Abstract:
The study examined the impact effective learner behaviours had on learner academic performance among Junior High School students in urban, peri-urban and rural schools in the Central Region of Ghana. In a cross sectional survey, multistage sampling procedure was used to select 355 students from a population of 6115. Academic performance was measured with performance in English Language and Mathematics tests which were developed from students’ textbooks in the respective subject areas. The results showed that dependence, curiosity and verbal intelligence learner behaviours had impact on and significantly predicted performance in English Language, while consideration, dependence and curiosity were significant in predicting performance in Mathematics. The locations of schools were also found to have had significant impact on learner behaviour. Based on the findings, it was recommended that learner characteristics should be carefully considered if schools expect their learners to excel in their academic endeavours. More important, gaps should be identified and bridged among rural-urban and peri-urban communities with regards to supplies of educational infrastructure and facilities.
