Determinants of Students’ Learning Outcomes on Academic Performance in Public Senior Secondary Schools in Gbarpolu County, Liberia

This study investigated the determinants of students’ learning outcomes on overall academic performance in public senior secondary schools in Gbarpolu County, Liberia. Guided by Bronfenbrenner’s Ecological Systems Theory. The objectives were: teacher training, the availability of learning resources, institutional support, and the engagement of Parents-Teacher Associations (PTAs). A qualitative descriptive design was employed, with the principals, teachers, students, PTA leaders, and education officials from all seven senior public secondary schools serving as target. Stratified random, typical case, maximum variation, and census sampling techniques were used to select the study’s participants. Data was collected using semi-structured interviews, focus group discussions, and direct observations. The study employed thematic analysis using ATLAS.ti. The findings reveal that limited teacher training, lack of adequate learning resources, weak institutional oversight, and low parental engagement collectively impact students’ performance negatively. The study recommends continual teacher training program, sufficient resource allocation, improved institutional monitoring, and proactive PTA involvement to enhance outcomes in rural Liberian schools.