BACKGROUND TO THE STUDY
Education is undoubtedly a preparation for life. It is related to acquisition of skills to earn a
living and to improve society. Today as has always been, the definition of education is ever
changing and increasing in scope. Social, economic and cultural forces play countless roles on
learning and thus academic achievement. In fact, schools in modern times are confronted with
new pressures arising from changing needs of students, societal expectation, economic changes
and technological advancement. Nevertheless, if education programs are to be planned and if
continued improvements are to be made, it is necessary to have some conception about the
goals that are being aimed at. This is because, these educational objectives become the criteria
by which materials are selected, contents outlined, instructional materials are developed, and
human resources considered (Eggen & Kauchak, 2011; Jonassen & Grabowski, 2012; Kapp,
2012). Quality education primarily depends on teachers and their capacity to improve the
teaching and learning process and is widely recognized that quality of teachers, teaching and
learning process lies at the heart of all schooling systems intending to offer quality education.
This is because the true test of quality education is the degree to which one can share what he
has learnt with others to improve the quality of life the society, nation and the world at large.
Science is defined as applied knowledge. It is a subject that has an impact on our everyday
activities. It is also defined as a tool that is important to both individuals and to the nation as a
whole in order to survive and to meet the global economic requirements (Kibet, Mbugua,
Muthaa & Nkonke, and 2012:87). This implies that science subjects continue to be of the most
important subjects, as the world is currently at a stage where its wealth and economic
development is highly dependent on the science workforce (Laugksch, 1999:86; Muzah,
2011:1; Kibet et al., 2012:87). The sciences studied in Ghana are Physics, Chemistry, Biology
and Mathematics. Physics is one of the most fundamental of the sciences. Scientists of all
disciplines use the ideas of physics, including chemists who study the structure of molecules,
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paleontologists who try to reconstruct how dinosaurs walked, and climatologists who study
how human activities affect the atmosphere and oceans. Physics is the basis of many other
sciences – chemistry, oceanography, seismology, and astronomy engineering and technology.
All are easily accessible with a bachelor’s degree in physics (American Physics Society, 2008).
No engineer could design a flat-screen TV, an interplanetary spacecraft, or even a better
mousetrap without first understanding the basic laws of physics. If you have ever wondered
why the sky is blue, how radio waves can travel through empty space, or how a satellite stays
in orbit, you can find the answers by using fundamental physics. The study of physics is also
an adventure. You will find it challenging, sometimes frustrating, occasionally painful, and
often richly rewarding. You will come to see physics as a towering achievement of the human
intellect in its quest to understand our world and ourselves. (Young& Hugh D, 2012). Physics,
as a discipline, deals with the nature of matter and energy, their interactions and measurements.
The study of Physics has had, and continues to have, a big impact on the world community.
The ideas, skills and attitudes derived from the study of physics are being widely applied in
various scientific and technological developments. As an example, development in renewable
energy is serving the world profoundly and it is hope that it will become more available in
Ghana to complement other sources for meeting the energy needs of the country. The specific
example of renewable energy is solar, that transforms in appropriate forms such as electrical
energy for operating simple equipment, and machinery, and for domestic use. The principles
and applications of physics cut across the various spectrum of everyday life activities like
walking, lifting objects, seeing and taking photographs. (CRDD, 2010). Physics encompasses
the study of the universe from the largest galaxies to the smallest subatomic particles. The
physics learning experiences and performance in schools provided by physics teachers, to
which Ghana is no exception, are therefore very important.
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However, Physics is perceived to be a difficult course because of its abstract nature Isola,
(2010). Studies have revealed that the academic performance of Ghanaian students in Senior
High School Physics has been generally and consistently poor over the years Orleans, (2007).
The performance has failed to maintain a high degree of academic distinction and excellence
among learners and the nation at large which undermine the technological progress of our
nation Ghana. (Olarinmoye, 2000) noted that Physics has become a phobia for most
students. As observed by Askhia, (2010), the trend in the enrolment and performance of
secondary school students in science subjects, especially Physics assumed threatening and
frightening dimension. Research has indicated that school-based factors (the availability and
use of teaching/ learning facilities), socio-economic factors (the education of the parents and
their economic status), student factors (motivation and attitude), school type and the teachers’
characteristics are some of the influences that contribute to the learners’ low performance in
the science subjects (Kibet et al., 2012:87; Makgato & Mji, 2006; Amukowa, 2013; Mwaba,
2011:2). Murphy and Whitelegg (2006) reported that in the United Kingdom, prior
achievement and perception of the difficulty of physics are determinants of students’ decisions
about whether to continue to study physics at higher levels of education.
In Ghana, many efforts have been invested into improving access to quality education. It is in
the vision of the government to make Ghana an industrialized country hence the introduction
of STEM education into our Junior High School (JHS). For the realization of this vision, it is
obvious that Physics education cannot be undermined since it is a catalyst for the realization of
this vision. It is therefore important for Ghanaian students to be well grounded in physics
education to guarantee Ghana’s technological and economic development. In recognition of
this, the Ghanaian government in 2016 introduced free senior high school programme. This
move was to make education accessible to all Ghanaian students to study their respective
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courses including the study of science. Despite the government’s effort, students have
continued to register low performance in the subject.
STATEMENT OF THE PROBLEM
Physics performance of Ghanaian students has been generally and consistently very low over
the years. Relevant data collected on SHS students’ achievement in biology, chemistry, physics
and mathematics from 1993 to 2007 for PRACTICAL project plan showed an abysmal
performance in physics (Anamuah-Mensah, 2007). The performance statistic by West Africa
Examination Council (WAEC) from 2003 to 2021 shows that majority of the physics
candidates did not obtain the pass (A1-C6) to qualify for admission to tertiary education, which
has accounted for the low enrolment into our tertiary institution. The trend in performance
indicates that from 2003 to 2005, out of 33,043 candidates who sat for the SSSCE physics
papers 13,067 (39.5%) obtained grade A – D. From 2006 to 2009, 41,973 (47.5%) candidates,
out of 88,294 who sat for the WASSCE physics papers, obtained grade A1 – C6 (WAEC,
2010). Moreover, WAEC Chief Examiner Reports’ for SHS physics indicated that performance
of candidates in physics was woefully marginal or even poor (WAEC, 2005, 2006, 2008, 2009).
The WAEC (2005) reported that “quite a number of candidates could not solve mathematicalrelated problems accurately” (p. 259). Only few candidates could show a good knowledge of
the subject and could also apply the principles. The WAEC (2012) report stated that “poor
knowledge of subject matter, inadequate preparation and poor labelling of diagrams were some
of the weaknesses that adversely affected candidates’ performance (p. 376). Over the years,
students’ achievement in physics has prompted educational researchers to continuously make
relentless efforts at identifying mitigating factors that might account for the observed poor
performance. There have been a lot of governmental and other stakeholder’s efforts to improve
the performance of physics but have not been able to yield the needed results because the
performance of physics seems to continue to decline of which the senior high schools in Cape
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Coast are of no exception. The high failure rate of the learners, specifically in physics,
continues to be a threat in the Cape Coast metropolis. Factors leading to the poor performance
need to be researched, as they continue to be to the detriment of the learners of the area.
Although several efforts have been made to improve the performance of physics and few
studies have investigated the factors that account for the poor performance in physics in the
Senior High Schools Osaki, (1999): Wilson, (2011) and Omari, (2002), students in the Cape
Coast Metropolis are still not performing well in physics.
This research therefore sought to find out why SHS students of Cape Coast Metropolis perform
poorly in physics; a means to understand the problem faced by students and to provide
recommendations for improving academic performance in the schools and to educational
authorities to develop appropriate strategies to improve their output.
PURPOSE OF THE STUDY
The focus of this study is to explore the factors that influence the low performance of students
in physics in the Senior High Schools within the Cape Coast Metropolis and to give out some
recommendations that can help to manage the situation.
Objectives of the Study
The general objective of this study was to explore the factors that contributes to the low
academic achievement of students in Physics in the within the Cape Coast Metropolis. The
specific objectives of this study were:
1. To identify students’ attitudes responsible for their low performance in physics in some
selected Senior High Schools within the Cape Coast Metropolis.
2. To find out education administration issues that contributes to the low academic
performance of students in physics in some selected schools within the Cape Coast
Metropolis.
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3. To identify teacher factors and teaching methodology that contributes to the low
academic performance of students in physics in some selected schools within the Cape
Coast Metropolis.
Research Questions
In order to achieve the purpose of this study, the following research questions guided the study:
1. What are the perceptions of Physics students in Senior High Schools within the Cape
Coast Metropolis, in the study of Physics?
2. What school resources and facilities are available for the teaching and learning of
Physics in S.H.S. within the Cape Coast Metropolis?
3. How does instructional materials and instructional methods used in the study of physics
affect the subject within the Cape Coast metropolis?
SIGNIFICANCE OF THE STUDY
The discoveries of this study seek to amplify the already started work on raising the awareness
of students’ low performance in the senior high schools within the Cape Coast Metropolis for
pragmatic strategies to be taken to positively influence future trends in Physics performance.
Henceforth, the study is/would

expected to contribute to the advancement of knowledge about performance
enhancement in physics.

become a reference tool for policy makers, educationist and government as a whole for
future to improve on the work of school administrators, teachers’ practices and the
performance of students.

be of benefit to the ministry of education and school administration who will gain
intervention measures for advancing WASSCE performance in senior high schools.
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DELIMITATION OF THE STUDY
The following were the delimitations of the study:

The study was limited to three public Senior High Schools taking WASSCE within the
Cape Coast Metropolis only.

The study involved physics students within the Cape Coast Metropolis only.

Private schools and physics students in private schools were not included in the study.
LIMITATION OF THE STUDY
The study was performed under the following limitations:

The sample size and scope further affected the generalization of the results of the study.

The researcher was unable to control the attitudes of the respondents as they respond to
the instruments and this may lead to biasness.

The study was limited to 60 students selected from three Senior High Schools within
the Cape Coast Metropolis.
ORGANIZATION OF THE STUDY
The research was organized in five chapters.
Chapter one provided details about the background of the study, objectives of the study,
research questions, limitations of the study, delimitations of the study, basic assumptions and
definition of significant terms in the study and finally the organization of the study.
Chapter two presented interactive review of publications on school- based factors influencing
students’ performance in physics in WASSCE.
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Chapter three was made up of the research design and methodology, population, sample size
and sampling procedure, research instruments, validity, reliability, data collection procedure
and data analysis.
Chapter four presents’ data analysis, interpretation and discussions.
Finally, Chapter five dealt with the summary of the study, research findings, conclusions,
recommendations and suggestions for further research.
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