_____________________________________________________________________________________________________ *Corresponding author: Email: equainoo767@yahoo.com; Asian Journal of Education and Social Studies 27(1): 22-31, 2022; Article no.AJESS.85396 ISSN: 2581-6268 The Academic Performance of Female Students in Integrated Science in Junior High Schools: Evidence from Aowin Municipality, Western North Region of Ghana Evans Austin Brew a , Fiifi Mensah b , Isaac Buabeng b , Eric Atta Quainoo Jnr. c,d* , Moses Azerimi Azewara e and Michael Afreh Owusu f a Department of Education, Enchi College of Education, Enchi, Ghana. b Department of Basic Education, University of Cape Coast, Cape Coast, Ghana. c Faculty of Education, Beijing Normal University, Beijing, China. d Department of Education, Wesley College of Education, Kumasi, Ghana. e Department of Education, St. Monica’s College of Education, Mampong, Ghana. f Department of Science, Adu-Gyamfi Senior High School, Mampong, Ghana. Authors’ contributions This work was carried out in collaboration among all authors. All authors read and approved the final manuscript. Article Information DOI: 10.9734/AJESS/2022/v27i130645 Open Peer Review History: This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://www.sdiarticle5.com/review-history/85396 Received 22 January 2022 Accepted 31 March 2022 Published 04 April 2022 ABSTRACT The study investigated factors responsible for the low performance of female students in integrated science in some selected Junior High Schools (JHS) in the Aowin Municipal of Western North region of Ghana. The study employed descriptive research design to investigate the determinants of female students’ poor performance in the subject. The sample size for the study comprised 375 JHS female students selected from five educational circuits in the Aowin Municipal. A four-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree) was developed and administered to the participants. Data collected were analysed using descriptive statistics, specifically, mean and standard deviation. Findings revealed poor psychological state, teachers’ teaching practices/procedures and students’ socio-economic background as possible Original Research Article