TABLE OF CONTENTS
CHAPTER ONE
1.1 Background of the
Study
1.2 Statement of
Problem
1.3 Research
Questions
1.4 Purpose of the
Study
1.5 Significant of
the Study
1.6 Delimitation/Scope
of the Study
1.7 Definition
of Terms
CHAPTER TWO
Literature Review
Relevant to this Study
2.1 Concept of home environment
2.2 Concept of academic achievement
2.3 Relationship between parental structures
2.4 Single parent home
2.5 Two parent home
2.6 Two parent and single parent and their
influence on Academic Achievement.
2.7 The relationship between parental
involvement and student academic achievement
2.8 The relationship between parental
occupation and student academic performance
2.9 Summary of reviewed literature.
CHAPTER THREE
Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Samples and Sampling Techniques
3.4 Instrumentation
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Administration of the Instrument
3.8 Method of Data Analysis
CHAPTER FOUR
Presentation of Result
CHAPTER FIVE
Summary, Conclusion and
Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestion for
Further Student
REFERENCES
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The academic performance of
any student cannot be separated from the home environment in which the child
lives, healthy home environment offers emotional security to a child. Education
has one of its basic task as to train young people to become useful members of
the society. This training begins at home in the informal way. The home of the
child is the first place he enters as he is born into the world by his or her
parents.
Children are motivated to
work on activities and learn new information and skills when their environments
are rich in interesting activities that arouse their curiosity and offer
moderate challenges. The same can be said about home environment ,
unfortunately there is much variability in motivational influences in homes,
some homes have many activities that stimulate children thinking as well as
computer, books, puzzles and parents who may be heavily interested in their
children cognitive development and spent time with them on learning. Much of the variability in the relation
between family income and children’s intellectual development comes from the
family provision of a stimulating home environment (Young, Linver & Brooks,
2002). Children intellectual development
is most strongly influenced by the home environment during infancy and early
childhood. When they are under the direct influence of parents. As children
mature, schools and peers also begin to play a role in their intellectual
socialization. There is much evidence supporting the hypothesis that the
quality of a child’s early learning in the home environment relate positively
to the development of intelligent and reading skills, (Meece, 2002, Sene Chai
& Lefevre 2002), and parental involvement in schooling also predict achievement
(Luckner, Whaley & Egeland, 2004).
Various homes factors have been shown to be important,
mother’s responsiveness, discipline style and involvement with the child,
organization of the environment, availability
appropriate of learning materials, opportunities for daily stimulation.
Parents, who provide a warm, responsive and supporting environment, encourage
exploration, stimulate curiosity and provide play and learning materials
accelerate their children’s intellectual development (Meece, 2006). Which on the
long run increases academic performance?
Within
the home environment we must examine both the roles of mothers and fathers
because differentiate parent behaviour has often been implicated as a variable
affecting children’s development. Some of the potential parental behaviour that
can influence children motivational beliefs are:
§ Attributions for the child’s school performance
§ Perception of the task difficulty of school work
§ Value for school work
§ Expectation and confidence in children’s
abilities
The
home environment provide the foundation for learning and is an element of the
student life that can affect grades. Providing opportunities to learn outside
the school help facilitate student success in the school environment, as
reported by the university of Minnesota extension. According to experts the
mother’s educational level had the single most important impact on a young
child’s academic performance.
The
school cannot single handedly provide the continuation of the home environment,
but the can play estimate role in laying foundation of the child in learning
how to read and write however, this influence is characterized by various
factors such as the parents educational attainment and cultural issues. Over
the years the society recorded a persisted increase in the poor performance in
the various school examination such as the senior school exam (S.S.C.E)
comments from educator have shown that the blame for poor performance has been
as a result of neglect and care free attitude toward academic work by students
and parents. It is against this background that researcher has decided to
investigate academic performance on child. There are innumerable factors that
affect the child academic performance as stated above. It is obvious that a
child academic performance is directly related to his or her environment as
well as learning facilities and socio cultural issues. Every child is born with
certain level of intellectual ability and capability but a good conducive
environment with adequate learning facility will help boost intellectual and
academic capability of the child. Parent from good learned environment will;
always have good attitude toward education any provide learning materials such
as the television, instructive videos, books and toys (creative toys) etc that
facilitate the learning process if they are provided.
Educated
parents will always believe that it is important to help a child with his or
her home work and revise the school work that the child had done but this is
the opposite if a child is from a poor home environment to a large extent he or
she is deprived of the opportunities and he or she struggle with the teaching
and learning process.
1.2 Statement
of Problem
Good education does not happen by chance. It
is a product of effective teaching and learning coupled with the effort of the
teacher, the school, the students, parents and their various home environments.
Often at times the blames on the poor performance of students in school are shifted
to the teachers and the school authorities.
Most
families in our society seem not to give adequate attention to the education of
their children. It appears some of the parents have erroneous notion about the
performance of their children, they do not know and seem to fulfill their role
of guidance and encouragement in the child’s performance in schools. Some
people also have the notion that the mass failure or success in schools could
be traced back to the teachers and the school authorities. While other people
see socio-economic status of the family as an influence to the child’s academic
performance.
However,
some research works have revealed that the performance of the students is a
joint effort of both the school authorities and that of the parents in
different home environment.
This
calls for further research to find out the causes of the poor performance of
the students and then proffer solution to that. In Edo state for instance, some
students and parents have the notion that the factors responsible for the
re-occurrence massive failure of student in junior and senior West African
School Certificate Examinations (WASCE) is the factor emanating from the school
authorities and the teachers alone. Some students even go to special Centre’s while
few enlightened parents maintained that there are some factors in student’s
home environment which also contribute to that. It is on this premise that this
study was set out to identify some of the home environmental factor affecting
the students’ academic performances and proffer solution to that.
1.4 Research
Questions
As regard to the purpose of
research the blowing research question provide the forms or the study:
1. To what extent
does parental involvement influence the secondary school students academic
performance?
2. To what extent
does parent’s occupation affect the secondary school students academic
performance?
3. Does the type of
family structure and family situations influence the secondary school students’
academic performance?
4. To what extent
does parental educational status influences secondary school students academic
performance?
1.5 Purpose of The Study
The purpose of this study is
to examine the HOME ENVIRONMENT AND ITS EFFECT ON ACADEMIC PERFORMANCE AMONG
SECONDARY SCHOOL STUDENTS of Egor local government.
1.6 Significant of the Study
This
study will help contribute to the existing knowledge already on ground
concerning the home environment and academic achievement in secondary school
student of egor local government area. The findings of the investigation will
help the various authorities as teachers, parents and caregivers in adopting
method or technique in child rearing as well as teaching so as to bridge the
gap of variation in academic Performance and how to organize students in such a
way that they are all carried along academically no mater his or her family
condition.
1.7 Delimitation/Scope
of The Study
The
study was design specifically to investigate the relationship between school
environment ant and the academic achievement among secondary school students in
Egor local government area Edo state. It is restricted to only ten secondary
school within this community.
1.8 Definition
of Terms
Academic Achievement: Refers
to the level of schooling must successfully complete. Another ability to attain
success in studies. (four dictionary, 2013) for example when you receive great
grades, this is an example of academic achievement, where you after college and
graduate school, with a good result. It should also be the extent to which a
student teacher or institution has achieves their educational goal.
Curriculum: Curriculum is the total
Aggregate of subject or construct, course of study organized and planning by an
institution like a school that is disseminated to the students within a certain
time phase in a usually formal setting
Family: Collins students
dictionary defines family as a social groups consisting of parents and their
children it may be broader than this in some cases and yet may also be more
limited to a single parent and a child/children.
Literacy: traditionally literacy
has been defined as the ability to read and write. However in the past twenty
years or so, this conventional definition of literacy has been challenged and
broadened to include a wide range of complex and multiple dimensional processes
and skills.
Family literature: the term family literacy was
coin by Taylor (2003) in her study of the ways in which the parents impart
assist the literacy of their children. This concept of family literacy should
be distinguished from family literacy programs (e.g.Hannon and Bird, 2004;Was
and Hermann,2004)
Family Structure:
the composition and membership of the family and the organization and
patterning of relationships among individual family members.
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