European Journal of Research and Reflection in Educational Sciences Vol. 3 No. 3, 2015 ISSN 2056-5852 Progressive Academic Publishing, UK Page 33 www.idpublications.org DETERMINANTS OF ACADEMIC PERFORMANCE AMONG SENIOR H IGH SCHOOL (SHS) STUDENTS IN THE ASHANTI MAMPONG MUNICIPALITY OF GHANA Eric TWUM AMPOFO Abountem M.A Junior High School P.O BOX 451, Mampong-Ashanti, GHANA-WEST AFRICA & Benedict OSEI-OWUSU (Corresponding Author) Departments of Interdisciplinary Studies, College of Agriculture Education, Mampong-Ashanti, University of Education Winneba, GHANA-WEST AFRICA ABSTRACT The major thrust of this study was to establish the determinants of academic performance among SHS Students in the Ashanti Mampong Municipality of Ghana. Descriptive and correlational research designs were used and the data were collected through questionnaires. The sample size was therefore 571 students via a multi-stage sampling procedure. The findings of the study revealed parental involvement, parents’ academic ambition for their children, peer influence, the child’s academic ambition and the child’s effort as the correlates of academic performance. The findings also established parental involvements, sex of the child, the child’s academic ambition and the child’s effort as the main determinants of academic performance. The findings however did not confirm the null hypothesis so it was rejected. On the basis of these findings, it was recommended that educational authorities should encourage parents to instill high academic ambition in their children and also parents should be told to monitor and assess the kind of friends that their children keep. Keywords: Parental involvement, Parents’ academic ambition for their wards, Peer influence, Child’s academic ambition, Child’s effort. INTRODUCTION As developing nations move from the idea of exporting raw materials into manufacturing base, there is an ongoing debate about how to best prepare children and youth for adult success in the twenty-first century (Huitt, 2007). Education is considered as the development of the endowed capacities in the individual, which will enable the one to control his/her environment and fulfill his/her possibilities to a large extent (Saxton, 2000). Indeed, in this era of globalization and technological revolution, education is considered as the first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). In truth, quality education ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their wellbeing. Educational institutions have no worth without students. Indeed, that is to say students are the most essential assets for any educational institution (Sentamu, 2003). This view however becomes valid only when students’ academic performance is good enough. Thus, grades awarded to individuals at the end of an academic study are important indicators of ability and productivity when those individuals look for their first jobs. In fact, a person’s education is closely linked to his/her life chances, income and wellbeing (Battle & Lewis, 2002). Thus, students’ success in any academic task has always been of special interest to educators, parents and society at large (Ajayi, 2006). The issue of factors affecting students’ academic performance therefore remains a top priority to educators (Considine & Zappala, 2002).