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INFLUENCE OF PARENTAL STATUS ON STUDENTS ACADEMIC PERFORMANCE
IN SELECTED SECONDARY SCHOOL
ABSTRACT
The study sought to ascertain the influence of parental
status on students’ academic performance in secondary school in Abakaliki
metropolis. The study adopted descriptive survey design. Four research
questions were formulated to guide the study. The population of the study was
made up of 120 teachers that were selected from four government own secondary
schools in Abakaliki metropolis. Questionnaire was the main instrument for data
collection. The researcher made use of frequency and mean for data analysis.
The study also revealed that parental level of education, parental motivating
assistance, parental economic background, parental social status which
influence students’ academic performance in secondary schools in Abakaliki
metropolis. In accordance with the findings, the research recommended that the government should provide adult education
programme for the uneducated parents on the need to be educated, uneducated
parents should learn from the educated ones on how to reduce birth rate in
their families, parents should continue to motivate their children so that they
will be influenced positively, parents should learn to improve in the way they
provide conducive learning environment for their children.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
From birth to age eighteen children spend just a fraction of
their lives in school. Thus it is not surprising that many factors outside the
school environment can significantly influence students’ prospects for academic
success in schools. This factor (parental status) is in play both during the
years before children begin formal schooling and while they are actually
enrolled in elementary and secondary school.
Traditionally, family status variables such as socio-economic
status and parents' level of education have been regarded as predictors of
children's academic performance. Increasingly, research has suggested that,
rather than having a direct association with children's academic achievement,
socio-economic status and parents' level of education is part of a larger
constellation of psychological and sociological variables influencing
children's school outcomes (Joan, 2009). Attendant of standard secondary school
may be access to resources, such as income, time, energy, and community
contacts, that allow for greater parental involvement in a child's education.
Thus, the influence of socio-economic status and parents' level of education on
student outcomes might best be represented as a relationship mediated by
interactions among status and process variables (Joan, 2009).
There is evidence that parents‟ education will affect
students‟ academic performance in schools. According to Grissmer (2003)
parents‟ level of education is the most important factor affecting students‟
academic achievement. Taiwo (2002) submits that parents‟ educational background
influence the academic performance of students in secondary school. This,
according to him, is because the parents would be in a good position to be
second teachers to the child; and even guide and counsel the child on the best
way to perform well in education and provide the necessary materials needed by
the child. This was supported by Musgrave (2000) who said that a child that
comes from an educated home would like to follow the steps of his or her family
and by this, work actively in his or her studies. He said further that parents
who have more than a minimum level of education are expected to have a favored
attitude to the child’s education and to encourage and help him or her with
school work. They provide library facilities to encourage the child to show
examples in activities of intellectual type such as reading of newspapers,
magazines and journals. They are likely to have wider vocabulary by which the
children can benefit and develop language fluency.
Onocha (2005) concludes that a child from a well educated
family with high socio-economic status is more likely to perform better than a
child from an illiterate family. This is because the child from an educated
family has a lot of support such as a decent and good environment for academic
work, parental support and guidance, enough textual and academic materials and
decent feeding. He or she is likely to be sent to good schools where well
seasoned teachers will handle his or her subjects. Children’s academic
achievement was found to be affected by varying family processes. Campbell and
Wu (2004) said that the home environment and family processes provide a network
of physical, social and intellectual forces and factors which affect the
students‟ learning. According to them, the family’s level of encouragement,
expectations, and education activities in the home are related to
socio-economic status, while Song and Hattie (2004) agreed that families from
different socio-economic groups create different learning environments that
affect the child’s academic performance. There is no doubt that parents‟
attitudes help to condition their children’s attitudes. A parent who shows
complete regard for education might have some effect upon his or her children’s
education progress. Many studies have examined the relationships among those
constructs and students‟ achievement. Schunk, Pintrich and Meece (2008) affirm
the fact that there is a consistent finding of motivation being related to
achievement behaviors.
Finally, heredity also increases a chance of students
performing better academically in secondary schools. For example, a child can
inherit some skills form the parent which either increases or decreases their
academic performances in school. Some behaviors are inherited from parents, and
a child whose parents are literate may inherit such skill from the parents
which the reverse may contribute to the failure in student’s academic
performance in secondary school.
1.2 STATEMENT OF
THE PROBLEMS
Do you know that everyone is born with certain potentials
which could be developed under favorable condition for the growth of one’s
personality students may be expose to the same curriculum and taught by the
teachers, yet they may not attain the same level of success. Some students make
good grades one may wonder why they are remarkable difference among students
performance in secondary school.
One of the factors that contribute to this difference in
students’ attainment is parental status (level of education and socio-economic
status). Students performance in school is something which is usually not
obvious to the casual observation, expect through an assessment in form of
examination and other forms. This is the problem this research work is set to
evaluate.
1.3 PURPOSE OF THE
STUDY
The main purpose of this study as intended by to
investigate influence of parental status
on students’ academic performance in secondary school in Abakaliki Local Government Area of Ebonyi State.
Specifically, the study sought to:
1. Investigate how parental educational level enhances
students’ academic performance.
2. Find out how parental motivating incentives improve
students’ academic performance.
3. Examine how the parental economic background determines
students’ academic performance.
4. Determine how the social status of parents affects the
educational performance of students.
1.4 SIGNIFICANCE OF
THE STUDY
The significance of the study, the influence of parental
status in the academic performance among students in Abakaliki Local Government
Area of Ebonyi State cannot be over emphasized. The study is not only much
significant to Nigeria in general. Amongst the importance of this research
works are:
1. It will serve as a reading text to knowledge about how
parental status affects the performance of students.
2. It will serve as veritable tools for seminars, public
lecturers as well as a medium of awareness campaign on the role of parental
status.
3. It will serve as an expository literature, on parents’
involvement irrespective of the occupational status not only to secondary
students but to all and sundry.
4. It will help in exposing the teacher to the influence of
parental status in the academic performance of the students.
5. It also helps planners to know that children are from
different family background.
Above all, this piece of work will offer very useful
suggestion on the implication and role of family and teacher play to prevent
low parental engagements in the student’s academic performance of Abakaliki
Locality and the need to rehabilitate the PTA (parents, teachers association)
meeting.
1.5 RESEARCH
QUESTIONS
This study is to find out the influence of parental status on
students academic performance in secondary schools in Abakaliki metropolis. The
study would answer questions like:
Answers to the following questions:
1. How does
parental educational level enhances students academic performance?
2. How does
parental motivating incentives improve students’ academic performance?
3. How does
parental economic background determine the academic performance of students?
4. How does
parental social status affect the educational performance of students?
1.6 SCOPE OF THE
STUDY
The study concentrates on the influence of parental status in
the academic performance of the students in Abakaliki metropolis Ebonyi State.
Some of the public and private schools will be sampled in Abakaliki
metroplolis.
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