On Self-Regulated Learning and Academic Engagement Among Senior High School Students in Ghana

Abstract

The issue of students’ academic performance has become a matter of general interest to the nation’s governments, educationists, parents, and students because of the growing rate of academic failure especially at the secondary school level. Hence, this work investigated home-based factors, institutional environment and teacher characteristics as determinants of students’ academic performance in Ogun State senior secondary schools.The study adopted descriptive survey research design. The sample consisted of 1700 respondents made up of 1400 students and 300 teachers selected through stratified random sampling technique from public secondary schools in Ogun State, Nigeria. Three research instruments were used for data collection. They are, ‘Students Home Factors Questionnaire (SHFQ) (r = .76), Institutional Environment Questionnaire (IEQ) (r = .82), and Records of Students Academic Performance (RESAP). Data were analysed using Multiple Regression Analysis. Two null hypotheses were formulated and tested at 0.05 alpha level.Findings revealed that home based factors, institutional environment and teachers’ characteristics made significant joint contribution to the prediction of students’ academic performance (F = 25.487; p < .05). Moreover, these variables made significant independent contributions to the prediction of students’ academic performance. Out of the three predictors, the most potent factor was teachers’ characteristics (β= 6.131, t = 4.181, p < .05); followed by home based factors (β= 4.254; t= 3.154, p < .05) while institutional environment (β= 2.734, t= 2.691; p < .05) was the least potent predictor of students’ academic performance.It was recommended that parents should be encouraged to make their homes to be learners’ friendly. This can be done by creating awareness on the influential role of home factors on students’ academic performance. This should be done during PTA meetings, school visiting days and through the mass media. That governments, school proprietors and school administrators should endeavour to make the school environment to be conducive for learning through proper location of schools, provision of teaching – learning facilities and making the school environment to be learners’ friendly. Also, teachers’ quality should be continually improved through self-development efforts, periodic seminars, and workshops, and on-the-job training to keep teachers abreast of the developments in their field. Finally, schools should provide effective counselling services and administrative supports to facilitate teaching and learning in order to improve students’ academic performance.