|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|356013||1435105||2015||12 صفحه PDF||سفارش دهید||دانلود رایگان|
• We examined the predictors of academic achievement among Ghanaian students.
• More than 40% of variation in academic achievement was between schools.
• Age and gender were significant predictors of math and English scores.
• Academic self-efficacy was positively associated with academic achievement.
• Class size was positively associated with English performance.
Few attempts have been made to examine the influence of student and school factors on academic achievement of youth in West Africa. We examined student- and school-level predictors of academic achievement of Ghanaian junior high school students. Age, gender, academic self-efficacy, and commitment to school are significantly associated with math and English scores. Class size and the presence of toilet facility are significant predictors of English scores. Given the long-standing debate of whether student characteristics or school resources have larger effects on academic achievement, this study presents evidence on the importance of student characteristics on Ghanaian youth's academic achievement.
Journal: International Journal of Educational Development - Volume 45, November 2015, Pages 129–140