Publication Date: 2023/01/04
Abstract: The study investigated how teaching and learning conditions influence academic achievements in Junior High Schools in Ada East District, Greater Accra Region. This study adopted a cross-sectional descriptive survey design with a quantitative approach. The respondents were teachers and students from ten (10) selected public Junior High Schools in Ada East District. Proportionate and simple random sampling techniques were usedin selecting300 respondents (students = 200, teachers =100) for the study. The data for the study were collected using adapted questionnaire developed by Makaula, 2018, Means, Standard Deviations, Independent t-test and Linear Regression were adopted for data analysis. The findings revealed that the number one strategy to improve academic achievement in schools was that teachers should mark students’ works on time and give feedback promptly followed by teachers giving enough assignments and exercises. The study further showed no statistically significant difference between Junior High School males’ and females’ students regarding strategies to improve academic achievements,and also there was a significant positive effect of teaching and learning conditions on academic achievements. It was concluded that teachers’ activeness in giving out enough assignments and providing feedback promptly helps to improve academic achievement. It was also concluded that conducive teaching and learning activities coupled with a safe school environment are the necessary conditions to improve academic achievement. So, effective strategies should be put in place to ensure improvement in the student’s academic achievement. It was recommended that teachers should give enough assignments, mark and give feedback promptly to the students. Also, the Ghana Education Service (GES) in collaboration with Education Ministry mustmake available adequate logistics (teaching and learning materials) to schools to propel efficient academic works.
Keywords: Performance, teaching and learning conditions, strategies, assessment, influence
DOI: https://doi.org/10.5281/zenodo.7502733
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT22DEC646_(1).pdf
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