ABSTRACT
The study examined the effect of home factors on
student’s participation and their achievement in academic activities in senior
secondary school. The aim of the study was to investigate the relationship
between home factors and student academic achievement; difference in teachers
and students perceptions of home factors relevance among others. Four research
questions and three hypothesis formulated to guide the study which was limited
to mainland local education district 1 area of Lagos State due to time and financial
constraints. A number of related materials both of empirical and theoretical
importance were reviewed. The study was a descriptive research design which
made use of questionnaire was filled by secondary school teachers and students
and the data collected were analysed using simple percentage, t-test,.
Chi-square and Pearson product moment correlation coefficient method of
statistical analysis. The findings of the study revealed that student’s home
factors affect their academic achievement; teachers and the students have
different perceptions of the relevance of home factors; and that a significant
relationship exists between home factors and student’s classroom participation.
The study was therefore concluded and recommended that education should be mounted
for parents in our formal and non-formal education programmed in order to
educate parents intending parents of single parent on their roles as parents,
side effect of single parenthood on child’s academic performance and attitude
toward learning.
TABLE OF
CONTENTS
Pages
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
CHAPTER ONE
1.0 Introduction 1
1.1 Background
to the Study 1
1.2
Statement
of the Problem 4
1.3 Objectives of the Study 5
1.4 Research Question 6
1.5 Research
Hypotheses 6
1.6 Significance
of the Study 7
CHAPTER TWO
2.0 Introduction 8
2.1 Parenting
Style 9
2.2 Understanding the Interleave of Social Class
and Ethnicity in the Family 12
2.2.1 Understanding the Relationship between
Ethnicity and Educational
Achievement. 15
2.3 The Impact of Family Structure on Secondary
Students’ Academic Achievement. 17
2.4 Parental
Support and Students Academic Performance.21
2.5 Parent Adolescent Communication, Family
Functioning, and School Performance. 23
2.6 Importance
of Home Environment on the Child.24
CHAPTER THREE
3.0 Research Methodology 28
3.1 Research Design 28
3.2 Population 28
3.3 Sampling Techniques: 28
3.4 Research Instrument 29
3.5 Validity and Reliability of Instrument 29
3.6 Administration of Instrument 29
3.7 Method of Data Analysis 29
3.8 Statistical Tool 30
CHAPTER FOUR
Data
Analysis and Discussion of Findings
4.1 Introduction 31
4.2 Presentation of Results 31
4.3 Analysis of Research Question 34
4.4 Student’s Questionnaire 36
4.5 Test
of Hypotheses 38
4.6 Discussion of Findings 41
CHAPTER FIVE
Summary, Conclusion and Recommendation
5.1 Summary 45
5.2 Recommendations 47
5.3 Conclusion 51
References
53
Questionnaires 54
CHAPTER ONE
1.0
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
A home is where people are made and most
great men are known to be inspired by their earliest models which are usually
their parents. (Wesley, 1760) the famous hymn writer was known to have being
inspired into spiritual attainment by his ever praying mother and brothers who
ended up being clergy-men. The Home is the first social institution the child
belongs to, where he/she is first taught the values of life. A Home prepares
the child to face the outside world. Society expects parents to equip their
children with the knowledge of his environment. The Home is the first point of
contact for the child in preparation for the future challenges. (Walter and Cohall,
1993).
The Home is often viewed from various
angles the type of family, parenting style, functionality of the home and so
on. The home can also be viewed as a very serious factor in a student’s
academic performance, especially when such students are not from impoverished
homes. These types of family includes, single parents, divorced, merged family,
two-parents family and so on. Parenting style has to do with authoritative
parents, laissez-faire’s or democratic parenting style. (Baumrind, 1991).
Home work, television viewing, extra
curricular activates, other types of structured after school groups and jobs
all these and more contribute to the academic achievement of the child. (Mc
Mahon, 2010).
Generally, more time in extra curricula
activates and other structured groups and less time in jobs and tevelevision
viewing where associated with higher test grades and class grades. More time on
home work was associated with better grades.
The point effects of all after school activates nearly doulbled the
predictive ability of any single activates. (Psycinfo data base, 2010).
Many studies have examined parental
involvement and their effect on students learning and behavior only few however
have studied the factors that motivate parents to become involved. (Lanthier,
wright and Edmonds, 2003).
Children receiving additional physical
activities tend to show improved attributes such as increased brain function,
nourishment, higher energy/concentration levels, changes in body building
affects self esteem, increases self esteem and better behavior which may
support cognitive learning. (Cocke, 2002) (Trembalay, Inman and Willms, 2000).
Studies have shown that children from
dysfunctional homes have difficulty in forming healthy relationships with-in
their peer-group usually due to shyness or a personality disorder and this
could affect their academic performances and participation in class, school
work, and examination. (W.Kaslow, 1990).
Measuring of academic achievement of
student is challenging since student achievement is a product of
socio-economic, psychological and environmental factors. In the last 25 years,
education in Nigeria is growing as a profitable industry with prime objective
of maximizing profit by delivery high quality education that produces well
educated skilled mannered students according to needs and requirements of the
dynamically growing market. But rather than achieving this on a great scale it
appears as if the schools are more interested in maximizing profit at all cost
of the students mental and emotional well-being that is the reason why the
scope of this research is to find out what home factors affects the child’s
academic participation in school.
Teacher known that engaged students are
more likely to succeed with academic task. According to the center for
comprehensive school reforms and improvement, students are engaged when they
devote substantial time and effort to tasks. (Moser, 2011)
(Eric and show, 2011) says that engaged
students care about quality of their work, student involved in extra curricular
activities out side normal school hours are more engaged in classroom
activities because the build self confidence and build additional support
network of students and staff.
1.3 STATEMENT
OF THE PROBLEM
Some factors that have been known to affect
students participation in academics includes; Students interest, teaching
methods, marital status, divorce, parenting style, cultural factors, socio-economic
factors, substance abuse and extra curricular activities.(Hammond,2006).
Students performance can be affected by
different factors such as learning abilities, race, gender and sex. Students
achievement, economic circumstances and the risk of dropping out of school are
linked to family environmental factors which students might unconsciously
emulate. (Hansen, Joe B.2000).
Studies have shown that children from dysfunctional
homes have difficulty in forming healthy relationships with-in their peer-group
usually due to shyness or a personality disorder and this could affect their
academic performances and participation in class, school work, and examination.
(W.Kaslow, 1990).
Teacher known that engaged students are
more likely to succeed with academic task. According to the center for
comprehensive school reforms and improvement, students are engaged when they
devote substantial time and effort to tasks. (Moser, 2011).
Finally, this study seeks to find out the
home factors, students participation and the effect these factors have on
students achievement in academic activities.
1.3 OBJECTIVES
OF THE STUDY
The
main objective of this study is to identify the home factors, students
participation and their achievement in academic activities in secondary school.
These specific objectives are to.
1.
Identify what these home factors are
2.
Find out how students & teachers rate
relevant /importance of these home factors.
3.
Find out how home factors affect
students academic participation in school activities.
4.
Identify how home factor affect
achievement
1.4 RESEARCH
QUESTION
1. What
are the effect of these home factors on students academic performance.
2. What
are the relevance/importance of these home factors on students and teachers.
3. What
are the home factors that can influence students academic participation in
school activities.
4. In
what way does home factors affect students participation and achievement.
1.5 RESEARCH HYPOTHESES
1. There
is no significant relationship between home factors and student academic
achievement.
2. There is no significant difference in teachers and
students perceptions of home factors relevance.
3. There
is no significant relationship between home factors and student’s classroom
participation
1.6 SIGNIFICANCE OF THE STUDY
This study will enlighten parents on the
need to adopt the proper and best parenting style, reward good academic
performance and make the home comfortable for the child since it is the first
learning point of the child.
Teachers should be able to equip themselves
with various teaching skills and methods including making use of teaching aids
to make learning more effective, clearer and interesting for the students. The
teachers also should be able to help transfer some school actions to the home
these school actions include home work, punishment and so on.
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