¹Theodora Kankpi, ²Sophia Patience Graham

¹SD-Dombo University of Business and Integrated Development Studies, Wa; A.I.T. Accra, Ghana

²A.I.T. Accra, Ghana

There has been persistent reports of low performance of girls in final examination of Senior High School especially in Northern Ghana. Academic achievement at the Senior High School is a critical milestone in every Ghanaian student’s educational path and a critical step toward transition to higher levels of education. However, the rate of girls making the necessary grades in the final examination to enable them progress lags behind particularly in Northern Ghana. Far more attention has been paid to ensuring that girls enroll in school. This study investigate the determinants of girls’ performance in the West African Secondary School Certificate Examination using the case of a girl Senior High School. Participants were purposively selected from teachers who had experience in teaching final year students and past students of the school. Data was collected from fifteen (15) sampled teachers, and fifteen (15) past students of the school through interviews.

The study finds school related and individual student factors accounting for girls’ success. The key factors that enhances girls’ success in WASSCE were individual ambition and efforts, self- discipline and determination, quantity and quality of teaching, encouragement from teachers, conducive environment, and school discipline. Several other factors including school related, individual factors, peer influence, social media use and sexual relationship explains the low pass rate of girls in WASSCE. The findings point to the need for school authorities, parents and other stakeholders to pay critical attention to the factors limiting girls’ success and work a way out to address them. This should be a priority area for all actors concern with girls’ education and women empowerment.

Determinants, Girls’ WASSCE performance, Girls schools, Senior High Schools, Ghana

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Volume 05 Issue 01 January 2022