Education has been used by Ghana's successive governments to accelerate national development policies and programs. However, it has been recognized that the type and quality of the educational system inherited from the colonial era does not meet the country's needs. This led the study examine the relationship between students’ perception of deficit needs and academic performance of senior high school students. Correlational design was employed in the study. Stratified and simple random sampling techniques were employed to sample 290 second year students. Pearson Product Moment Correlation was used to analyze the data. The study revealed that physiological needs have a statistically significant positive but low relationship with academic performance (r=0.132, p=0.025). The results revealed that, there is no statistically significant correlation between safety needs and academic performance of the students (r=0.054, p=0.361). There was a low but significant relationship between love/belonging needs and academic performance (r=0.177, p=0.003). The study again showed that esteem needs predicted academic performance of students more than any other deficit need (β=.173, t=2.309, sig. 0.022). The study recommended that that school authorities should place much emphasis on the physiological needs like food, water, rest, ventilated classroom etc. of students to help improve their academic performance. The study again recommended that more room be created to foster student-teacher relationship and student-student relationship for students to have a sense of belongingness. In order to do this, teachers can adopt group work and other teaching strategies that encourage students to work together.
| Published in | American Journal of Education and Information Technology (Volume 5, Issue 2) |
| DOI | 10.11648/j.ajeit.20210502.19 |
| Page(s) | 118-128 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Perception, Deficit Needs, Academic Performance, SHS
| [1] | Organisation for Economic Co-Operation and Development (1999). Principles of corporate governance. Paris: OECD. |
| [2] | Leu, E., & Price-Rom, A. (2006). Quality of education and teacher learning: A review of the literature. Washington, DC: USAID Educational Quality Improvement Project, 1. |
| [3] | Tenye, M. (2008). Access and barriers to education for Ghanaian women and girls. Interchange, 39 (2), 167-184. |
| [4] | De Grauwe, A. (2008). Education, Poverty and Development. In UNESCO International Institute for Educational Development Newsletter, xxvi (3), 6-7. |
| [5] | Tagoe, M. A. (2014). Making real the dream of education for all through open schooling and open universities in Ghana. Sage Open, 4 (4), 1-12. |
| [6] | Adu-Gyamfi, S., Donkoh, W. J., & Addo, A. (2016). Educational reforms in Ghana: past and present. Journal of Education and Human Development, 5 (3), 158-172. |
| [7] | McLeod, S. A. (2007). Maslow's hierarchy of needs. Retrieved from http://www.simplypsychology.org/maslow.html. |
| [8] | Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An assessment. Essays in Education, 18 (1), 9-19. |
| [9] | Chinyoka, K., & Naidu, N. (2014). Influence of home-based factors on the academic performance of girl learners from poverty-stricken families: A case of Zimbabwe. Mediterranean Journal of Social Sciences, 5 (6) 223. |
| [10] | Kiel, J. M. (1999). Reshaping Maslow’s hierarchy of needs to reflect today’s education and managerial philosophies. Journal of Institutional Psychology, 26 (3), 157-167. |
| [11] | Aminga, O. E. (2015). An evaluation of the influence of pupils’ physiological needs satisfaction on academic performance of public primary schools in Eastern Zone of Nakuru Municipality, Kenya. Journal of Computer Engineering (IOSR-JCE), 18 (2), 129-153. |
| [12] | Castro, J., & Rolleston, C. (2015). Explaining the urban–rural gap in cognitive achievement in Peru: The role of early childhood environments and school influences. Oxford Department of International Development (ODID), University of Oxford. |
| [13] | Chambers, R. (2014). Rural development: Putting the last first. London: Routledge. |
| [14] | Shouse, R. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 47–68. |
| [15] | Schaps, E. (2003). The role of supportive school environments in promoting academic success. Sacramento, CA. |
| [16] | Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. Building academic success on social and emotional learning: What does the research say, 3-22. |
| [17] | Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: the mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128 (1), 105-129. |
| [18] | Ringwalt, C., Ennett, S. T., Vincus, A., & Simons-Rudolph, A. (2004). Students' special needs and problems as reasons for the adaptation of substance abuse prevention curricula in the nation's middle schools. Prevention Science, 5 (3), 197-206. |
| [19] | O’Connor, D., & Yballe, L. (2007). Maslow revisited: Constructing a road map of human nature. Journal of Management Education, 31 (6), 738-756. |
| [20] | Brophy, J. (2013). Motivating students to learn. London: Routledge. |
| [21] | Cheung, M. S. C. (2013). Learning English as an L2 in global context: Changing English, changing motivation. Changing English, 20 (4), 377-387. |
| [22] | Borman, G. D., & Overman, L. T. (2004). Academic resilience in Mathematics among poor and minority students. The Elementary School Journal, 104 (3), 177-195. |
| [23] | Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71 (3), 543-562. |
| [24] | Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27 (8), 930-942. |
| [25] | Van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress, 22 (3), 277-294. |
| [26] | Weiler, A. (2005). Information-seeking behavior in generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31 (1), 46-53. |
| [27] | Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: |
| [28] | Gobin, B. A., Teeroovengadum, V., Becceea, N. B., & Teeroovengadum, V. (2012). Investigating into the Relationship between the Present Level of Tertiary Students' Needs Relative to Maslow's Hierarchy: A Case Study at the University of Mauritius. International Journal of Learning, 18 (11), 1-16. |
| [29] | O`Neil, V. (2011). Psychology: An introduction (3rd ed.). Cape Town: Oxford University Press. |
| [30] | Santrock, J. W., Marini, Z., Gallagher, T., & Pelter, Z. (2010). Educational psychology. (3rd Canadian Edition). New York: McGraw-Hill. |
| [31] | Berth, L. E. (2010). Child development (3rd Ed.). Boston: Allyn & Bacon. |
| [32] | Sprinthall, N. A., Sprinthall, R. C., & Oja, S. N., (2006). Educational psychology: A developmental approach (6th ed.). New York: McGraw-Hill, Inc. |
| [33] | Greco, L. A., & Haydes, S. C. (Eds.). (2008). Acceptance & mindfulness treatment for children & adolescents: A practitioner’s guide. New Harbinger Publications. |
| [34] | Mwamwenda, T. S. (2010). Motives for choosing a career in teaching: a South African study. Journal of Psychology in Africa, 20 (3), 487-489. |
| [35] | Yeung, W. J., Linver, M. R., & Brooks-Gunn, J. (2002). How money matters for young children’s development: Parental investment and family processes. Child Development, 73 (6), 1861-1879. |
| [36] | Schreck, C. J., & Miller, J. M. (2003). Sources of fear of crime at school: What is the relative contribution of disorder, individual characteristics, and school security? Journal of School Violence, 2 (4), 57-79. |
| [37] | Akiba, M. (2010). What predicts fear of school violence among US adolescents? Teachers College Record, 112 (1), 68-102. |
| [38] | Bowen, G. L., Bowen, N. K., & Richman, J. M. (2000). School size and middle school students' perceptions of the school environment. Children & Schools, 22 (2), 69-82. |
| [39] | Poston, B. (2009). Maslow’s hierarchy of needs. The Surgical Technologist, 41 (8), 347-353. |
| [40] | Kenrick, D. T., Griskevicius, V., Neuberg, S. L., & Schaller, M. (2010). Renovating the pyramid of needs: Contemporary extensions built upon ancient foundations. Perspectives on Psychological Science, 5 (3), 292-314. |
| [41] | Gay, L. R. (2004). Educational research (4th ed/). New York: Merrill. |
| [42] | Amedahe, F. K. (2002). Notes on educational research. Unpublished lecture notes, University of Cape Coast. |
| [43] | Polit, D. F., & Hungler, B. P. (1995). Nursing research: Principles and methods (5th ed). Philadelphia: Lippincott. |
| [44] | Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed). US, NJ: Pearson Merrill Prentice Hall. |
| [45] | Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Delhi: New Age International Publishers. |
| [46] | Kerlinger, F. N. (1973). Foundation of behavioral research (2nd ed.). New York: Holt Rinlialt and Winston Inc. |
| [47] | Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw-Hill Inc. |
| [48] | Neuman, W. L. (2000). Social research methods: Qualitative and quantitative approaches. Boston: Allyn & Bacon Publishers. |
| [49] | National Research Council. (2002). Community programs to promote youth development. National Academies Press. Washington, DC. |
| [50] | Laguna, M., Mielniczuk, E., Razmus, W., Moriano, J. A., & Gorgievski, M. (2017). Cross-culture and gender invariance of the Warr (1990) job-related well-being measure. Journal of Occupational and Organizational Psychology, 90 (1), 117-125. |
| [51] | Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), 607-610. |
| [52] | Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Measuring satisfaction of the needs. The American Journal of Psychology, 126 (2), 155-177. |
| [53] | Pallent, J. (2010). SPSS Survival Manual: A Step By Step Guide to Data Analysis Using SPSS Program (6th ed.). London, UK: McGraw-Hill Education. |
| [54] | Fornell, C. G., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39–50. |
| [55] | Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Pearson/Prentice Hall. |
| [56] | Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99 (6), 323-338. |
| [57] | Kline, R. B. (2013). Assessing statistical aspects of test fairness with structural equation modelling. Educational Research and Evaluation, 19 (2-3), 204-222. |
| [58] | Kline, R. B. (2011). “Convergence of structural equation modeling and multilevel modeling,” in The SAGE Handbook of Innovation in Social Research Methods, eds M. Williams and W. Paul Vogt (London: SAGE Publications Ltd), 1–28. doi: 10.4135/9781544323077.n1. |
| [59] | Litz, E. W. (2005). An analysis of bullying behaviors at EB Stanley Middle School in Abingdon, Virginia East Tennessee State University (Published Doctoral dissertation). |
| [60] | Grover, A. (2015). Student perception of school safety and how it affects their academic achievement (Doctoral dissertation, Northwest Nazarene University). |
| [61] | Booren, L. M. (2007). An Exploration of the Relationship between Students' and Teachers' Perceptions of School Safety and the Importance of Safety Strategies (Doctoral dissertation, Washington State University). |
| [62] | Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science 13 (4), 161-164. |
| [63] | Peens, A., & Pienaar, A. E. (2006). The influence of development coordination disorder (DCD) on the self-concept and anxiety of 7–9-year-old children: motor learning and development African Journal for Physical Health Education, Recreation and Dance, 12 (3), 310-322. |
APA Style
Henry Yaw Acheampong, Samuel Obed Amoah, Francis Britwum. (2021). Students’ Perception of Deficit Needs and Academic Performance of Senior High School Students. American Journal of Education and Information Technology, 5(2), 118-128. https://doi.org/10.11648/j.ajeit.20210502.19
ACS Style
Henry Yaw Acheampong; Samuel Obed Amoah; Francis Britwum. Students’ Perception of Deficit Needs and Academic Performance of Senior High School Students. Am. J. Educ. Inf. Technol. 2021, 5(2), 118-128. doi: 10.11648/j.ajeit.20210502.19
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ajeit.20210502.19,
author = {Henry Yaw Acheampong and Samuel Obed Amoah and Francis Britwum},
title = {Students’ Perception of Deficit Needs and Academic Performance of Senior High School Students},
journal = {American Journal of Education and Information Technology},
volume = {5},
number = {2},
pages = {118-128},
doi = {10.11648/j.ajeit.20210502.19},
url = {https://doi.org/10.11648/j.ajeit.20210502.19},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210502.19},
abstract = {Education has been used by Ghana's successive governments to accelerate national development policies and programs. However, it has been recognized that the type and quality of the educational system inherited from the colonial era does not meet the country's needs. This led the study examine the relationship between students’ perception of deficit needs and academic performance of senior high school students. Correlational design was employed in the study. Stratified and simple random sampling techniques were employed to sample 290 second year students. Pearson Product Moment Correlation was used to analyze the data. The study revealed that physiological needs have a statistically significant positive but low relationship with academic performance (r=0.132, p=0.025). The results revealed that, there is no statistically significant correlation between safety needs and academic performance of the students (r=0.054, p=0.361). There was a low but significant relationship between love/belonging needs and academic performance (r=0.177, p=0.003). The study again showed that esteem needs predicted academic performance of students more than any other deficit need (β=.173, t=2.309, sig. 0.022). The study recommended that that school authorities should place much emphasis on the physiological needs like food, water, rest, ventilated classroom etc. of students to help improve their academic performance. The study again recommended that more room be created to foster student-teacher relationship and student-student relationship for students to have a sense of belongingness. In order to do this, teachers can adopt group work and other teaching strategies that encourage students to work together.},
year = {2021}
}
TY - JOUR T1 - Students’ Perception of Deficit Needs and Academic Performance of Senior High School Students AU - Henry Yaw Acheampong AU - Samuel Obed Amoah AU - Francis Britwum Y1 - 2021/12/29 PY - 2021 N1 - https://doi.org/10.11648/j.ajeit.20210502.19 DO - 10.11648/j.ajeit.20210502.19 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 118 EP - 128 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20210502.19 AB - Education has been used by Ghana's successive governments to accelerate national development policies and programs. However, it has been recognized that the type and quality of the educational system inherited from the colonial era does not meet the country's needs. This led the study examine the relationship between students’ perception of deficit needs and academic performance of senior high school students. Correlational design was employed in the study. Stratified and simple random sampling techniques were employed to sample 290 second year students. Pearson Product Moment Correlation was used to analyze the data. The study revealed that physiological needs have a statistically significant positive but low relationship with academic performance (r=0.132, p=0.025). The results revealed that, there is no statistically significant correlation between safety needs and academic performance of the students (r=0.054, p=0.361). There was a low but significant relationship between love/belonging needs and academic performance (r=0.177, p=0.003). The study again showed that esteem needs predicted academic performance of students more than any other deficit need (β=.173, t=2.309, sig. 0.022). The study recommended that that school authorities should place much emphasis on the physiological needs like food, water, rest, ventilated classroom etc. of students to help improve their academic performance. The study again recommended that more room be created to foster student-teacher relationship and student-student relationship for students to have a sense of belongingness. In order to do this, teachers can adopt group work and other teaching strategies that encourage students to work together. VL - 5 IS - 2 ER -
Information
Email: