Investigating Final-Year Senior High School Students’ Academic Performance Dynamics across Demographics: The Case of Students in Cape Coast, Ghana

Eric Mensah; Samuel  Kwarteng; Josephine Jehu-Appiah

doi:10.51867/scimundi.4.2.21

Authors

Eric Mensah
eric.mensah5@ucc.edu.gh
University of Cape Coast, Ghana https://orcid.org/0000-0003-2362-8493
Samuel Kwarteng University of Cape Coast, Ghana https://orcid.org/0009-0008-8076-6087
Josephine Jehu-Appiah University of Cape Coast, Ghana https://orcid.org/0000-0002-9818-7672

Keywords:

Age, Academic Performance Dynamics, Academic Self-Efficacy, Academic Cheating Behaviours, Examination Anxiety, Gender

Abstract

The academic performance of senior high school (SHS) students has garnered significant attention, particularly in understanding the various factors influencing it across diverse demographics. This study investigated the academic performance dynamics of final-year SHS students in Ghana, focusing on academic self-efficacy (ASE), examination anxiety (EA), and academic cheating behaviours (ACB). The Theory of Performance by Elger guided the study. A cross-sectional survey design used a structured questionnaire to collect data from 370 students sampled out of 8,656 across 10 SHSs in the Cape Coast Metropolis. Descriptive statistics (frequency, percentage, mean and standard deviation) and inferential techniques (independent sample t-tests and one-way ANOVA) were employed to analyse the data. Results indicated that students generally exhibited high ASE, showing confidence in their academic abilities, though time management was a challenge. While moderate levels of EA were reported, significant variability highlighted the importance of emotional intelligence in academic performance. Regarding ACB, students largely disapproved of serious academic dishonesty but were more inclined to engage in less severe behaviours like sharing notes. Gender differences were notable, with female students reporting higher ASE and lower EA than males, while male students were more likely to engage in ACB. Age differences showed that the 16-20 age group had higher ASE and lower ACB compared to older students, although EA did not significantly vary across age groups. It is concluded that students’ ASE correlates positively with their academic capabilities, and their emotional intelligence plays a significant role in academic performance. It is recommended that targeted interventions be put in place to enhance students’ASE, manage EA, and promote academic integrity, particularly among male students, to improve overall academic outcomes.

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