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HOME FACTORS
AS DETERMINANTS OF SECONDARY STUDENTS PERFORMANCE
ABSTRACT
The focus of
this research is to investigate the environmental influence on academic
performance of learners in some selected secondary schools under Agege
Education District (LED) in Lagos State.
Five secondary schools are used, out of a population of twenty (20)
secondary schools. Two research hypothesis focusing on socio-economic status of
the country and the parents, the children’s academic performance and parental
education, interest, motivation, encouragement are posed. One hundred and fifty
(150) students drawn randomly from the five secondary schools representing more
than ten percent (10%) of a set are sampled. The instrument used in the study
is questionnaire designed by the researcher and validated by the researcher’s
supervisor. The researcher goes to the schools involved and administers the
questionnaires to the students after seeking and obtaining permission from the
principals of the schools used. The
required data is collected after the researcher had explained and given
instruction to the students on what to do on the questionnaires. Frequently
distribution, simple percentage and the T-test are the type of statistical
processes employed in analyzing the data.
At the end of the study, the investigation revealed that there is high
correlation between parental and/or country socio-economic status and academic
performance of the learners. It also revealed that parental education, attitude,
interest, encouragement and motivation affect academic performance of the
students. As a result, the researcher makes a recommendations to the parents,
teachers and the government.
CHAPTER ONE
INTRODUCTION
Introduction
Education is
derived from the Latin word educare which means “to draw out”. Education,
therefore, can simply be defined as “the process of drawing out and developing
the potentialities of an individual”. In
order words, education is a systematic process whereby an individual is exposed
to and provided with the opportunity of acquiring knowledge, skills, values and
attitudes which develop cumulatively with a view to; Prepare him well to enable
him satisfactorily integrate effectively in the society; Enhance his Pursuit of
a career; and to; Sharpen his quest for continuous learning.
Background
to the Study
Nigeria’s
educational system has its origin in the Missionary activities which preceded the assumption of the
Country’s Administration by the British Government. Schools followed the church; and education
was the only instrument designed by religion to produce catechists, pastors,
church-wardens, teachers, Christians and converts.
Western
education in Nigeria is the consequence of colonialism. It was born out of the need to exploit the
resources of the colony. It was also
necessary to support and maintain the political authority. They were, of course, mainly interested in
commerce. But they nevertheless realized that if the Africans were to be good
customers they must have some rudiments of education and accept Christianity –
the two civilizing agencies considered most important by European Merchants,
Civil authorities and Missionaries at that time.
The
missionaries depended on the Europeans for help in keeping the rebellious
African chiefs in their places and under control, while the European
authorities hoped to conquer by religious persuasion what they failed to
achieve by force of arms. On the other
hand, the traders depended heavily on both force of arms and missionary endeavours
to achieve peaceful trade relations with the Africans. Christianity, Commerce
and Colonialism, or the Bible, Business and Bullets, respectively, combined to
exploit the African’s soul, his goods and his land.
The various
missionary groups that came into the Country have schools, which they run
through the assistance received from the parent-body at ‘home’. Each of the dominations had the opportunity
to teach the doctrines of the church to prospective members and students. The Muslim schools were meant to teach
Islamic religion and the Quran.
The funds to
run the schools were provided by the parent body in their home country. The schools at that time required huge
financial support to function properly so that they can achieve the aim and
objectives of establishing them.
However,
each denomination emphasized its own importance and spared no pains to prove
that some domination was better than the others. Consequently, right from the advent of
Christianity in Nigeria, dissension and disunity were rampant among the
Christian missions and, to the bewildered Africa, it was hard to believe one
white mission would discredit another in a desperate attempt to win converts
and send glowing reports back to the home mission. The element of competition
was very much in evidence right from the beginning. The Methodists and Church Missionary Society
fought for ascending in Badagry, Abeokuta, Lagos and Ibadan in the 1840s and
1850s. This rancor were aided and abetted by their home mission. Except for this unsavory aspect, the
Christian Missionaries carried the same message of Christ the Saviour
everywhere they went and were therefore united in purpose.
The first
government school was established in Lagos in the year 1899, and was originally
meant for Muslim children who were not admitted into Mission schools. Since then, the government have been playing
increasingly dominant role in the educational system. Historically, government’s participation in
education dates back to 1882 when the first education ordinance was enacted.
This was replaced in 1887 by another education code, which laid down standards
of examination and specified the conditions for grants-in-aid. The government took education serious because
of the need to have educated and enlightened people to fill several political
offices for the day-to-day running of government business.
In 1973, a
Nigerian National Policy on Education was formulated following a National
Seminar on the nation’s educational system.
The policy was revised by the then President Shehu Shagari
administration between 1979 and 1983. It was further revised by the Military in
1984 and enforced from that year. The
policy provided for a 6-3-3-4 system of education in place of the former 6-5-4
system. Education in its entire
ramification is being given prominence in the country, even in the entire
countries of the world. The yearly
fiscal budget of the federal and the states attest to this fact. The need to educate the child was crucial for
national development.
For any
country to develop and function properly, it must put education in its rightful
place so that she will not have illiterate as citizens. It is the absolute right of every child to go
to school, or be educated from the primary level to any level so desired. Some did start from nursery or kindergarten
level. There were provisions for adult
education to teach the adults that were not priviledged to have formal
education early in life. These were the
avenues to make every one literate.
Though it was expensive to be educated but there is a popular saying
that “he who thinks education is expensive should try ignorance”.
Education
seeks to engender the personal character needed by the members of the society
that will enable them to become creative participants in the society. Many
people realized that education was contributing factor to their personal and/or
corporate progress and development. For
anyone to be in time with what is happening globally and be able to make
meaningful contribution whenever necessary, one’s educational attainment would
be a vital element that would help to facilitate this. It would be necessary to say that education
would be an important way of an individual’s socialization.
The reason
would be that an idiot or illiterate would find it extremely difficult to
contribute to burning issues. The
disparity in educational level would surely breed inferiority complex among
peers, thereby isolation and/or restriction would set in leading to limitations
in interactions.
In 1955, the
first major step to revolutionize the educational system was taken when the
government of Western Nigeria Promulgated a free education scheme for primary
and secondary schools. Eastern Nigeria
also began free education in 1957, but was later abandoned for lack of funds. However, in 1977, the Federal Military Government
launched the Universal Primary Education (U.P.E) which was free throughout the
country. Initially, the cost of the
U.P.E scheme was fully borne by the Federal Government but it later withdrew
its financing when the 1999 constitution vested primary education on states and
local government.
In 1979,
another major milestone was reached when the Lagos State, Ogun State, Oyo
State, Ondo State and Bendel state governments introduced free education at all
levels, due to the victory at a general election of Unity Party of Nigeria
(UPN) (in the states gubernatorial election) which had made the subject an
election issue. This measure led to an
explosion in student population in the five states which the UPN won the elections. In the other states, although education was
not free at all levels, there was considerable development and the number of
pupils, students and schools increased.
Following
the coup d’etat against the civilian government in 1984, the trend of expansion
and development was halted and in some cases reversed. Payment of school fees was re-introduced in
all the states except Lagos State. The
supply of textbooks by the Government was also abolished.
To have
qualitative education, there is need for the government to make funds
available. The provision of basic
amenities and materials required for teaching and learning are of paramount
importance for the teacher to give his best and thereby enjoy his chosen
profession. The students also learn fast
and enjoy the environment if everything is provided irrespective of their
socio-economic background. The salary
and incentives of the teachers need to be paid promptly. The failure of the authority concerned to do
this has forced the teachers to look elsewhere to make ends meet.
From
experience, many people dropped out of school because they could not afford the
luxury of education. They find it
extremely difficult to purchase the required textbooks for most of the subject
being taught, and this automatically affected their academic performance because
they lack the necessary learning materials to aid their learning. These categories of students were at
different occasions driven out of school because of their inability to pay the
levies imposed by the Government, the Parent Teacher’s Association (P.T.A.),
pay for and attend extra-moral classes, provide audio-visual cards and so
on. This in a nutshell hindered some
students attendance of school, and the classroom, some would come late to
school because they have to hawk wares for their parents before they could be
released for school. They therefore,
would resume their hawking business whenever they return from school having
little or no time for school work and assignments.
Capitalist
societies to which Nigeria belongs had carried three social statues, which to
Musgrare (1979) are “the lower or working class, the middle class and the upper
class”. This social stratification,
though, has been a subject of controversy to some people and in several
quarters. Karl Marx divided the social
strata into two namely; the bourgeois and the proletariat. This study will be restricted to the lower or
working class and the upper class. It is
pathetic to note that teachers on their part are no longer interested in the
teaching profession which should be a noble profession. Their salaries were being delayed coupled
with the unconducive environment of the profession. Hence, the incessant industrial actions
embarked upon to press home their demand and or grievances. It was night marish to see the noble profession
going head-on down the drain.
On the
whole, education is Nigeria’s greatest and the largest industry, embracing
classes of her citizens and taking precedence over other sectors in the budget
of the state and the Federal government.
These and more are the reasons why it was necessary for this research to
be carried out so as to know the extent to which the counting and, or parental
socio-economic status had affected the academic performance of students
(learners).
Statement of
the Problem
The country
was plagued with legion of problems, which had grossly affected education. A number of these had reared their ugly heads
in the performance of the students in their academic pursuit. For instance, many families find it extremely
difficult to feed well due to their low socio-economic status. Bread-winners of some families were
retrenched indiscriminately hence, the high rate of unemployment which had
engulfed the country, thereby making it difficult for many to provide for their
children or wards’ educational requirements.
The academic background of parents would play
a crucial role in the performance of the students in and out of school. The socio-political status of parent was also
a contributing factor.
Non availability
of teaching and learning aids both in school and at home endangered the
learner’s academic performance. A
situation whereby there are no chalk and chalkboard for the classroom, lack of
textbooks, tables, desks for writing, leaking roof had made both teachers and
learners to lose interest in teaching and learning under these deplorable
condition. The type of school attended
also would have positive or negative effects on the academic performance of
learners. Children who attended urban
schools are better than those who attended schools in the rural areas. This would be so because the availability of
materials and adequately equipped teacher determined the quality of learners
that would be produced.
The private
schools are made to thrive despite exorbitant fees they charge the
parents. The private schools are not
meant for every Dick, Tom and Harry but for those that have the where withal to
afford the state of art equipment and learning aids for their children’s
education. In the contrary was the
situation in the public schools where the teachers were not even committed to
the teaching profession. The extinction
of external academic programmes like excursion, literacy and debate competition
on diverse topics or subjects that should pose challenges to the students’
growth and development was another bane of learner’s academic performance. With all these problems encountered by the
children of the lower class parents, some of these children still perform better
academically than their counterparts from the high class. As such, this study attempts to asses the
socio-economic status, parents’ occupation, attitude on the academic
performance of secondary school students.
Purpose of
the Study
the purpose
of this study is to examined between children academic performance in public secondary schools and parents
socio-economic constraints; To ascertain the causes of the present
socio-economic constraints.
· To identify measures that can eliminate
or reduce the negative effects these factors have on the academic performance
of learners.
· To access parental occupational effect
on the children’s academic performance.
· To assess family environmental on the
academic performance of the child.
· To assess the extent parental
educational level and the role on the academic performance of the child.
Research
Question
· Will parent’s socio-economic status
affect the academic performance of secondary school students?
· Will parent’s occupation, attitude
towards education and encouragement affect the child’s academic performance?
· Does the family environment affect the
leaner’s academic performance in public secondary school?
This study
will make some recommendations, after investigating the above, regarding the
bridging of the educational gap between the children from the high and lower
classes.
Research
Hypotheses
The
following propositions were raised to subject data collected to more complex
analysis.
1. There is no significant relationship between
parental socio-economic status and student’s academic performance.
2. There is no significant relationship between
the environment and the child’s academic performance.
3. There is no significant relationship between
parental interest and motivation and academic performance of a child.
Significance
of the Study
The study
will be significant to a number of people-the government, the parents, the
teachers, the community or society as well as the students and educational
planners, administrators, policy makers and so on.
· It will be useful to the teachers and
school principals to know the areas where the students will need more attention
and the causes of their poor performances.
This will then give them ample opportunity to diverse ways to help the
students to excel despite the socio-economic constraints.
· This study will be useful to the
government as it exposes the effects of lack of funds and socio-economic
constraints on education, and that its survival requires prompt funding. And unless these problems are identified and
decisively addressed, the nation will suffer for it, as the greater percentage
of the populace will be illiterates.
· The study will be of immense usefulness
to the students as it exposes their problems to them so that they can make
necessary amends and therefore aspire to perform excellently well in their
academic pursuit. If they know their
problems, it will be easier for them to make amendment than a teacher trying to
pinpoint the problems for them.
· The study will be useful to policy
makers as it will enable them uplift the socio-economic status of workers so as
to improve their living standard.
Scope and
Delimitations of the Study
The scope of
the study in terms of the focus has to do with (or limited to) the relationship
between the child’s environment and the academic performance of the child.
The study
was limited to Local Education District 1 of Lagos State. It was limited to the public secondary
schools. It does not involve the primary
and tertiary institutions.
Notwithstanding, the primary schools is still the foundation on which
the child’s educational pursuit is built.
It is the stepping stone to admission to the secondary school where he
will have to reach for a successful future so as to proceed to the tertiary
level.
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