INFLUENCE OF HOME ENVIRONMENT ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
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INFLUENCE OF HOME ENVIRONMENT ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
ABSTRACT
The primary goal of this study is to determine the impact of the family environment on academic performance among secondary school pupils. To determine this, four research questions were developed, which included a questionnaire used to collect factual information from pupils in the Egor local government region of Edo State using proportionate stratified random sampling techniques.
The sample size was 100 students. The data was analysed using percentages, and the factors explored include secondary school student performance in connection to parental socioeconomic position, parental involvement in schoolwork, and other characteristics in the home environment that may influence student achievement.
Chapter One: Background of the Study
Any student’s academic achievement is inextricably linked to the home setting in which the child lives. A healthy home environment provides emotional security to a youngster.
One of the primary purposes of education is to prepare young people to be productive members of society. This training begins in an informal setting at home.
The child’s home is the first place he enters after being born into the world by his or her parents.Children are motivated to focus on tasks and gain new information and abilities when their surroundings are filled with intriguing activities that pique their interest and provide moderate difficulties.
The same can be said about the home environment; unfortunately, there is a great deal of variation in motivational influences in homes. Some homes have many activities that stimulate children’s thinking, as well as computers, books, puzzles, and parents who are very interested in their children’s cognitive development and spend a lot of time with them learning.
Much of the variation in the relationship between family income and children’s intellectual development can be attributed to the family’s provision of a stimulating home environment (Young, Linver, & Brooks 2002).
The home environment has the greatest influence on children’s intellectual development in infancy and early childhood. When they are influenced directly by their parents. As children grow older, schools and peers become more involved in their intellectual socialisation.
There is ample evidence to support the hypothesis that the quality of a child’s early learning in the home environment correlates positively with the development of intelligence and reading skills (Meece, 2002, Sene Chai & Lefevre 2002), and parental involvement in schooling also predicts achievement (Luckner, Whaley & Egeland, 2004)
. Several home aspects have been found to be essential, including the mother’s responsiveness, disciplining style and interaction with the kid, environmental organisation, the availability of appropriate learning resources, and opportunities for daily stimulation.
Parents who foster a loving, responsive, and supportive atmosphere, encourage discovery, excite curiosity, and give play and learning resources help their children’s intellectual development (Meece, 2006).
Which ultimately improves academic performance? Within the home environment, we must evaluate both the roles of mothers and fathers because differing parental behaviour has frequently been identified as a determinant influencing children’s development. Some of the potential parental behaviours that can influence children’s motivational ideas include:
Attributions to the child’s academic performance
Perception of task complexity of schoolwork
Value for schoolwork
expectations and faith in children’s talents
The home environment serves as the basis for learning and is an aspect of student life that might influence grades. According to the University of Minnesota Extension, providing opportunities for students to learn outside of school helps them succeed in the classroom. Experts believe that a young child’s academic success is primarily influenced by his or her mother’s educational level.
The school cannot provide a continuation of the home environment on its own, but it can play an important role in laying the groundwork for the child’s ability to read and write; however, this influence is characterised by a variety of factors such as the parents’ educational attainment and cultural issues.
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