Influence Of Family Factors On Academic Achievement Of Secondary School Students In English Language: A Case Study Of Yakurr Local Government Area Of Cross River State

Project and Seminar Material for English Education

Influence Of Family Factors On Academic Achievement Of Secondary School Students In English Language: A Case Study Of Yakurr Local Government Area Of Cross River State


Abstract


This study was carried out in order to determine the influence of family factors on the academic achievement of secondary school students in Yakurr Local Government Area of Cross River State. A population of 10 secondary schools were selected and utilized for the study with two hundred (200) students randomly selected. The respondents were made to respond to items on a questionnaire and an achievement test. This was made to test them on how family factors influence academic achievement in English Language. The data collected were analyzed using frequencies and percentages. The outcome of the analysis shows that, parents’ socio-economic status has a significant influence on the academic achievement of secondary school students in English Language; Based on the findings, the researcher made the following recommendations; parents should create conducive atmosphere in the home that will allow for free interaction between them and their children, so as to detect errors from their children’s responses. Finally, students’ academic records should be made available to their parents so that they will be equipped with the necessary information about their children’s education.


Chapter One


Introduction

1.1 Background of the Study

The quality of students’ performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004). The formal investigation about the role of these demographic factors rooted back in 17th century (Mann, 1985). Generally these factors include age, gender, geographical belongingness, ethnicity, marital status, socioeconomic status (SES), parents’ education level, parental profession, language, income and religious affiliations. These are usually discussed under the umbrella of demography (Ballatine, 1993). In a broader context demography is referred to as a way to explore the nature and effects of demographic variables in the biological and social context. Unfortunately, defining and measuring the quality of education is not a simple issue and the complexity of this process increases due to the changing values of quality attributes associated with the different stakeholders’ view point (Blevins, 2009; Parri, 2006).

Besides other factors, socioeconomic status is one of the most researched and debated factor among educational professionals that contribute towards the academic achievement of students. The most prevalent argument is that the socioeconomic status of learners affects the quality of their academic achievement. Most of the experts argue that the low socioeconomic status has negative effect on the academic achievement of students because the basic needs of students remain unfulfilled and hence they do not perform better academically (Adams, 1996). The low socioeconomic status causes environmental deficiencies which results in low self-esteem of students (US Department of Education, 2003). More specifically, this study aims to identify and analyze factors that affect the quality of students’ academic achievement.

Mosha, (2014) said that, students’ performance was affected by shortage of English teachers and absence of teaching and learning materials. However, her findings showed that, the presence of untrained, under-qualified and trained teachers who areincompetent resulted to skip teaching some difficult topics in the syllabus and students’ infrequent use of English language at school and home, large class size, teachers’ responsibilities, poor conducive teaching and learning environment in the classrooms, limited home support environment and poverty are among the factors that affecting students’ academic achievement in English Language. Students’ effort, previous schooling (Siegfried &Fels, 1976; Anderson & Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic achievement in various settings. Ali Shoukat at el, said that the factors affecting academic achievement are gender, age, schooling, father/guardian social economic status, residential area, medium of schooling, tuition trend, daily study hours and accommodation trend are the factors affecting academic achievement. This study however will focus on the effect of family factors on the academic achievement of secondary school students in English language.


1.2 Statement of the Problem

Nigeria and Nigerian parents spend fortunes to enhance the education process. This is because education is considered the cornerstone of economic and social development. It improves the productive capacity of societies and their political, economic and scientific institutions. It helps to reduce poverty by mitigating its effects on population, health and nutrition. It also increases the value and efficiency of the labour offered by the poor. As technology advances, new methods of production depend on well-trained and intellectually flexible labourforce. Unfortunately, despite all the resources both parents and the government channels into education, the academic achievement of students in examinations, local, National and internal is highly alarming. It is against this backdrop that this study investigates into the family related courses of the poor academic achievement of students.


1.3 Objective of the Study

The general objective of this study is to examine the influence of family factors on academic achievement of secondary school students in English language.

Other objectives include;

  1. To determine the effect of parents’ educational status on students’ academic achievement in English language.
  2. To determine the influence of family size on the performance of student
  3. To find the relationship between parental attitude and students’ academic achievement in English language
  4. To determine the effect of family income on students performance in English language

1.4 Research Hypotheses

Hypotheses one
  • Ho: There is no relationship between family income and students’ academic achievement in English language
  • Hi: There is a relationship between family income and students’ academic achievement in English language
Hypotheses one
  • Ho: There is no relationship between parents’ educational status and students’ academic achievement in English Language
  • Hi: There is no relationship between parents’ educational status and students’ academic achievement in English language

1.5 Significance of the Study

The study is important for educational stakeholders including: Politicians, Heads of Schools, Teachers, Parents of the Students as well as, Educational Planners in planning for improving the quality of education in in English language, secondary schools.This study will be useful to researchers who intend to embark on this or similar topic.


1.6 Scope and Limitation of the Study

This study is primary concerned with influence of family factors on academic achievement of secondary school students in English language. This study covers 10 selected secondary schools in yakurr local government area of cross river state. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.


1.7 Definition of Terms

Factors:

A factor is a part or element that contributes to a result.

Family:

A basic social unit consisting of parents and their children, considered as a group, whether dwelling together or not: the traditional family. a social unit consisting of one or more adults together with the children they care for: a single-parent family.

Academic Achievemnet:

Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals. Cumulative GPA and completion of educationalbenchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.

Student:

Is a learner, or someone who attends an educational institution.

Counseling:

This refers to a process that uses the safety of a special relationship between the counselor and the counselee together explore the thoughts, feelings and counselor attitudes of the counselee with the objective of tapping the resources within the counselee to effect healing and change.

Guidance:

Refers to all activities rendered by educational institutions, which are primarily concerned with assisting individual students understand themselves, thus their needs, interest abilities and potentials.


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  1. Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  2. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  3. Chapter three deals on the research design and methodology adopted in the study.
  4. Chapter four concentrate on the data collection and analysis and presentation of finding.
  5. Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain a critical analysis of the influence of family factors on academic achievement in English Language of secondary school students in English language
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of poor academic achievement in English Language by secondary school students in English language.


5.2 Summary

This study aimed at having a critical analysis of the influence of family factors on academic achievement in English Language of secondary school students. Four objectives were raised. These objectives include: To determine the effect of parents’ educational status on students’ academic achievement in English Language, to determine the influence of family size on the performance of student, to find the relationship between parental attitude and students’ academic achievement in English Language, to determine the effect of family income on students performance


5.3 Conclusion

Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
Family characteristics like socio economic status (SES) are significant predictors for students’ performance at school besides the other school factors, peer factors and student factors. Higher SES levels lead to higher performance of students in studies, and vice versa (Hanes, 2008). Parental education also has effects on students’ academic achievement in English Language. Parental occupation has little effect on their child’s performance in studies than their education.The outcome of the analysis shows that, parents’ socio-economic status has a significant influence on the academic achievement in English Language of secondary school students in English Language; parents’ educational status significantly influences the academic achievement in English Language of secondary school students in English Language; family size has a significant influence on academic achievement in English Language of secondary school students in English Language and lastly, parental attitude significantly influences academic achievement in English Language of secondary school students in English Language.


5.4 Recommendation

Parents should create conducive atmosphere in the home that will allow for free interaction between them and their children, so as to detect errors from their children’s responses. Finally, students’ academic records should be made available to their parents so that they will be equipped with the necessary information about their children’s progress in school.


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