Influence of Motivation, Continuous Assessment and School Culture on Junior High School Students’ Performance
The study examined the influence of motivation, continuous assessment tests, and school culture on Junior High School students’ performance in the Basic Education Certificate Examination (BECE) in Nkawie District. The objective of every school is student success or accomplishment. It was therefore appropriate to see how school culture factors and assessment exams affect the academic achievement of students at Nkawie District JHS BECE. The purposive sampling was used in the form of census in picking the headmistress and the two headmasters whereas convenience sampling was used in selecting seven teachers from three public basic schools in the district to form participants for the study. The qualitative research design was used in this investigation. With an interviewer’s guide, interviews were used to collect data, which were analyzed thematically. The findings of the study revealed components of school culture influenced students’ performance in the BECE at the Nkawie District. Almost all the respondents recognized the schools’ mission, vision, and values off the top of their heads, but knowing them did not necessarily ensure positive results. They needed to help internalize their schools’ mission, vision, and values in the students to help them perform well in the BECE. Continuous assessment tests were crucial in favorably affecting students’ performance, and they should be given more weight by both teachers and students. Teachers lacked the motivation to perform at their best. Only motivation has a direct impact on academic success. As a result, teachers in the district must be sufficiently motivated to help improve final results.
Keywords– Motivation, Continuous assessment, School culture, Performance, Influence
