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HOME FACTOR STUDENTS PARTICIPATION AND THEIR ACHIEVEMENT IN ACADEMIC ACTIVITIES IN SENIOR SECONDARY SCHOOLS IN EDUCATION

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Academic performance has been a major area of concern to many educationists, educational administrators, curriculum planners, psychologists and school guidance counselors. Academic performance is related to achievement than any other teachers‟ behaviours. Academic achievement is more likely to occur when students are provided accelerated experiences which are challenging and rigorous when students are given opportunities to interact with intellectual peers as well as their chronological age peers and it is measured by the examination result which is one of the major goals of a school. Schools are established with the aim of imparting knowledge and skills to those who go through them and behind all this is the idea of enhancing good academic performance.

Education is an essential need of the society; as such academic performance is positioned very high on the national agenda, with educators and policy makers putting effort in testing, accountability and other related concerns. The United Nations Report (2001) as cited by Mullis, Martin, Foy and Drucker (2012), highlighted education as a basic right and need which was vital towards achieving the second goal of the old Millennium Development Goals and equally important to the current Sustainable Development Goals, because good education (academic performance) guarantees skilled and dynamic citizens.

Several factors may affect students‟ academic performance among them is home background which has to do with “family type, parents‟ educational background” and parent‟ involvement to school which has been of great importance in shaping the performance of children in schools worldwide. This is because; academic performance is usually as a result of motivation the children get from the people they interact with in their initial stages of life. Family types are recognized as the formal way of living. The two main family types used in this study are monogamous and polygamous children from either of these family background are believed to differ in their academic performance as a result of different conditions they experience which could be an indicator for high or low academic performance (Mirazchiyski, 2013). The social interaction as well as environmental condition that exist in a family is known by scholars to have positive and negative effect on the academic performance of a child. The emotional stability of students from either of these families is a precondition to their academic performance. Sometimes children from educated parents have more advantage as they receive more stimulation at home thereby enhancing their academic performance.

Parents‟ high aspirations have additional benefit and motivation. Direct experience by learners is one of the most important determinants of academic performance as children from educated parent have the chance of having access to audio visual materials. However, children from uneducated parents have the advantage of perceiving what it means to be with lower educational background as such it makes them develop more interest on their studies which will help to improve their academic performance. Moreover, parents with lower educational background try as much as possible to provide their children with the necessarily resources needed in school to motivate them on the importance of education in order not to end up being like them and also change their social class (Omoregbe, 2012).

Parental support, may be defined as the availability of emotional resources and approval that a parent provides to his or her child, which has been found to be an influential factor in the overall well being of children A child, brought up with affection and care in the least restrictive environment would be able to cope up better with the sighted world. Therefore, the family shapes the social integration of the child more than a formal school. One of the most important attributes of parent involvement is consistency. As children mature into adolescence, family support in their learning remains important. Family Parents/guardians need to influence their children by increasing familiarity in the school subject, taking interest in their school work, enroll them for extra lessons, ensuring that home work is done, acquire film and other electronic materials that can stimulate their interest in school based careers and enable the children to develop friendly attitude to the school subject Oundo, Poipoi, and Were (2014). These experiences are effective in removing hostility towards schoolwork. The effectiveness, with which parents are able to motivate their children to learn in school by way of enhancing their home and school learning environments, may be function of their family type and educational background.

The extent and effectiveness of parental support depends on a variety of reasons, such as, ethnicity, family type and home environment and their awareness about the importance of education. Mainly, family has responsibility to socialize children for making them productive members of the society. The more the parents involve in the process of imparting education to their children, the better the children might excel in their academic career and to become the productive and responsible members of the society. It has been assumed that academic performance of students may not only depend on the quality of schools and the teachers, but also the extent of parental educational background, family type and parental support has vital role to play in academic performance of their children.

1.2 STATEMENT OF THE PROBLEM

Various research findings have reported poor academic Performances of students in their final year examinations (West African Examination Council (WAEC) and The National Examination Council (NECO)). For instance, available records of WAEC result analysis from 2012- 2016 show a continuous decline in students’ overall performance in school certificate examinations, in both Mathematics and English in Jahun educational zone, Ogun State. Despite the fact that Ogun State government have been trying on improving the educational standard in the State, where they have free education for all students at secondary school level, but there is still record of failure in English and Mathematics in the State. This draw the attention of the researcher to find out whether the home background of the students affects their performance. It is stipulated that a minimum of credit pass in English and Mathematics is required as one of the criteria for admitting candidates aspiring to study any course in tertiary institutions. Unfortunately, the numbers of candidates with a minimum of credit pass in Mathematics and English have not been encouraging especially in the study area (Jahun Education Zone). This has denied many students the opportunity of getting admitted into higher institutions. Students‟ failure trends in Mathematics and English at SSCE level is illustrated in Table on the appendix

In light of the above issues, the researcher determines the relationship between home background and academic performance among secondary school students in Jahun education zone, Ogun state.

1.3 OBJECTIVES OF THE STUDY

The following objectives were tested in the study at 0.05 significance level:

1.Relationship between family type and academic performance of secondary school students in Jahun education zone, Ogun state.

2.Relationship between parent‟s education background and academic performance of secondary school students in Jahun education zone, Ogun state.

3.Relationship between parent‟s involvement in school activities and academic performance of secondary school student in Jahun education zone, Ogun state.

1.4 RESEARCH QUESTIONS

The following research questions were raised and answered in the study:

1. What is the relationship between family type and academic performance of secondary school students in Jahun education zone, Ogun state?

2. What is the relationship between parents‟ educational background and academic performance of secondary school students in Jahun education zone, Ogun state?

3. What is the relationship between parents‟ involvement in school activities and academic performance of secondary school students in Jahun education zone, Ogun state?

1.5 RESEARCH HYPOTHESES

The following Null hypotheses were tested in the study:

1. There is no significant relationship between family type and academic performance of

secondary school students in Jahun education zone, Ogun State.

2.There is no significant relationship between parents‟ educational background and academic performance of secondary school students in Jahun education zone, Ogun State.

3.There is no significant relationship between parents‟ involvement in school and academic performance of secondary school students in Jahun education zone, Ogun State.

1.6 BASIC ASSUMPTIONS

It is assumed that a relationship may exist between family type and academic performance of secondary school students in Jahun education zone Ogun State. parents‟ education background and academic performance of secondary school students in Jahun education zone, Ogun State.

Parental involvement in school and academic performance of secondary school students in Jahun education zone, Ogun State.

1.7 SIGNIFICANCE OF THE STUDY

It is hoped that the results of this study would contribute to the growing body of knowledge and it will benefit students, parents, school managements, school guidance counsellors and fellow researchers.

The findings of this study will help to enlighten students on the influence of various parental and family factors on their academic performance. This will help them to understand their individual peculiarities and make necessary adjustment for better academic performance.

The findings of this study will also provide blue print or guide to parents on the importance of their involvement in their children school activities in shaping the academic performance of their children. Also, the findings of this study will help to enrich the knowledge of parents from different educational background and family type to adjust properly in promoting their children academic performance.

The study will equally help various School Management by enlighten or increasing the awareness of the school management on the significance of children‟s family background and parents support to the academic performances of their students. This will help the school management to manage the affairs of their students better thereby leading to improvement of their students‟ academic performance.

The findings of this study will help to enrich the knowledge of school guidance counsellors on the influence of parents‟ involvement in their children school activities. It will also provide vital information to the school guidance counselors which will serve as a guide in helping students to adjust properly to their school activities on the bases of their family background and family type.

Also, findings of this study will serve as additional literature to the relatively few existing ones on relationship between home background and academic performance for the researchers to review for further studies in order to establish more evidence on the relationship between home background and academic performance of secondary school students.

1.8 SCOPE AND DELIMITATIONS

This study examined the relationship between home background and academic performance of senior secondary school students in Jahun Education Zone, Ogun State. The aspect of home background used were family type which has to do with polygamous and monogamous family, parent‟s educational background and parents, involvement in school activities. The population of the study was senior secondary school students of Jahun Education Zone, which comprised of eleven senior secondary schools totaling about one thousand two hundred and twenty five students spread across the schools. The study was delimited to Jahun Education Zone, which is one of the six education zones in Ogun state. However this study was delimited to SSII students of some selected Government Day secondary schools in the Zone. This is because the SS III students where not available for the study On Parent School Involvement and Teacher Made Test For Students In because they were busy writing their final year examinations. The sample was drawn from only day schools, this is because the students of day schools have direct contact with their parents than those of boarding who have less or limited access with their parent. Both parents of those in boarding and day schools share the same characteristics. Questionnaire Mathematics and English was used as the instrument for data collection.

1.9 DEFINITION OF TERMS

1. Home Factors: These encompass various elements within a student's home environment, including parental involvement, family structure, socioeconomic status, and the educational attainment of parents or guardians.

2. Student Participation: Refers to the extent to which students engage in academic activities both inside and outside the classroom, such as attending classes regularly, completing assignments, participating in extracurricular activities, and interacting with teachers and peers.

3. Academic Achievement: The measurable outcomes of students' performance in educational activities, including grades, test scores, completion rates, and other indicators of learning and skill acquisition. 

4. Senior Secondary Schools: Educational institutions that provide education to students in the latter years of secondary education, typically encompassing grades 10 to 12 or equivalent, depending on the educational system.

5. Education: The process of facilitating learning, acquisition of knowledge, skills, values, beliefs, and habits, typically through formal instruction in schools, colleges, or other educational settings.

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