Academic Performance of Single-Parented Pupils in Public Basic Schools
Abstract
This study examines the academic performance of single-parented pupils in public basic schools in the Berekum Municipality in the Bono region of Ghana by comparing and analyzing pupils’ academic performance in both private and public basic schools. Using a descriptive research design with a stratified purposive sampling technique, an estimated two hundred and thirty-four sixty (234) respondents were estimated. The findings of the study showed some level of academic performance among pupils in private basic schools in Berekum. This was realized when a number of varied questions were posed to pupils. The mean and standard deviation were used to determine the outcome of each response. The highest response among the list of responses was 2.833, representing the mean, and 1.396, representing the standard deviation, indicating a demonstrable skill in basic skills. The result also indicated that single-parented pupils exhibited a high retention span during learning, representing 2.705 for the mean and 1.823 for the standard deviation, respectively. The academic performance of pupils in public basic schools was lower. This was realized when some questions were asked about the level of academic performance in public schools. Their responses were expressed in mean and standard deviation terms for each response. However, the study recommends that the school authorities and community leaders in the study area work together to organize seminars and sensitization programs for parents to enable them to know that their supervision of their children's learning is vital to their academic performance.
Keywords:
academic performance
single parented
public basic schools
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