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
TABLE OF CONTENTS
TITLE PAGE.. i
APPROVAL.. ii
CERTIFICATION.. iii
DEDICATION.. iv
ACKNOWLEDGEMENTS. v
Abstract ix
TABLE OF CONTENTS. vi
LIST OF TABLES. viii
CHAPTER ONE: INTRODUCTION.. ix
1.1 Background to the Study. 1
1.2 Statement of the Problems. 4
1.3 Purpose of the Study. 5
1.4 Significance of the Study. 6
1.5 Research Questions. 7
1.6 Scope
of the Study. 7
CHAPTER TWO: LITERATURE REVIEW... 8
2.1 Conceptual Framework. 8
2.1.1 Concept of Parental
Status. 8
2.1.2 Parental Level of
Education. 11
2.1.3 Parental Motivation
and Student Performance. 12
2.1.4 Parental
Socio-Economic Background on Students Academic Performance. 15
2.1.5 How Parental Involvement And Family Size Affect
Students’ Academic Performance
2.2. Review of Related Empirical Studies. 22
2.3 Summary of Literature Reviewed. 24
CHAPTER THREE: RESEARCH METHODOLOGY.. 27
3.1 Research Design. 27
3.2 Area of
the study. 28
3.3 Population of the Study. 28
3.4 Sample and Sampling Techniques. 28
3.5 Instrument of Data Collection. 29
3.6 Validation
of the Instrument 30
3.7 Method of Data Collection. 30
3.8 Method
of Data Analysis. 30
CHAPTER FOUR: PRESENTATION OF RESULTS. 32
CHAPTER FIVE: DISCUSSION OF FINDINGS. 39
5.1 Parental educational
level and Students’ Academic Performance. 39
5.2 Parental Motivating Incentives on Students’
Academic Performance. 40
5.3 Parental Economic
Background on Students’ Academic Performance. 40
5.4 Parental Social Status and Students Academic Performance. 41
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS. 43
6.1 Restatement of the Problem.. 43
6.2 Summary of the Procedure used. 44
6.3 Summary of the Findings. 44
6.4 Conclusion. 45
6.5 Educational Implication. 46
6.6 Recommendations. 46
6.7 Suggestions for Further Research. 47
6.8 Limitation of the Study
REFERENCES
APPENDICES
LIST OF TABLES
Table 1: Parental Educational level and Students Academic
performance. 32
Table 2: How Parental Motivating Assistance Improve Students’
Academic Performance
Table 3: How Parental Socio-Economic Background Determine
the Academic Performance of Students
Table 4: How parental involvement and family size
enhance student academic performance
CHAPTER ONE
INTRODUCTION
1.1 Background to the Studies
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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