Factors Contributing to Low Performance of Students in BECE Exams in Lambussie District towards Improving Performance Rate

This study focuses on the low academic performance of students in the Basic Education Certificate Examination (BECE) at Junior High Schools (JHS) in the Lambussie District of the Upper West Region of Ghana. The study sought to identify the factors contributing to poor performance in the BECE within the Lambussie District and propose policy interventions to address them. The researchers used a case study design incorporating quantitative and qualitative methods to collect and analyse the data. They employed simple purposive sampling techniques and utilised interviews, questionnaires, and records as data sources. The study population comprised head teachers, teachers, students, School Management Committee (SMC) members, and officers in charge of examinations. Purposive sampling was used to select twenty (20) Junior High Schools from the District. The study found that most respondents agreed that various factors such as teachers, school management, school environment, parents, and students were primarily responsible for the low academic achievement of the students in the BECE. The identified school environmental factors include a limited number of highly qualified teachers, inadequate physical and material resources, and misuse of contact hours by students and teachers. The teacher factors that were found to be contributing to the low academic performance were incidences of chronic lateness and absenteeism to school, inability to complete the syllabi, inadequate exercises and homework assigned to students, and insufficient motivation from employers. The significant characteristics found among students were lateness to school and absenteeism, lack of assistance with studies at home, involvement in vices such as internet fraud, also known as “sakawa”, farming, dance halls, drug abuse, and having hope in their religious leaders, etc. On the parental side, the inability to provide textbooks and supplementary readers, low level of interaction with children’s teachers, and low involvement in the Parent Teacher Association (PTA) meetings are contributing factors causing low performance. The study proposes policy interventions to address these factors, including improving teacher motivation and training, enhancing parental involvement, and creating a more conducive school environment. Therefore, all stakeholders must play their respective roles in addressing these concerns. With concerted efforts, there is a real potential for significant improvement in academic performance.

Absenteeism, Low Performance, Stakeholders, Basic Education Certificate Examination (BECE), School Managers, Teachers, Parent Teacher Association (PTA)

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