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PARENTAL ACADEMIC BACKGROUND AND PRIMARY SCHOOL PUPILS’ ACADEMIC PERFORMANCE IN MATHEMATICS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The academic performance of primary school pupils in mathematics is significantly influenced by various factors, among which parental academic background plays a crucial role. Parental academic background refers to the educational attainment level of parents, encompassing their highest level of schooling completed. Academic performance in mathematics, in the context of primary education, denotes the ability of pupils to understand mathematical concepts, solve problems, and demonstrate proficiency in mathematical skills and operations. Understanding the correlation between parental academic background and primary school pupils' performance in mathematics is essential for educators, policymakers, and researchers striving to enhance educational outcomes and promote academic success among young learners.

Home environment was found to be an important factor in determining academic performance of students. From the beginning, parents have been the major persons involved in raising children in every society. That is why the family is recognized as an important agent of socialization. Adekeyi (2002) observed that it is mainly through their efforts and abilities that children are socialized to become productive citizens. So, wherever parents possess the resources and skills; and apply them effectively and joyfully in raising their children, the entire society benefits. This brings joy and pride to the nation, and encourages development and peaceful co-existence. The children themselves feel good and bring happiness to their parents and the whole community.

The home is the first place of learning for the child. The quality of home environment goes a long way in determining the eventual personality and achievement of the child. Psychologists had classified the factors that affect learning into two broad categories namely, nature and nurture. It has been discovered that the two categories play complementary roles. As nature determines the level of intelligence and inherited abilities of the child, nurture helps to maximize these innate abilities. According to Ekinne (2002), nurture involves the home, the school, the environment and peer groups to which the learner belongs. The home has a far reaching influence on the child. Babara (1982) said that the child's home environment influences attainment at school. Also, Touray (1982) suggested that the home environmental variables could be manipulated to enhance students’ academic performance.

The level of educational attainment of parents could influence the academic achievement of their children. According to the European Union Monitoring Report (2013), those students whose parents have a tertiary level of education perform, on average, significantly better in tests of science, reading and mathematical ability than those whose parents have only basic schooling. In a family where both the father and mother are educated, their children are always taken good care of in their academic activities. Such parents know the importance of getting educational materials for their children at school. They may go through their children’s exercise books after school, or even employ a private teacher to teach them after school. By doing so, their academic performance will be improved; whereas in the case of an illiterate family, the need to supervise the children’s exercise books is not there, hence their children’s low academic performance in school. Educated parents may also have a library at home, stocked with novels, encyclopedias and other educational books and educational audio visual tapes. When children make use of these materials, it will enhance their intellect.

Also, hereditary factors could also influence a child’s academic performance in school. This happens when a child inherits poor genes from either the mother or the father; such a child will not be able to achieve much even if the environment is conducive for effective learning. On the other hand, a child who inherits a very high gene from parents may perform very well even if the environment is not stimulating (Community Development, Sound Education, Good Health and Social Life Initiative, 2013).

A conducive environment is necessary for a good academic performance of a child. A stimulating home environment could spur up a potential mediocre into an intellectual giant while an inhibiting environment could turn a genius child into a mediocre one. The value that different families attach to education could affect the child’s attitude to school and eventually affect his/her motivation for success in school work. Muola (2010) stated that the urge to achieve varies from one individual to the other. For some, the need for achievement is very high while for others, it is very low. He adds that achievement motivation is learnt through the socialization process. Those who have high achievers as their role models in their early life experience would develop a high need for achievement while those who have low achievers as their role models will hardly develop the need for achievement. The family is obviously a major socializing agent and therefore important in determining the child’s motivation to achieve success. The motive to excel in academic work is an activating force, a drive or an urge to achieve good results and recognition which accounts to good academic performance.

Educated parents give early independence training and achievement training. Atkinson and Feather (1966) argued that successful parents tend to provide early independence training which is necessary in the development of achievement motivation. In independence training, parents insist on the child’s self-reliance and autonomy in decision making situations. While in achievement training, they insist on high achievement through imposing high standards of excellence in tasks, setting high goals for the child and expecting the child to show competence in doing tasks well.

Illiteracy of parents could have a negative effect on the academic performance of their children. Children whose parents are illiterates have been seen to lack home encouragement. This implies that as some illiterate parents refuse to provide their children with needed textbooks, they are discouraging them from learning. David (2007) stated that textbooks aid studies after normal school teaching. Students from illiterate parents lack assistance because of parents’ illiteracy and ignorance. Such parents fail to motivate, reinforce, give reward or punish their children on their academic performance which might have forced them to be serious in learning. On the other hand, literate parents have interest in their children’s academic performance. They struggle to provide them with needed materials and give adequate encouragement. Having known the importance of education, they draw a reading time-table for their children and also arrange for part-time teachers to teach their children and check their workbooks from time to time. They provide adequate motivation and reward when the children perform better in class assignments, tests and examinations. Taking care of children and making provision for their needs, especially educational needs, are very important in determining the academic performance of children.

1.2 STATEMENT OF THE PROBLEM

The importance of education in an individual cannot be overstated, as it has a profound impact on one's life. The acquisition of knowledge and skills, imparted through formal and informal education, determines a person's potential for the future. However, there has been a persistent increase in poor academic performance in various school examinations, such as the First School Leaving Certificate (common entrance), raising concerns among educators and society at large. This trend, if left unchecked, will have serious repercussions on the lives of students, their parents, and the broader community. Educators attribute this decline in performance to neglect and a lackadaisical attitude towards academic work by both students and parents. The home serves as the first school for a child, where fundamental norms and values are instilled by parents before formal education begins. Contrary to the belief that learning starts in school, the foundation of a child's education begins at home. A conducive home environment equipped with adequate learning resources can enhance a child's intellectual and academic capabilities. Educated parents typically exhibit positive attitudes towards education and provide resources such as television, instructional videos, novels, books, and journals to facilitate learning. The motivation of intelligent children towards learning is often accelerated by the positive influence of their environment, while others may be negatively impacted by non-stimulating home environments.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to examine how parental academic background impact primary school pupils’ academic performance in mathematics

Specific objectives include;

1. To investigate the impact of parental education on students' academic performance.

2. To determine the relationship between parental educational qualifications and students' academic performance.

1.4 RESEARCH QUESTIONS

1. How does parental education influence students' academic performance?

2. What is the association between parent educational qualification and students' academic performance?

1.5 RESEARCH HYPOTHESES

Hypothesis i

H0: There is no significant relationship between parental education and students' academic performance.

H1: There is a significant relationship between parental education and students' academic performance.

Hypothesis ii

H0: There is no significant correlation between parent educational qualification and students' academic performance.

H1: There is a significant correlation between parent educational qualification and students' academic performance.

1.6 SIGNIFICANCE OF THE STUDY

This research will be of great benefit to mathematics teachers, school administrators, psychologists and counselors, government officials, and researchers. The findings will assist mathematics teachers in determining how best to support students in adjusting well in school, taking into account the diversity of students' family backgrounds, and adapting their teaching methods accordingly to accommodate all learners.

The findings will also aid school administrators in designing and implementing policies aimed at improving students' performance and the overall quality of mathematics education. By understanding the influence of family background on students' academic performance, administrators can work towards changing students' attitudes towards learning mathematics.

Psychologists and counselors will benefit from the findings by gaining insights into how to effectively counsel students from different family backgrounds, addressing their unique challenges and providing appropriate support.

The government will benefit from realizing the need to enhance the proper monitoring of mathematics education in schools. Findings from this study can inform educational policies aimed at addressing the relationship between family background and students' learning outcomes in mathematics.

Finally, the research will serve as valuable reference material for researchers and students interested in conducting similar studies. It will contribute to the body of knowledge on the influence of parental education on students' academic performance in mathematics, and it will be accessible as part of the reference materials in the libraries of educational institutions across Nigeria. More especially schools in Karu local government area of Nasarawa state.

1.7 SCOPE OF THE STUDY

This research is based on the influence of family background on the academic performance of students in mathematics with reference to Nasarawa Educational Zone. This research will be limited to the analysis based on the questionnaire to be administered as well as diverse literature that has direct bearing on the subject of the study. 

1.8 LIMITATIONS OF THE STUDY

Limitations of the study include the potential lack of generalizability of findings beyond Karu LGA, Nasarawa State, due to the specific geographic and demographic characteristics of the area. Additionally, the study may face constraints related to sample size and scope, potentially limiting the depth and breadth of data collected. Furthermore, logistical challenges such as access to schools and parental consent may affect the study's implementation and data collection process.

1.9 DEFINITION OF TERMS

1. Parental Academic Background: Refers to the educational attainment level of parents, indicating the highest level of schooling completed by the parents, which can include qualifications such as primary education, secondary education, vocational training, college degrees, or advanced degrees.

2. Primary School Pupils: Denotes children who are enrolled in primary education, typically ranging in age from approximately 6 to 12 years old, and who are attending formal schooling at the primary level, usually covering grades one through six or seven, depending on the educational system.

3. Academic Performance: Refers to the extent to which students demonstrate proficiency, understanding, and mastery of academic subjects, including mathematics, as assessed through various means such as tests, examinations, assignments, projects, and classroom participation.

4. Mathematics: In the context of primary education, mathematics refers to the academic discipline that involves the study of numbers, quantities, shapes, patterns, and relationships, as well as mathematical operations and problem-solving skills essential for understanding mathematical concepts.

5. Correlation: Denotes a statistical measure that indicates the extent of a relationship or association between two variables, such as parental academic background and primary school pupils' academic performance in mathematics, with correlation coefficients ranging from -1 to +1.

6. Educational Attainment: Refers to the level of formal education achieved by an individual, which may include completion of primary, secondary, or tertiary education, as well as attainment of vocational training, professional certifications, or advanced degrees.

7. Academic Achievement: Represents the overall level of success or accomplishment attained by students in their academic endeavors, including their performance in various subjects such as mathematics, as measured by standardized tests, grades, evaluations, and assessments conducted within the educational system.

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