondent.

With regards to questionnaire to parents and opinion leaders, section A had 4 item on

criminally data; section B had twenty (20) items in all. Item four to eight asks questions on

the socio-economic status of the parents and opinion leaders. Item nine to fourteen asks

questions on socio capital while item fifteen to twenty needed answers to self concept.

Questionnaires for students also had thirteen items. Section B was the main data. Item one

to five asks various questions on the one responsible for the students education,

16
occupation, payment of school fees, level of education of payment and the ones whom the

students are studying with an item six to ten asks questions on self concept of students and

parents attitude towards them in school. It must be emphasized that both open and close

ended question were set for the respondents thus students, parents and opinion leaders

respectively. The open needed questions for on third of the questionnaire and they were

used to seek various opinions from the students, parents and opinion leaders.

Close ended questions for two thirds of the questionnaire and they also used to seek

specific responses which will intend to facilitate easy analysis of the data. In order to avoid

ambiguities and other problems in the instruments, they were pre-tested on 20 people who

did not form part of the chosen sample but who had similar characteristics as the sample.

Data collection procedure

I administered for questionnaire comprising of structured, unstructured, open and

close ended questions to parents, opinion leaders, teachers and pupils. Due to time factor I

was with the respondents and gave them thirty minutes to complete. In less than thirty

minutes to complete. In less than minutes, the whole questionnaires were ready and I

collected it at once. I later on assured the respondents that their responses would be

confidential.

Data analysis

The study was intended to examine the causes that account for low academic

performance of pupils in the basic schools. Simple frequency counts and percentages were

used to analyze the data. The responses Strongly agree and Agree on one hand and

Strongly disagree and Disagree on the other were regarded as positive and negative

17
depending on the nature of the items in the questionnaire. The responses to the item were

thus translated.

18
 CHAPTER FOUR

RESULTS AND DISCUSSIONS OF FINDINGS

Introduction

This chapter deals with the analysis of data. This was done in two ways the first part

analyses the data of the parents and opinion leader while the second part analyses the

response of the students.

Analysis of Biographic Data

Table 1

Distribution of family size

Family size Respondents Percentage (%)

1–3 18 13.7

4-5 49 42.0

6+ 53 44.3

Total 120 100

From table 1, 53 respondents representing 44.2% with ages above 6 years grew up in

large families. The average size of the family was about five times which is considered to

be extremely large. This indicates that parent’s inability to send their children to school is

due to large family size. This has proven the research work carried out by Knodel and

Wongsith (1991) in Thailand that family size clearly affects children’s education with the

19
total sample. Downey also came to the conclusion that the availability of parental

resources decrease as the number of siblings increase.

Table 2

Distributions of parent’s occupation

Occupations Respondents Percentage (%)

Farming 66 55

Teaching 6 6.7

Note at all 39 30.8

Others - 9 7.5

Total 120 100

From table 2, 66 respondents representing 55% were predominantly peasant farmers.

This implies that the majority of the respondents were famers while others were working as

semi-skilled workers. Considering their socio-economic status, their incomes were low and

this suggests that poverty is prevalent in the town under study. This agrees with Downey

(1995) that parental income has a great effect on children’s education. However, my

research disagrees with Singleman and Wojtkiewiez (1993) that socio-economic causes

have little effect on education of children.

20
Table 3

Distribution of household structure of the respondents

Household Respondent Percentage(%)

Intact 20 27.8

Broken homes 100 72.2

Total 120 100

Table 3 shows that majority of the respondent grew up in broken homes. From the

study, 100 respondents representing 72. 2% comes from broken homes who lived with

their father or mother only or with other relatives. This study has shown that there was

significant correlation between family structure and children academic performance. This

is in agreement with earlier finding by Singleman and Wojtkiewiez (1995) that Americans

who grew up in broken homes are likely to drop out of high school than those raised by

intact homes. The children inability to attain higher education is due to the fact that most of

the children lived with single parenthood.

Table 4

Religious denomination

Religion Respondents Percentage (%)

Christian 88 85.3

Islam 24 12.0

Traditional 8 2.7

Total 120 100

21
 Respondents were asked whether religion has something to do with academic

performance on the people. From table 4, 88 (85.3%) of the respondents were Christians.

The implication is that the area under study is Christian dominated community. This

disagrees with Stephenson’s research work in 1987 in cape coast that the more religious

the people in the community the higher the academic performance. Even though 100

percent of the people are religious, majority are having low academic performances.

Table 5

Distribution of parents’ academic background

Level Respondents Percentage (%)

Elementary 28 30.1

Secondary 16 18.3

Post secondary 6 5.0

Tertiary 4 3.3

Not at all 66 43.3

Total 120 100

From table 5, it must be emphasized that 66 respondents representing 43.3% did not

attend school at all. The analysis show that most of the respondents’ parents, guardian and

relatives were not educated at all while others had a little education. The reason may be

that nobody was being observed as a role model. This study has shown that the higher the

level of education of parents, the higher the level of their children’s education. Children

strive harder in order to achieve what their parents had and beyond. The parents on the

22
other had know the essence of education and so devote their time, money and other

resources in educating their children and seeing to their higher academic performance.

Table 6

Distribution of payment of schools fees by parents

Reasons Respondents Percentage (%)

Extremely difficult 32 16.7

Difficult 76 73.3

Not difficult 12 10.0

Respondents were asked whether they have difficultly in the payment of their school

fees. From table 6, 76 respondents representing 73.3% had difficulty in the payment of

their schools fees. Additionally besides the payment of schools fees, the respondents also

said that there were other problems that prevented them from completing school. For

example their parents were unable to afford to buy school uniform, books, sandals and

other relevant materials. This suggests that the financial background of the parents

accounted for the children’s inability to achieve higher academic level.

Parents’ attitude to education and their children’s academic performance.

Respondents were asked about parents’ reaction towards them when they refused to go to

school. Ninety three (77.5%) said parents were not worried while 22.5% responses gave

evidence that parents have negative attitude towards their children’s , the more children’s

achieve higher education levels. This confirms the despite the fact that the school and

23
teachers efforts are extremely important, condition outside school (family socialization)

held the key to increase academic performance of the children. This research found, among

others, that Taiwanese children of authoritative parents were serious about their school

work and were much more competent cognitively than children reared by permissive

parents. in other words, warm, supportive and accepting preventing accompanied by

appropriate monitoring is associated with high performance in school.

Table 7

Parents’ attitude towards absenteeism of their children

Response Respondents Percentage (%)

Not worried 93 77.5

Worried 27 22.5

Total 120 100

Parents school experience and their academic performance

Table 8 shows whether the parents used to tell their children the benefits of education

or not

24
Table 8

Benefit of education

Response Respondents Percentage (%)

Yes 26 21.7

No 94 78.3

Total 120 100

Respondents were asked whether parents used to tell them the benefits of education.

From the table 8, 94 (78.3%) said “NO’’ while 26 (21.7%) said “yes”. This means that

parents fail to tell their children the benefits of education as they themselves have little

knowledge about the importance of education to individual and society.

Table 9

Distribution of Academic performance of parents

Response Respondents Percentage (%)

Good 67 55.8

Average 30 25.0

Below average 23 19.2

Total 120 100

From the table 9, 67 b(55.8%) respondents said that their academic performance was

good. 30 (25%) said it was average whiles 23 (19.2%) indicated that their academic

performance was below average.

25
Table 10 shows the distribution of respondents distance from their home to school.

Table10

Distance of respondents from home to school

Distance Respondents Percentage (%)

Less than 1km 110 98.2

1km and more 10 1.8

Total 120 100

Respondents were asked about the distance from their homes to the schools when

they are young. Table 10 shows that 110 respondents representing 98.3% have very short

distances to cover (less than 1km) from their homes to school while 10 (1.8%) covered

long distances which is more than 1km. this indicates that schools were within the reach of

the respondents while in schools. The respondents’ inability to attain higher education was

due to distance from home to school but their parents’ inability to pay their schools fees

and provide them with the necessary materials. In conclusion it can be said that parental

attitude may either retard or enhance children’s academic performance. The more positive

attitude of parents, the higher the possibility of high academic.

Biography of respondents

The following tables show the biography of the respondents

26
Table 11

Gender distribution of students

Gender Respondents Percentage (%)

Male 70 60

Female 50 40

Total 120 100

Respondents were asked about their gender. From table ii, majority of the

respondents 70(60%) were males while 50 (40%) were females.

Table 12

Age distribution of respondents

Gender Respondents Percentage

10-12 20 18.3

13-15 41 32.5

16-18 59 49

Total 120 100

From table 12, respondents between the ages of 16-18 were 59 )49.2%_, which

implies that most of the respondents were between the ages of 16-18 and as such, one is

expecting more youth to be educated at this tender age.

27
Table 13

Place of birth of respondents

Place of birth Respondents Percentage(%)

Natives 93 77.5

Non-natives 27 22.5

Total 120 100

From table 13, 93 (77.5) which forms the majority were natives whilst 27 (22.5%)

were not natives representing the minority of the respondents.

Table 14

Religious background of respondents

Religion Respondents Percentage (%)

Christian 78 60.5

Islam 39 39.3

Traditional 3 3.2

Total 120 100

From table 14, 78 (60.5%) which forms the majority of the respondents were

Christians while 39 (36.3%) and 3 (3.2%) were part of the Islamic and traditional religion

respectively.

28
Analysis of parents’ attitude to education

Table 15

Parents Attitude towards their children’s education

Attitude Respondents Percentage (%)

Not encouraging 80 61.7

Encouraging 40 38.3

Total 120 100

From table 15, 80 (61.7%) responded that their parents did not encourage them even

when they refuse to go to school. They feel happy or somewhat because they may use them

on their farms and other household chores. On the other hand, 40 (38.3%) responded that

their parents do encourage them and use to tell them the benefits of education. Similarly, if

they refuse to go to school, their parents become unhappy. This shows that parents attitude

towards their children’s education is poor. This testifies that, the research work conducted

by Sschickeddanz (1995) that the parents’ poor attitude to education has significant

influence on the children academic performance.

The number of children in the family and children’s academic performance

I wanted to find out the number of children the family has and its effect in the

children education. Table 17 illustrates the family size and its effect on academic

performance.

29
Table 16

The distribution of family size of the students

Children Respondent Percentage(%)

1-2 22 18.4

3-4 67 55.8

5-6 31 25.8

Total 120 100

Table 17 illustrates that, respondents who have brothers and sisters between three

and four were 67 representing 55.8% being the majority. This shows that majority of the

respondent are having brothers and sisters between 3 and 4 who are in school. This

suggests that the number of children invariably affects the academic performance of the

children. This study has shows that there was significant correlation between number of

children in the family and children’s academic performance. This is in agreement with

earlier findings by Knodel and Wongsiths (1991) in Thailand that family size clearly affect

children’s education. Downey (1995) also came to conclusion that the availability of

parental resource decrease the number of sibling increase.

30
Parents’ education and their children’s academic performance

Table 17

Parents’ educational background

Level Respondent Percentage (%)

Elementary 37 31.2

Secondary and above 20 16.3

Not at all 63 52.5

Total 120 100

The respondents were asked to indicate the level of educations reached by the

parents. From table 18, it must be emphasized that those who did not attend school at all

were 63 representing 53.5% which formed the majority of the respondents. This shows that

the academic level of students’ parents is very low. This confirms earlier research

conducted by Shavit and pierce (1991) who found that the effects of fathers and mothers

education for Ashkenazim are positive and significant.

This is because their academic level becomes a challenge to both parents and

children. Children tend to strive harder to achieve what their parents had and beyond. The

parents on the other hand, know the essence of education and so devoted their time and

money and other resources in educating their children and seeing to higher academic

performance. This goes on to confirm that wealthy parents have the chance of educating

their children more than parents who are poor.

31
Table 18

Distribution of respondents by occupation of parents

Occupation Respondents Percentage (%)

Farming 73 60.8

Teaching 17 14.2

Others 10 8.3

Not at all 20 16.7

Total 120 100

The respondents were asked to indicate the actual occupation of their parents. From

table 19, 73 out of 120 respondents representing 60.8% said their parents are peasant

farmers. This analysis indicates that the area under study is basically a farming community.

This study agrees with the research work conducted by Downey (1995) and Kalmijn

(1994) that parents occupational status has significant correlation on children’s academic

performance.

In conclusion, it has become evidently clear from foregone analysis that, irregular

and low income generating occupation of parents, large family sizes, poor parental attitude

to their children’s education have been found to be the contributing causes affecting the

low academic performance of pupils in Akwasiho in Kwahu East District.

Discussion of findings

This research question ask the extent to which distribution of family size influence

the low academic performance of pupils is analyzed in table 1, the table shows that

32
majority of children who are having ages between 6+ representing 44.2% are unable to

attend school due to the large size of the family. This goes to affirm the research’s work

carried out by Knodel and Wongsiths (1991) in Thailand that family size clearly affects

children education with the total sample.

Downey also came to the conclusion that the availability of parental resources

decrease as the number of siblings also increase and this also goes on to prove that the

distribution of the size of the family also contribute to low academic performance of pupils

in the basic schools. Again, it was found out that, socio –economic status (occupational

status) of parents also influences the academic performance of pupils negatively. From

table 2, 66 respondents representing 55% were predominantly peasant farmers. This

implies that majority of the respondents were farmers and considering their socio –

economic status, their incomes were low and this suggest that poverty is prevalent In the

town under study. This agrees with Downey (1995) that parental income has a great effect

on children’s education. However, my research disagrees with Singleman and Wojtkiewiez

(1993) that socio –economic causes have little effect on education of children.

In another respect, the study has shown that there was significant correlation between

family structure and children’s academic performance. From table 3, it was observed that

100 respondent representing 72.2% lived in broken homes with their father or mother only

relatives. This agrees with earlier finding by Singleman and Wojtkiewiez (1993) that

Americans who grew in broken homes are likely to drop out of high school than those

raised by intact homes. The children inability to attain higher education is due to the fact

that most of the children lived with single parents.

33
 Another area of great concern to me was the influence of family socialization on

children’s academic performance. Schickedanz (1995) found out that children of

authoritative parents were tropically serious about their school work and are more

competent cognitively than children reared by permissive parents. In other words, warm,

supportive and accepting parenting accompanied by high but appropriate alerting

(monitoring) is associated with high performance in school. Moreover, a study of

elementary age children indicates that help on home work given by Korean parents

accounts for a considerable variance in performance between Korean and Caucasian

American Students. Therefore, early socialization is strong and positive in increasing

academic performance.

Rural –urban dichotomy also poses a challenge to children’s education. According to

Knodel and Wongsith (1991), they found out that children fron rural household are far

more likely to enter lower secondary school than their urban counterparts. The general

perception here is that, children from the rural areas lack so many educational facilities to

improve upon their counter parts in the urban centers. We must also not lose sight of

genders influence on the education of the child. Knodel and Wongsith (1991) found out

that in Thailand parents academic aspirations for sons are higher than for their daughters.

Shavit and Pierce (1991) also found out that education for the groups is dominated more by

boys than girls.

From the discussions, it has been observed that, drastic measures have to be put in to

place to curb the causes of low academic performance of pupils in the basic schools

especially if not in the present then in the future. Numerous studies have come to support

the idea that parents’ income influence their children’s growth and educational attainment

34
significantly. For children of parents of higher socio-economic status, do not only have

greater access to education, better nourished, better prepared in position to achieve higher

educational attainment than children from low socio-economic groups.

It must be said that research has found out that poor parents give birth the more. The

irony here is that the idea of more children does not need success. Rather siblings’ size has

found to be one of the factors that account for differences in children’s educational

attainment (Downey 1995). The reason is further explained in Blake’s resources dilution

model. The model posits that parental resources are finite and additional children dilute the

total quality of resources any child receives, which in turn decrease their educational

output and causes their low academic performance.

35
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introductions

The final chapter gives a summary of the relevant features discussed In the study. It

concludes with the findings of the study and makes suggestions to how low academic

performance of pupils at the basic education level can be improved and sustained.

Summary

The purpose of the study was to find out the causes that influence low academic

performance of pupils in Akwasiho in the Kwahu East of the Eastern Religion. Before the

research was conducted, there was a review of the related literature on the various

variables including family size, household structures parents’ academic level and

occupation among others. Based on the variables, research questions were formulated and I

designed questions for the respondent. I used percentage and simple frequency in the

analysis of the data.

This study has shown that more positive parents attitude towards their children’s

education the higher their academic performance. This confirms the finding of

Schickedenz (1995). Secondly, the study affirmed that the ability to pay school fees is

strong and significant factor in determining higher academic performance of pupils. The

third research questions were whether or not parents education was a factor of determine

children’s education. This confirms earlier research conducted by Shavit and Pierce (1991)

who found that the effects of fathers and mothers education for Ashkenazim are positive

36
and significant. The next research questions were that whether or not there is correlation

between the numbers of children’s academic performance.

This study further establish further established that the number of children in the

family affects the children’s education. This confirms earlier finding of Knodel and

Wongsith (1991) in Thailand. Additionally, family structure has insignificant correlation of

children academic performance. This confirms Singleman and Wojtkiew (1993) earlier

finding in Americans that those who grew up with only one parent are likely to drop out of

high school than those raised by two parents.

Conclusion

This part is an attempt to give possible interpretation of the findings made by this

research. This research found that both fathers and mothers education influence the

academic performance, their children were also affected with low academic performance.

Because of their low academic performance, they were unable to secure lucrative jobs.

This implies that poverty level is high and children could not get financial assistance. The

conclusion that can be drawn from this is that because of parents academic level, they

ended up in low paying jobs.

As their incomes were low, they cannot finance their children’s education.

Traditionally, fathers are responsible for the upkeep of their children whatever the child

may be, the father has to accept responsibility. However, most of the fathers have shirked

out their responsibilities leaving the children to their own fate with regard to the issue of

education. This is the reasons why family structure has influence the academic

37
performance of pupils in Akwasiho. Additionally I found that there is a relationship

between family size and academic performance.

Even though the extend family systems makes it imperative for the people in the

extended family and other wealthy people to cater for some of the family members

education, little efforts could be seen because of the large family size, this has contribution

to low academic performance of pupils in Akwasiho.

Recommendations

In attempt to reduce or eradicate the problem of low academic performance in Akwasiho

the following recommendation were made.

1. The opinion leaders should establish academic fund to help needy but brilliant students

to further their education.

2. The District Education Office should provide enough teaching and learning materials in

schools.

3. Counseling service should be provided for the children at school.

4. Government should put up schools, provide equipment and materials for deprived

communities and materials for deprived communities in the district. Government should

enact laws restricting children in the study area from engaging in any form of trading.

This will keep children in school.

5. The district assembly should put measures in place so that needy students get

scholarship to further their education. The assembly should enact in trading or selling

after school.

38
 Suggestions for future research

Though the research questions posed at the beginning of study have been thoroughly

dealt with, there are still more reasons for further investigation of some issues and new

areas which cropped up during the research. The research covered only the pupils of

Akwasiho Presby Junior High School. It is thus suggested that further researchers would

extend their study to cover other perception of parents, towards the low academic

performance of their children could be improved.

Finally, a fellow up research needs to be conducted to crosscheck whether parents,

stakeholders and opinion leaders need to make provisions in improving the low academic

performance of pupils in the basic schools instead of pushing them to labour.

39
 REFERENCES

Abosi, M. and Brookman N. (1992), Introduction to education in Ghana, Accra: Sedco

Publishing Ltd.

Antwi, M .K. (1991), Education, society and development in Ghana, Accra: Unimax

Publishing Ltd

Astone N. and Mclanahan, K. (1991), Family Structure, Parental Practices and High

School Completion. American sociological review. Pg 309 -320.

Blake, J. (1989), Family size and performance. Berkeley: university of California press.

Burges, R. G. (1968). An introduction to sociology of education. London: B. J. Batsford

Ltd.

Downey, B. D. (1995), When Bigger is not Better, Family Size, Parental Resources and

Children Academic Performance. Sociology of education. pg 749-762.

Forojalla, S. B. (1993), Academic planning, London: The Macmillan Press Ltd.

Havemann, A., Carl, K. and Brown, I. (1991), Academic performance and childhood.

Events and circumstances Demography, 29 pg 135-158.

Kalmijn, M. (1994), Mothers Occupation Status and children academic performance.

American socio logical review. Vol. 65 (1).

Knodel, M. and Wongsith, L. (1990), Monitoring the education gap in Thailand, Trend

and deferential in lower and upper secondary schooling. Asia and pacific population

forum 2 (4), 25-26

40
Knodel, D. and Wongsiths, J. (1991), Family size and children education in Thailand,

Evidence from a National sample population association of Thailand demography

29. 119-129 MC William and Kwabena – Poh (1985), The development of education

in Ghana . Accra: Knight Publications.

London Longman Mulky, and Mick, J. (1992). One parent household and Performance:

economic and Behavioral Explanations of a small effect. Journal of sociology of

education 65, 48 – 65 Shultz. T. W. (1963). The economic value of education, New

York: Columbia university press.

Shavit O. and Pierce, C. (1991), Sibling’s Size and Academic Performance in Nuclear and

Extended families: Arabs and Jews in Israel. American sociological review 56, 21 -

30 Singleman, B. and Wojtkiewiez, H. (1993). The effects of household structure on

academic performance and Vocational training. Germany: Germany university

press.

41
 APPENDICES

Appendix A

University of Education, Winneba

Institute for educational development and extension. Questionnaire for students/

Pupils

This questionnaire is intended to find out causes that account for low academic

performance of basic schools in Akwasiho in Kwahu East of Eastern Region of Ghana. It is

purely an academic study and you are assured of confidentiality. May you please answer

the following question. Thank you.

Instruction: please tick ( √ ) against the one which applies

1. Sex : Male ( ) female ( )

2. Age (in years) …………………………

3. Birth : native ( ) non-native ( )

4. Religion : Christianity ( ) Islam ( ) traditionalist ( )

Others (please specify) …………………….

Section B

MAIN DATA

5. Who is responsible for your education?

Both parents ( )

42
 Father only ( )

Mother and step father ( )

Father and step mother ( )

Other specify ……………………………………..

6. What work does on responsible for your education do?

Farming ( )

Teaching ( )

Driving ( )

Others (please specify) ……………………….

Not at all ( )

7. How do you find payment of school fees?

Extremely difficult ( )

Very difficult ( )

Difficult ( )

Somewhat difficult ( )

Not at difficult ( )

8. What level of education did the one responsible for you reach?

Elementary school level ( )

Secondary school level ( )

Post secondary school ( )

University ( )

Not all ( )

43
 9. With whom are you staying?

Both parents ( )

Father only ( )

Mother only ( )

Mother and step father ( )

Father and step mother ( )

Other specify ……………………………………….

10. How many siblings do you have? ……………………..

11. How many of them are in school?.................................................

12. If not all your siblings are in school why were you given the chance to go to school?

…………………………………………………………………………………………

13. what do you do at home after closing from

school?............................................................................................................................

14. Do you find going to school to school enjoyable?

Yes ( ) No ( )

Give reason for your answer in 14 above

15. Do your parents encourage you to learn at home? Yes ( ) No ( )

16. How do your parents feel when you refuse to go to school?

Very happy ( ) not happy ( ) happy ( )

not at all ( ) somehow happy ( )

17. What do you want to do after school?

……………………………………………………………………………………

44
 Appendix B

QUESTIONNAIRE FOR PARENTS/OPINION LEADERS

This questionnaire is intended to find out causes that account for \low academic

performance of basic schools in Akwasiho in Kwahu East District of the Eastern Region

of Ghana, it is purely an academic study and you are assured of confidentiality. May you

please answers the following questions. Thank you.

Instruction: Please tick ( √) against the one which applies.

1. Sex : male ( ) female ( )

2. Age (in years)……………………………………………………..

3. Birth : native ( ) non-native ( )

4. Religion :

Christianity ( ) Islam ( ) Traditionalist ( ) others (please specify)

………………………. Not at all ( )

Section B

5. With whom did you live when you were about 16 years old?

Both parents ( )

Father only ( )

Mother only ( )

Mother and step father ( )

Father and step mother ( )

Other specify …………………

45
Local

6. Considering where you live during your childhood, what did you think of it? Large

village ( ) big town ( ) small town ( ) city ( )

Distance

7. In your childhood, what was the distance from your home to the nearest school?

(please sate in km) ………………………………………………………………..

Socio economic status

8. What level of education did you

attain? ...............................................................................................................................

.....

9. What level of education did your father

attain? ...............................................................................................................................

......

10. What level of education did your mother attain?

………………………………………………………………………………………

11. What was father’s occupation?

…………………………………………………………………………………………

12. What was your mother’s occupation?

………………………………………………………………………………………..

Social capital

46
13. When I was young my parents or guardian used to tell me the benefits of education.

Very true ( ) not true ( ) true ( ) not at all ( ) somewhat

true ( )

Appendix C

Response to open-ended items

QUESTIONNAIRE FOR STUDENTS

1. Because I am the only child of my family ( )

Because I am academically good ( )

Because my parents have money ( )

Because my parents know the essence of education ( )

2. I go to farm ( )

I do my homework ( )

I help my mother in the kitchen ( )

I go to market to sell ( )

To play football ( )

I watch T.V ( )

I do not do anything ( )

3. Because my father doesn’t give me money to school ( )

Because I don’t have school uniform ( )

Because my father find it difficult to pay my school feed ( )

Because my parents do not encourage me ( )

Because my parents provide me with all the necessary materials ( )

Because I am academically good ( )

47
4. Doctor ( ) Lawyer ( ) Teacher ( ) Pastors ( ) Manager ( )

Minister ( ) Director ( ) Pilot ( ) Soldier ( ) Chief ( )

Police ( )

48