Exploring Science Achievement Disparities in Schools with Diverse Resource Contexts

Frank Aduo; Dominic Owusu; Mershack Osei Agyemang; Daniel Boateng Osei

doi:10.36948/ijfmr.2025.v07i06.63523

Exploring Science Achievement Disparities in Schools with Diverse Resource Contexts

Author(s)	Mr. Frank Aduo, Mr. Dominic Owusu, Mr. Mershack Osei Agyemang, Mr. Daniel Boateng Osei
Country	Ghana
Abstract	This comprehensive mixed-methods study explores how disparities in resources shape science achievement among secondary school students, offering new insights into both systemic and individual factors that affect learning. The investigation draws on extensive quantitative data to demonstrate that students attending schools with abundant facilities, well-qualified teachers, and plentiful learning materials consistently achieve higher science outcomes than those in under-resourced settings. The study verifies a pronounced link between resource equity and academic success, emphasizing the key mediating role of student motivation. Constructs such as self-efficacy and intrinsic motivation exhibit strong, positive associations with science performance, confirming their importance in supporting achievement. Qualitative findings illuminate how shortages in infrastructure, instructional support, and curricular materials in low-resource schools undermine instructional quality and weaken student motivational beliefs, consequently limiting active engagement and perpetuating achievement inequality. The conceptual framework guiding this research integrates structural inequities with psychological dimensions and contextual moderators, such as socio-cultural environment and students’ subjective perceptions. This holistic model provides clarity on the multiple, intersecting channels through which both external and internal factors drive educational outcomes. Ultimately, the results highlight the necessity for comprehensive policy and pedagogical interventions. Effective strategies should address resource allocation and simultaneously foster motivational engagement through culturally responsive curriculum, enriched teacher training, and support from families and local communities. The implications extend to educational stakeholders and researchers, urging continued investigation of longitudinal and context-specific solutions for advancing equitable science learning.
Keywords	Resource disparities, Science achievement, Student motivation, Instructional quality, Equity in education
Field	Physical Science
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-22
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.63523

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Exploring Science Achievement Disparities in Schools with Diverse Resource Contexts

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