Students’ academic performance is determined by certain intrinsic and extrinsicattributes, which are shrouded in their stages of development. The focus of thisstudy was, therefore, to analyse factors influencing students’ performance intwo randomly selected junior secondary schools in Maun, Botswana. Guided byMcClelland’s motivational theory, a multi-stage sampling procedure was usedto select a sample of 124 students. Demographic/socioeconomic data wereobtained from the students in the study area through the use of questionnaires.Data were analysed using the Statistical Package for Social Sciences (SPSS).Descriptive statistics (including mean and standard deviation) were used tosummarise the data while Cramer’s V, Pearson product-moment correlation,multiple linear regression, and one-way analysis of variance (ANOVA) wereemployed to determine the relationships between explanatory variables andstudents’ academic performance. Results revealed that students’ academicperformance is affected by both home background (e.g. family size) as well asthe school environment (e.g. class size), including their study habits. The studyrecommends that teachers’ self-efficacy, more parental involvement, andimproved government policies in educational development are critical for theattainment of high-quality education in Botswana

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