Abstract:
The study focused on assessing the influence of instructional supervision on
students’ academic performance in selected Senior High Schools (SHS) in the
Kwadaso municipality in Ashanti Region. Descriptive survey research design
was adopted for this study. A sample of 603 respondents made up of 236 staff
and 367 students were drawn from the population for the study. Questionnaire
and tests were the main primary data collection instrument used to gather data
for this study. These respondents were sampled using stratified random,
purposive and systematic sampling methods. The data gathered were analysed
using descriptive statistical tools, multiple linear regression, mean and standard
deviation, ANOVA and independent sample t-test. The study found
instructional supervision to have a positive statistically significant influence on
students’ performance in all the four core subjects in the selected SHS. Lastly,
the study revealed that developmental instructional supervision best predicts
students’ academic performance. It was recommended among other things that
management leadership and heads of second cycle institutions must be
particularly attentive to the instructional supervision styles used in the
institutions because they have serious implication for students’ academic
performance.
