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THE
INFLUENCE OF HOME ON A CHILD’S ACADEMIC PERFORMANCE
ABSTRACT
This study
investigates the influence of home on child’s academic performance in Abeokuta
South Local Government. The study was limited to five secondary school with
adequate sample and sampling techniques and for the purpose of data collection,
the questionnaire were designed and administered to the parent and students.
The data collected was carefully analyzed and was a deliberate discussion of
finding that was observed at the time of this research work and two researchers
therefore made recommendation based on the data collected and analyzed which we
feel would be helpful to improve the efficient and effective to home on the
performance of a child academic. The study was organized under five main data
collection and interpretation. The questionnaires were validated and their
reliability wore tested before being administered on the sample size. Using
percentage method and four point likert scale as the statistical tool, data was
collected, organized and discussed as could be seen in 4, 1-4.4. then some of the
findings in this work include; the level parent education influence students
academic performance; and the influence of family size on student.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
There have
been several studies done within and outside Nigeria on the effect of home as
well as the socio-economic status of parents on the academic performance of
students (Ajila&Olulola, 2007; Uwaifo 2012). Research have found many
factors that influence how well a student does in school and the amount of
confidence the student have for themselves. However, in Nigeria, like other
growing economics, families finding it more difficult to stay connected with
their children’s education. This is most common to families living in mega
cities such as Lagos where both parent work outside of the home. Carmen (2007)
noted that the extended family has become significantly less extended as
mobility has increased. Parent are becoming isolated from their children and
finding it difficult to keep a careful watch on what needs to be done to help
them succeed in school. Many families are not even led by a parent, but by a
grandparent, guardian, or some other adult.
Prior to
this time, in what is sometimes called a traditional Nigerian family
environment, parent were able to monitor the school work of their children
carefully and actively participated in parents teachers associations purposely
to monitor the progress of their children. Report cards were valued and trusted
in the home as an accurate reflection of academic performance. Parent were able
to keep in touch with the school and the life of their children in the school,
and to monitor success or lack. When children came home from school, homework
were completed, assignments finished, other school works weredone.
With the
changes in the family life and indeed in societal make up, schools are now
finding it increasingly difficult to keep parent informed of an actively
engaged in the day-to-day progress of their children (Deslander& Bertrand,
2005) teachers and administrators are discovering that the support they once
received in getting student to do their homework is not there, because there
are not home to insist that student complete there assignment.
Influence of
home environment in students education has been a major topic of study for the
later part of the twentieth century. Baumrind (1971) has been credited for
defining three specific parental involvement and their consequence for
children. These are a) authoritative (b) authoritarian, and (c) permissive involvement
of parent in disciplining the child. Baumind describe how parental involvement
affect measure of competence, achievement and social development.
Although,
student are primary the ones for whom curricula
are designed, textbooks are written, and school built, parent are
primarily the ones held responsible for preparing student for learning
preparation physically, psychologically, behavoiurally, attitudinally,
emotionally and motivationally.
Stenberg and
his colleagues conducted surveys focus groups and individual interviews with
high school students and parents to better understand how parents, peers and
communities influence students commitments to school.
The 10-year
longitudinal study collected data from 20,000 (twenty thousand) student and 500
(five-hundred) parents in the nine ethnically diverse school and communities.
These researchers found that parentsbehavoiurs send clear and decisive message
about their thoughtsand feelings on the importance of schooling, their also
found that parenting style helps or hinders a child engagement in school; that
encouraging a child to do well in school or insisting that homework be
completed were important forms of promoting engagement. These three tenents
communication, influence, and parenting style – are subsets of a larger domain,
parental involvement.
The
aforementioned studies are not the only onces that speak to the issue of
parenting involvement, but, here serve only as a way of introducing the
broadersphere in this present study, home environment was studied in references
to is influence on the academic performance of student in secondary school.
1.2 STATEMENT OF THE PROBLEM
Although,
scholars have identified the correlation between parental influences on
children academic performance in primary school, it must be noted that
secondary school student are different from the typical elementary-aged
children and therefore reacts differently to direct parent involvement in their
academics. The focus and indeed the intent of this study concern the
relationship between home, with particular references to parenting style and
socio-economic status of parent, and secondary school students academic
performance.
1.3 OBJECTIVES OF THE STUDY
The primary
aim of the study was to examine the influence of home on a child’s academic
performance the general aim is expressed in the following specific objectives
which are to:
Examine the
correlation between home and academic performance of student in secondary
schools Examine the factors determining the home environment. investigate the
effects of the socio-economic status of parent on students academic performance
Examine the perceptions of students towards their parents in regards to
parenting style and their academic performance
1.4 RESEARCH QUESTIONS
The
following questions were asked to guide this study;
What
relationship exists between the type of parental involvement and secondary
schoolsstudents academic performance? Do socio-economic and educational
background of parent affect their involvement in their children in secondary
school? Do parenting style and parental involvement directly affect student
academic performance? Do perceptions of student about their parent affect their
academic performance?
1.5 SCOPE AND LIMITATIONS OF THE
STUDY
The student
was limited by a convenience sample of approximately 20 (twenty) students from
three selected secondary school and 20 percent from Abeokuta South Local
Government in Ogun State.
Apart from
the shortage of funds and time frame, the following limits were found in the
study;
1) It is recognized that not every parent
will fit neatly into a particular parenting style. These parent child pairs
will be discarded from the sample.
2) Some children will rate their parents as
fair when in actuality they are not, therefore there will be some blasin the
parents nominators.
3) It is recognized that a parenting style
may be chosen by a family due need rather than desire
4) The study was limited to the student
whose parent gave consent for their participation, as well as receiving the
students assent.
5) The accuracy of the data was limited by
the skills of the researcher and validity of the tests administered.
1.6 SIGNIFICANCE OF THE STUDY
This study
will be useful to many people who may want to know the factors that could
makesstudents academic performance. Therefore the study is significant in the
following regards.
(1) It has provide empirical evidence to
school,parents and students about the nature of parental involvement and how it
affect the academic performance of student.
(2) It offers a reference for future research
that might investigate the same variables.
1.7 DEFINITTION OF TERMS
Home: Home refers to aspect of peoples
domestic lives that contribute to their living conditions.
Parent: The term parent as used in this study
includes in addition to a natural parent, a legal guardian or other person
standing in loco parent is such as a grand parent or step parent with whom the
child lives, or a person who is legally responsible for a child welfare.
Parenting
style:The overall emotional climate of the parent child relationship an
effective context of sorts that sets the tone for the parents interactions with
the child.
Students
academic performance: This term refer to the student overall average in
science, social studies, English and mathematics expressed as a percent grade.
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