School Placement Decisions and Their Impact on Academic Performance and Subject Interest among Students in Mankessim Senior High Technical School University of Education, Winneba
School Placement Decisions and Their Impact on Academic Performance and Subject Interest among Students in Mankessim Senior High Technical School University of Education, Winneba
*Maxwell Obeng, Emmanuel Adokoh
Department of Science, University Ghana
Publication Information
Journal Title: International Journal of Research and Scientific Innovation (IJRSI)
Author(s): Obeng, Maxwell; Adokoh, Emmanuel
Published On: 08/23/2025
Volume: 12
Issue: 6
First Page: 827
Last Page: 832
ISSN: 2321-2705
- Cite this Article Obeng, Maxwell; Adokoh, Emmanuel; School Placement Decisions and Their Impact on Academic Performance and Subject Interest among Students in Mankessim Senior High Technical School University of Education, Winneba, Volume 12 Issue 6, International Journal of Research and Scientific Innovation (IJRSI),827-832, Published on 08/23/2025, Available at https://rsisinternational.org/journals/ijrsi/articles/school-placement-decisions-and-their-impact-on-academic-performance-and-subject-interest-among-students-in-mankessim-senior-high-technical-school-university-of-education-winneba/
Abstract
School placement was studied to see its impact on achievement and interest in subjects for the MSHTS students in Ghana. Using Expectancy-Value Theory, Self-Determination Theory, and Person-Environment Fit Theory as the theoretical framework, the study examined the impact of misalignment of student preference and actual placement on motivation, engagement, and achievement. Descriptive survey design was employed, involving SHS 2 and SHS 3 students from various programs. A stratified random sample of 200 students completed the study through a structured questionnaire. Pearson correlation in SPSS was employed to examine data. The findings showed a high, statistically significant positive relationship between placement satisfaction and academic performance (r = .835, p < .000), and a low but statistically significant positive relationship between interest in subject and academic performance (r = .233, p < .001). These results suggest that when students are placed in schools or programs of their choice and interest, they perform better academically and remain interested in subject. Based on the results, the study suggests a revamp of the CSSPS that involves student interest alongside academic performance, fostering autonomous activity and learning through subject content. The study contributes to the evidence base that student-focused placement policies have the capacity to improve superior educational outcomes
Keywords: School Placement, Academic Performance, Subject Interest, CSSPS, Secondary Education.
