Post on 30-Jan-2023
Academically High Achieving Junior High School Students from Ghanaian Low Socio-
Economic Backgrounds
By
AMOAH, SAMUEL ASARE (PhD)
&
LARYEA, PRINCE
Abstract
This study investigated the influence of socio-economic status of student and their
academic achievements. Specifically it explored the factors that contribute to high
academic achievements of low socio-economic status of students in the Winneba
Municipality. The study was guided by the Zeegers’ model that looks at academic
performance using three variable; antecedent, mediators and criterion. Two (2)
hypotheses and one (1) research question were formulated to guide the study. Data
was collected via interviews and questionnaires using a sample size of 100 students
selected through cluster, stratified and purposive sampling techniques. From
ANOVA, t-test and thematic approach analysis, the study revealed there was no
significant difference in self-efficacy, internal locus of control and intrinsic goal
orientation with regards to the type of family of pupils (F = .207, sig. = .891, p >
0.05), neither was there gender difference regarding self-efficacy, internal locus of
control and intrinsic goal orientation (t = .342, df = 97, sig. = .733, p > .05). Factors
influencing top academic performers regardless of their socioeconomic status
include promoting active learning, developing thinking skills, enhancing motivation
and accepting individual differences. Students with higher educational aspirations
tend to have more positive academic self-concepts themselves. Irrespective of a
student’s home environment, the current study established that one major
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contributing factor underlying students’ high academic performance is their intrinsic
goal orientation. The study recommended that precaution should be taken when it
comes to parental encouragement since unreasonably high demand and too much
pressure for good performance made by some parents on their children may cause
anxiety and fear of failure which may affect the child’s academic achievement
negatively.
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Background
Relationship between socioeconomic home status (SES) and
student achievement has been debated for decades. Influential
arguments; Equality of Educational Opportunity (Coleman, 1968)
and Inequality (Jencks, Smith, Acland, & Michelson, 1973) in
the United States of America, and a number of commissioned
inquiries in Australia (Commission of Inquiry into Poverty
1976; Karmel, 1973), provides evidence to support the
assertion. For example school students from low-SES homes face
challenges such as un-conducive academic home environment,
which influences their academic success at school (Rothman,
2003).There is the other point of view that school and
neighbourhood environments influence academic success, so that
low-SES schools are generally considered low-performing, and
that only extremely resilient young people can overcome the
‘fate’ of low academic achievement (Rothman, 2003).
In most African Countries, socio-economic status (SES) of a
family is usually linked with the family’s income, parents’
educational level, parents’ occupation and social status among
the kith and kin. Ford and Harris (1997) followed this logic
while examining parental influences on African American
students’ school achievement by focusing on specific socio-
demographic factors, such as parents’ level of education,
marital status, and family income.
It is generally believed that children from high and middle
socio-economic status parents are better exposed to a learning
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environment at home because of provision and availability of
extra learning facilities. This idea is supported by Becker
and Tomes (1979) when they asserted that it has become well
recognized that wealthy and well-educated parents ensure their
children’s future by providing them with a favourable learning
environment, better education, and good jobs. In contrast to
this belief, children from low socio-economic status parents
do not have access to adequate learning facilities; hence, the
opportunity to get to the top of their educational ladder may
not be very easy.
Problem Statement
Although family background and SES undoubtedly factor into at
risk status for poor and minority students, these variables
may only partially explain the level of academic achievement
attained. Models focusing on background characteristics cannot
explain why students possessing one or more risk
characteristics in the construct areas of self-efficacy, goal
orientations, internal locus of control and self-regulatory
learning strategies as do not drop out of school, or can they
explain why students possessing none of these characteristics
drop out. Further, reliance on these explanations seldom leads
to improvements in educational service delivery because
student backgrounds are difficult, if not impossible, to
change (Renee & Singh, 1998; p.49).
This research study investigates the factors influencing high
academic achievement among students from low socioeconomic
backgrounds in selected Public Junior High Schools (JHS) in
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Winneba. This study seeks to challenge the already affirmed
position among the educational experts that students from low-
socioeconomic status households are bound to academic
underachievement. And more so, since, most similar studies
focused more on students’ academic failure and
underachievement than their successful experience with school.
Research Question
The study is aimed at answering the main question “What are the
factors influencing the high academic performance among students from low
socioeconomic background?”
Hypotheses
The following null hypotheses were raised and tested:
1. There will be no significant difference in self-efficacy,
internal locus of control and intrinsic goal orientation
with regards to the type of family of pupils.
2. There will be no sex difference in pupils’ self-efficacy,
internal locus of control and intrinsic goal orientation.
Theoretical Framework
In an attempt to enhance understanding on the factors that
contribute to the academic performance of students, Zeegers
(2004) proposes models that make use of three types of
variables. These are namely:
1. Antecedents, which are variables that involve students’
characteristics. They are independent variables that are
not necessarily influenced by others. They include
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students’ inherent background information, such as age
and gender status
2. Mediators, which are variables that may be influenced by
other factors. According to Zeegers (2004), they include
students;’ approaches to studying, self-efficacy, self-
regulation, text anxiety, executive control, study choice
and junior high school scores.
3. Criterion, which Zeegers’ (2004) study refers to
students’ academic performance. It is the outcome measure
that is predicted by the other variables in the model.
The model type proposed by Zeegers (2004) is demonstrated in
Figure 2.1
Figure 1:Zeegers’ (2004) proposed model type of academic performance
Several studies have attempted to articulate the variables
that influence the academic performance of students in Junior
High Schools. The principles behind other proposed models
(Schweitzer, 2004) are similar to those proposed by Zeegers
(2004). According to Ofori and Charlton (2002), various
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Antecedents
factors either have direct or indirect effects on the
criterion, which in this case is academic performance.
Relationships between variables and the criterion would be
considered to be indirect if they are being mediated through
other variables. Ofori and Charlton (2002) observe that
students’ age, for instance, is mediated through both support
seeking and entry qualifications, in relation to academic
performance. In addition, they observe internal control
beliefs to be mediated through support-seeking in relation to
academic performance.
Differences have been observed in the various models
propounded by different writers with regard to the factors
that predict academic performance of Junior High school
students. However, the factors that stand out as contributors
to academic performance of the students are ability,
motivation, which includes measures of attitudes, drives and
learning strategies, learning approaches, and personality
traits. They are further discussed in the subsequent sessions
Methodology
Research Design
The descriptive survey design, mixed approach, was adopted,
because taking the purpose of the study into consideration, it
was the most obvious and appropriate design that could lead to
the drawing of meaningful conclusions from the study.
Consequently this design was utilised to establish the factors
that significantly influence academic performance among
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students in the groupings of gender in public Junior High
School as well as give in-depth understanding of factors
contributing to SES background.
Sample and sampling procedure
Cluster, Stratified and purposive sampling techniques were
used to select the public JHS for the study. Out of three
public JHS comprising an estimated number of 720 eligible
students, the researcher used 100 JHS students drawn from the
three (3) public schools in the municipality.
Instrument
Structured questionnaire and interview guide were used to
collect data for the study. The questionnaire was in two
sections; Section “A” dealt, with the demographics which
included age, gender, class or form of the respondents.
Section “B”, addressed 36 students’ characteristics, in the
construct areas of self-efficacy (SE), intrinsic goal
orientations (IGO), and internal locus of control (ILO) self-
regulatory learning strategies.
The student characteristics’ items were closed-ended and
provided on a 4-point Likert scale that consist of the
responses of 4= strongly disagree to 1= strongly agree, given to
positively and negatively phrased statements. Students were
asked to share the source of support in their academic
career; identify the factors that have sustained their
efforts and have contributed to their high academic
performance in school.
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The interview guide consisted of six (6) items that centered
on factors that contributed to high academic performance
among students from low SES background.
Data Analysis Procedure
The quantitative data gathered were coded and analyzed. The
main techniques applied in testing the hypothesis and research
questions were One-way ANOVA and independent t-test samples to
establish significant differences in the means of the
groupings of gender and type of family at significant levels
of p≤0.05.
The research question was analysed through thematic analysis.
Similar ideas were grouped together to form sub-themes. These
ideas were then fitted to give one main idea and conclusions
were drawn. In some instances direct quotations that were
deemed relevant were reported verbatim. Thus reporting of data
took the form of thick description and verbatim quotations.
Findings
The study developed on the premise of two null hypotheses
which were tested and tabulated as well as research questions:
Hypothesis1: There will be no significant difference in self-efficacy, internal
locus of control and intrinsic goal orientation with regards to the type of family of
pupils.
Table 1: Summary of one way between-subjects ANOVA results
Item BothParent Father Motheronly Eldersibl F Sig.
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s only ings
M SD M SD M SD M SDSE 2.77 2.45 2.96 .58 3.11 .63 2.97 .36 .207 .891ILC 2.60 .47 2.64 .54 2.61 .57 2.72 .39 .150 .930IGO 3.04 .51 3.02 .54 3.14 .42 3.12 .33 .368 .776
*p <0.05(2-tailed)
From Table 1, it can be seen that pupils living with their
mothers only had the greatest number of self-efficacy (mean =
3.11). Statistically, it was highly significant. There was no
significant difference in mean (F = .207, sig. = .891, p >
0.05).
With regards to internal locus of control, pupils living with
elder siblings have the highest mean (mean = 2.72). There was
no significant difference in mean (F = .150, sig. = .930, p >
0.05).
Lastly, pupils staying with mothers only had the greatest mean
with regards to intrinsic goal orientation (mean = 3.14).
There was no statistically significant difference (F = .368,
sig. = .776, p > 0.05).
It can then be concluded that the hypothesis that there will
be no significant difference in self-efficacy, internal locus
of control and intrinsic goal orientation with regards to the
type of family of pupils is accepted.
Results from the findings showed no self-efficacy, internal
locus of control and intrinsic goal orientation with regards
to the type of family of pupils. This finding was consistent
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with studies (Tuckman, 1999; Carroll & Garavalia, 2004)
investigating the attitudes of self- efficacy and locus of
control to be predictors of the academic performance of
students in relation to their type of family. Results of these
studies revealed that the type of family students belong to
was an influential factor in their academic performance. In
that the motivation of a student to learn, in turn, is
influenced either by the parents, elder siblings or other
relatives as well as theindividual's emotional states,
beliefs, interests, goals and thoughts.
The results with the available literature could be as a result
of the background of the students who participated in the
study, the parental and guardian support variables of the
sample revealed that majority of the students reside with both
parents, and elder siblings who had obtained a higher level of
education to influence and motivate their wards academically
and therefore it is possible these parents’ experience
influenced the students responses in this study. This result
however does add to the available literature on the
significant impact the family type has on academic performance
among students from low socioeconomic background. On the other
hand, the results was inconsistent with studies (Smith, 2001;
Buchman, 2001; Wilson & Corpus, 2005) exploring the self-
efficacy and intrinsic goal orientation of students. Their
findings revealed that there is significant difference in
self-efficacy, and intrinsic goal orientation with regards to
the type of family a person may belong. It further states the
variables are distinct as far as academic performance is
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concerned. A person may belong to a well renowned group of
kinship but yet achieve poorly academically whereas a person
may achieve highly from a very low background. The students’
belief in their own capability to achieve, perform and apply
skills could cause them to experience a sense of control over
their learning and achieve academic excellence.
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Hypothesis2: There will be no sex difference in pupils’ self-efficacy, internal
locus of control and intrinsic goal orientation.
Table 2: Independentsamples t-testofsexwith thedependentvariables
Item Male Female t Df Sig.
M SD M SDSE 2.73 2.52 3.05 .52 -.85 97 .399ILC 2.56 .52 2.67 2.56 -1.14 97 .259IGO 3.09 .52 3.06 3.09 .34 97 .733
*p <0.05(2-tailed)
From Table 2, it can be seen that the females’ mean scores for
their self-efficacy was more (mean = 3.05) than that of the
male pupils (mean = 2.73). From an independent sample t-test
analysis, there was no statistically significant difference
between the two groups (t = -.847, df = 97, Sig. = .399, p
> .05).
With internal locus of control, the test shows that female
pupils’ mean scores was more (mean = 2.67) than that of the
male pupils (mean = 2.56). There was no statistically
significant difference (t = -1.136, df = 97, Sig. = .259, p >
0.05) on intrinsic goal orientation, the test shows that male
pupils mean scores (mean = 3.09) was more than that of female
pupils (mean = 3.06). Similarly, the test of significance
shows that there was no statistically significant difference
between the two independent groups (t = .342, df = 97, sig.
= .733, p > .05).
In conclusion there was no sex difference in pupils’ self-
efficacy, internal locus of control and intrinsic goal
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orientation. Although differences were observed between the
means of the male and female students in relation to their
school attendance, levels of self-efficacy, internal locus of
control, and intrinsic goal orientations, the mean differences
were considered to be insignificant.
Results from the findings showed no sex difference in pupils’
self-efficacy, internal locus of control and intrinsic goal
orientation. This finding was inconsistent with studies (Yip &
Chung, 2005; Harackiewicz, 2002; Eppler, 2000) investigating
the effects of student characteristics on their level of self-
efficacy, and intrinsic goal orientation in predicting
academic performance. Results of these studies revealed that
the students’ sex was an influential factor in predicting
their academic performance in schools with female students
providing lower scores on school attendance than male
students; male students more often attend to school activities
as well as being more active in their academic pursuit than
their female counterparts who are challenged by cultural,
social and home obligations and aspirations. The females are
often branded to be homemakers and need not compete with their
male counterparts academically since after all they will
definitely be needed so much in family and home affairs as
compared to the significant roles their male counterparts
would have to play in future. This result further adds to the
available literature on sex differences in self-efficacy,
internal locus of control and intrinsic goal orientation in
predicting the academic performance of students.
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Performance of Students from low socioeconomic background
During the key informant discussion, about 33.4% of teachers
are fully satisfied with the academic standard of students
from low socioeconomic backgrounds, whiles 53.3% of teachers
are satisfied to a certain extent because though their
performance is above average in relation to the general
students’ performance in class, the students can still do
better, and 13.3% of teachers are slightly satisfied with the
academic standard of students.
To further explain their position, a teacher disclosed that:
in view of students’ low socioeconomic background and the
facilities in the school which is woefully inadequate, the
performance of students from low socioeconomic
background is encouraging even though some students can
still do better than their present academic performance
(male JHS teacher).
Another female JHS teacher recounted that:
The exceptional students in my class are two students (i.e.
male and female) who are from a very poor socioeconomic
background in Winneba but yet they perform incredibly.
Sometimes it baffles me to know what actually their secret
is. I personally enquire from them and the fact is they
have determined and declared to themselves to achieve
better than what their parents could not do no matter their
difficulties.
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School facilities influence on students’ performance
A male JHS teacher stated
one of the top students in my class from low SES who I
admire so much said that being given the freedom to
choose and do what she likes is one of the reasons that
contribute to her excellent academic results. This is about
doing things or even learning things in ways or styles or
zones that are comfortable and conducive to the students.
Comfortable and conducive zones are those with which the
student identifies or has some affinity with.
In a similar study by Mclnerney (2000), Teachers can create
effective learning zones in the classroom by seating, for
example a verbally confident student next to a reflective
student, or a student strong in mathematics with a student
less confident in the subject or even a student who presents
work well with a student who is not so careful or creative
with presentation.
According to Azizi (2003), Students have different strategies,
approaches, and capabilities for learning that are related to
prior experience. Individuals are born with and develop their
own capabilities, skills and talents. In addition, through
learning and social upbringing, they have acquired their own
preferences for how they like to learn and the pace at which
they learn.
However, these preferences are not always useful in helping
learners reach their learning goals. There is no ideal or
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perfect learning strategy and this must be accepted as normal
by teachers.
The discussion also examined the various factors within the
school environment that might influence or contribute to the
high academic achievement of students from low socioeconomic
backgrounds.
Our educational institutions are suffering from several
inadequacies: insufficient number of proper classrooms,
desks, chalkboards, laboratory facilities, etc. Lack of proper
finance is one of the key factors. The government is
providing funds to further its educational policy but
misappropriation, misuse of funds caused by bureaucratic
red tape causes educational dislocation a male teacher
disclosed.
A teacher revealed that it does not require any elaboration
that libraries, computer laboratories, co-curricular
activities like excursions, debates, guidance information from
experts, parent-teacher associations are necessary components
of a proper educational system for these students from low
socioeconomic background to achieve higher academic standards
in the public (government) schools. A perusal of the school
environment, exhibits that the schools are generally lagging
behind in all these spheres.
A statement by a female teacher hinted that
It is often remarked that our schools do not improve and
extend their knowledge, which is limited to the textbooks
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and they do not acquire the ability to think beyond what
they are taught in school. The administrators and
educationists sadly criticize students who do not devote
their time to studies. They have no reading habits and no
thirst for the acquisition of knowledge.
The question was “do we provide our students the opportunities
to enlarge their awareness and information? What opportunities
are available to talented and ordinary students? Do we create
thirst and curiosity for the acquisition of knowledge?” The
answer was that they do not because the available facilities
are extremely limited. Unfortunately, in some institutions
they do not utilize them properly.
Generally there have been some provision of books and one
teacher is deputed for the care of these books. Some of
these books are kept in the staff room or in the secretary’s
office. There is no librarian kept for this purpose. Limited
accessibility curtails knowledge, a female teacher
remarked.
It was also gathered that excursions and educational trips are
most significant for educational attainment and social
development of children. Students obtain a lot of knowledge by
visiting Kwame Nkrumah museum, parliament house, etc. and other
industrial companies like Nestle Ghana Limited, Ghana Ports
and Harbour Authority, etc. they see everything with their own
eyes and observe the practical application of the theoretical
knowledge which they study in textbooks. In spite of awareness
of the value of sports and co-curricular activities, very few
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educational institutions provide the students with these
facilities in an appropriate manner.
In the case of rewards which implies a form of appreciation
for an attainment and which does not have to be essentially in
the form of a material possession but instead, a word of
approval, a smile, or a pat on the back, is also lacking in
the school. Awards motivate children towards the best
achievements. They create healthy competition among students
and bring out their latent potentialities. It also makes a
profound imprint on children’s behaviour. Jones (2008) found
that, when positive techniques, in the form of praise,
encouragement, or balanced criticism, are used in schools,
desirable responses outweigh the undesirable in the ratio of
46 to 1. Even children who at first seem recalcitrant later
show desirable responses.
The above discoveries indicate that rewards create a positive
effect and a competitive attitude not only among students, but
also on people pertaining to different professions. Despite
such profound importance of rewards in relation to building
good educational characteristics of students, the institutions
in the study area are not giving proper importance to it.
Teachers affirmed that there are virtually no significant
factors and strategies within the school environment that
forestalls the academic performance of students even when it
comes to those from low socioeconomic backgrounds.
Conclusion
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Irrespective of a student’s home environment, the current
study has established the fact that one major contributing
factor underlying students’ high academic performance in
school is centered on intrinsic goal orientation.Students with
higher educational aspirations tend to have more positive
academic self-concepts. They are more engaged in schools and
have higher hopes for their life long education than students
with low educational aspirations.
However, students with low intrinsic goal orientation who
heavily rely on extrinsic goal orientation are bound not to
achieve highly in their academic since the facilities
available alone cannot signify higher academic performance.
Students play critical role to be high achievers as a result
of:
Effective learning strategies or styles,
Learninggoals,
Ability to build on knowledge and
Strategic thinking.
Family influences, positive interpersonal support and
instruction in self-motivation strategies can offset factors
that interfere with optimal learning such as negative beliefs
about competence in a particular subject, high levels of test
anxiety, and undue pressure to perform well. Positive learning
climates can also help to establish the context for healthier
levels of thinking, feeling, and behaving to help students
feel safe to share ideas, actively participate in the learning
process, and create a learning community.
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Recommendations
Precaution should be taken when it comes to parental
encouragement since unreasonably high demand and too much
pressure for good performance made by some parents on
their children may cause anxiety and fear of failure
which may affect the child’s academic achievement
negatively.
Parents need to set achievable targets for their children
to enhance their academic achievement motivation.
Government and educationist should attempt to improve the
attitude of students to academic work by providing
libraries and laboratories for practicals, so that the
learning experiences of the students can become more
meaningful and at the same time interesting.
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