The Impact of Household and Contextual Factors on Students Academic Performance in Basic and Secondary Education in Ghana:the case of Nkwanta North District

Abstract It is an undeniable fact that education plays a significant role in both the human and economic development of society. This explains why UN SDG 4 places much emphasis on ensuring inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. The high rate of illiteracy and the consistently poor performance of students in the Nkwanta North District of Ghana have hindered the achievement of SDG 4 with its positive externality of promoting economic development in this district. This study explores the impact of household and contextual factors on students’ academic performance in basic and secondary education in Nkwanta North District, Ghana. The study employed a qualitative case study research method. The study is guided by theories such as “the readiness model in education, “the turnaround model," social-ecological system theory, and human capital theory. The study relied more on the social ecological system theory and the readiness model. The findings of the study revealed that there are multiple factors hindering not only the academic performances of students but every aspect of positive educational progress in the district. Household factors such as socio-economic challenge or poverty of parents, family size, irresponsible parenting or lack of parental care, educational attainment of parents, and gender inequality, as well as contextual factors such as environmental distraction (noise pollution), child labour, inadequate educational infrastructure and social amenities, Ill- attitude of students and community members towards education, and a lack of teachers and teachers' attitudes, as well as the COVID-19 school closer, which deprives students of Nkwanta North District the only opportunity to have favourable study time, impacted negatively on students’ academic performance. The study also found that other factors, such as the government's policy of mass promotion of students and problems with a new curriculum, also serves as barriers to the improvement of students’ academic performance in the district. The study made a number of policy recommendations to ensure educational progress in the district, improve upon students’ academic performances, and promote human capital development. The study recommended the review of the Free-SHS policy to make parents take part in the cost of their wards education so the government could get money to provide the needed educational materials for effective teaching and learning, the establishment of a counselling centre to render counselling services to students and their parents, and most importantly, the use of religious and distinguishing personalities (not political figures) to educate the community members on the importance of educating their wards.