THE INFLUENCE OF HOME ON A CHILD’S ACADEMIC PERFORMANCE
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
THE INFLUENCE OF HOME ON A CHILD’S ACADEMIC PERFORMANCE
ABSTRACT
This study looks on the impact of family on children’s academic achievement in Abeokuta South Local Government. The study was limited to five secondary schools with an adequate sample and sampling methodologies, and the questionnaire was prepared and administered to the parents and students for the purpose of data collecting.
The data collected was carefully analysed, and there was a deliberate discussion of the findings that were observed during the course of this research work, and two researchers made recommendations based on the data collected and analysed that we believe would be helpful to improve the efficiency and effectiveness of home on a child’s academic performance. The study was divided into five sections for data collecting and interpretation
Before being administered to the sample size, the questionnaires were verified and their reliability was assessed. Data was collected, organised, and discussed using the percentage method and four point likert scale as the statistical tool, as shown in 4, 1-4.4. Some of the findings in this work include; the level of parent education influence students academic performance; and the influence of family size on students.
CHAPITRE ONE
INTRODUCTION
1.1 INTRODUCTION TO THE STUDY
Several research have been conducted both within and outside of Nigeria on the effect of household as well as parents’ socioeconomic level on pupils’ academic achievement (Ajila&Olulola, 2007; Uwaifo 2012). Many elements have been discovered in research to influence how well a kid performs in school and the level of confidence the student has in themselves.
However, in Nigeria, as in other developing economies, families are finding it increasingly difficult to stay involved in their children’s education. This is especially frequent in families living in megacities like Lagos, where both parents work outside the home.
Carmen (2007) observed that as mobility has risen, the extended family has become much less extensive. Parents are getting estranged from their children, making it difficult to maintain a close eye on what has to be done to assist their children thrive in school. Many families are led by someone other than a parent, such as a grandparent, guardian, or other adult.
Prior to this time, in what is commonly referred to be a traditional Nigerian family atmosphere, parents were able to carefully supervise their children’s schoolwork and actively participated in parents teachers organisations in order to check their children’s progress.
In the home, report cards were cherished and trusted as an accurate picture of academic performance. Parents were allowed to stay in touch with the school and their children’s lives at school, as well as track success or failure. When children returned home from school, their homework, assignments, and other schoolwork had been completed.
With changes in family life and societal make-up, schools are now finding it increasingly difficult to keep parents informed of and actively engaged in their children’s day-to-day progress (Deslander& Bertrand, 2005). Teachers and administrators are discovering that the support they once received in getting students to do their homework is no longer there, because there are no parents to insist that students complete their assignments.
The impact of the family environment on pupils’ education was a major research issue in the late twentieth century. Baumrind (1971) is credited with distinguishing three types of parental involvement and their effects on children. These are a) authoritative, b) authoritarian, and c) lenient parental engagement in child discipline. Baumind describes the effects of parental participation on measures of competence, achievement, and social development.
Although students are primarily the ones for whom curriculum are planned, textbooks are written, and schools are built, parents are primarily held responsible for physically, psychologically, behaviorally, attitudinally, emotionally, and motivationally preparing them for learning.
To better understand how parents, friends, and communities influence students’ dedication to education, Stenberg and his colleagues conducted surveys, focus groups, and individual interviews with high school students and parents.
20,000 (twenty thousand) students and 500 (five hundred) parents from nine ethnically diverse schools and neighbourhoods participated in the 10-year longitudinal study.
These researchers discovered that parents’ behaviours send a clear and decisive message about their thoughts and feelings about the importance of schooling; that parenting style helps or hinders a child’s engagement in school; and that encouraging a child to do well in school or insisting on homework completion were important forms of promoting engagement. Communication, influence, and parenting style are all aspects of a wider domain called parental engagement.
The aforementioned studies are not the only ones that speak to the issue of parental involvement, but they serve only as a means of introducing the broader sphere in this current study, home environment was studied in reference to its influence on the academic performance of secondary school students.
1.2 STATEMENT OF THE PROBLEM
Although scholars have found a link between parental influences and children’s academic performance in primary school, it should be noted that secondary school students are different from typical elementary-aged children and thus respond differently to direct parental involvement in their academics.
The focus and goal of this study are on the relationship between home, with specific references to parenting style and parent socioeconomic level, and secondary school pupils’ academic performance.
1.3 OBJECTIVES OF THE STUDY
The study’s major goal was to investigate the impact of home on a child’s academic success. This general goal is stated in the following particular objectives, which are to:
Investigate the relationship between home and academic achievement of secondary school students. Examine the aspects that influence the home environment. explore the implications of a parent’s socioeconomic situation on a student’s academic performance Examine students’ attitudes towards their parents in terms of parenting style and academic success.
1.4 QUESTIONS RELATED TO RESEARCH
To guide this research, the following questions were posed:
What is the relationship between parental participation and secondary school children’ academic performance? Do parents’ socioeconomic and educational backgrounds influence their involvement in their children’s secondary school attendance? Do parental participation and parenting style have a direct impact on student academic performance? Do students’ impressions of their parents influence their academic performance?
1.5 SCOPE AND LIMITATIONS OF THE STUDY
A convenience sample of roughly 20 (twenty) students from three selected secondary schools and 20% from Abeokuta South Local Government in Ogun State was used.
Aside from the lack of funding and time, the study discovered the following limitations;
1) It is acknowledged that not every parent will fit neatly into a specific parenting style. These parent-child combinations will be removed from the sample.
2) Some children will assess their parents as fair when they are not, resulting in some blaming the parents nominators.
3) It is acknowledged that a family may choose a parenting style out of necessity rather than want.
4) The study was confined to the student whose parent consented to their participation as well as the student’s agreement.
5) The accuracy of the data was restricted by the researcher’s skills and the validity of the tests conducted.
1.6 SIGNIFICANCE OF THE STUDY
This research will be valuable to many people who want to know what factors influence pupils’ academic achievement. As a result, the study is relevant in the following ways.
(1) It has provided empirical evidence to the school, parents, and children on the nature of parental involvement and its impact on student academic success.
(2) It serves as a resource for future research that may look at the same variables.
1.7 DEFINITION OF TERMS
Home: Aspects of people’s domestic lives that contribute to their living conditions are referred to as “home.”
Parent: In this study, the term “parent” encompasses, in addition to a natural parent, a legal guardian or other person standing in loco parentis, such as a grandparent or stepparent with whom the child resides, or a person who is legally responsible for the welfare of a child.
Parenting style: The general emotional climate of the parent-child relationship serves as an effective framework for the parent’s interactions with the child.
Academic performance of students: This word refers to the student’s total average in science, social studies, English, and mathematics represented as a percentage grade.
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL