Charles Oyanyelu March 2022 Ajaear
Charles Oyanyelu March 2022 Ajaear
Charles Oyanyelu March 2022 Ajaear
Research
American
Vol. 1(1), pp. 1-10, March, 2022Journal of Arts and Educational Administration Research
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Author(s) retain the copyright of this article
ISSN: 2831-509X
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Abstract: Research has shown that students' home background is a major factor to consider when assessing students' learning
outcome in science subjects among high school students. This paper therefore investigates how family background determines
students’ academic achievement in science among high school students in southeast Nigeria. Among the three research questions
raised by the study, the main one is- how does family background influence students’ academic achievement in science subjects
among high school students in Southeast Nigeria? A total N=220 randomly selected from a population of science students in senior
secondary schools in southeast Nigeria formed the sample size. Student’s survey questionnaire (SSQ) on a 5-point Likert scale was
used as an instrument for data collection. A quantitative research design was adopted while the collected data was descriptively
measured to establish the association between the two variables. The result shows that students whose parents acquired better
education and higher income levels would positively support their children’s education in science subjects compared to those with
lower education and income. The study concludes that the learning outcome of students in science subjects are pre-determined by
the kind of family background they have, this indicates that the socio-economic status (SES) of parents is a key determinant of
students’ academic achievement in science subjects in Southeast Nigeria.
Keywords: Family Background: Socio-Economic Status: Parents’ Education: Parents’ Employment Status: Academic Performance.
Cite This Article As: Ohanyelu, C. N. (2022). Family Background as an Indicator of Students’ Academic Achievement in Science
Subjects Among High School Students in Nigeria. American Journal of Arts and Educational Administration Research, 1(1): 1-10.
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According to Abiriri (2010) education is seen as an instrument that promotes development. Besides intellectual capacity, academic
performance of the child can also be largely determined by the family background (Abiriri, 2010). Experts and researchers in the
field of sociology and education are of the view that school achievement is related to social background factors (Giddens, 1997). In
most cases, students from non-working-class and uneducated backgrounds perform poorly in science subjects. Science subjects are
considered more difficult than other subjects in the school. Therefore, students’ needs both intrinsic and extrinsic motivation to excel
in this subject area. Fleming & Gottfried (2001, p.110) supported this trend and observed that parental motivational practices
influence students’ intrinsic motivation and school achievement. The provision of learning resources and emotional stability are some
of the factors prone for consideration in this regard, only the home can provide such support for the child.
Many studies agree that students’ academic achievement is a ‘net result’ of their cognitive and non-cognitive attributes (Lee &
Stankov, 2016, p.551-552) as well as the socio-cultural context in which the learning process takes place (Liem & McInerney, 2018,
p.15-40). However, academic performance is the ability of students to demonstrate through writing or by oral communication that
which has been learnt in the classroom (Ohanyelu, 2021). Academic performance is the outcome of education, it is the degree to
which the student, teacher or institution has achieved their educational objective (Annie, Howard & Mildred, 1996). In the
development of a model of human development, for example, Ceci & Williams, (1997) featured that the adequacy of a family sway
on students' academic achievement is generally linked to the child’s family background. Their investigation reveals that parent-child
connections are the powers behind child scholastic success (Ceci & Williams,1997). In the same development, Levin (2001), states
that parents are most likely the propelling factors behind their children’s academic achievement. It is claimed that students from low-
income families tend to score lower on standardized science tests compared to their contemporaries with middle- or high-income
backgrounds. Furthermore, low-income parents lack confidence or courage to approach the school authority or teachers about their
child's performance (Mehan, 2012). Parental occupation, financial status and level of education have been used to investigate family
background.
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Parents
relationships
Sibling Parent-Child
Relationships relationships
Family
system
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children’s cognitive and behavioral results with a few roundabout impact through a cognitively fortifying home environment. In like
way, it tends to be assumed that learners' capacity and achievement are more immovably associated to the socio-mental climate and
academic actuation within the home than they are to parental financial-related status with markers like occupation and level
of education.
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19-21 11 06 17 08%
22-Above 01 00 01 0.1%
16 27 43 20%
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PhD 09 13 22 10%
PhD 05 06 11 05%
Self-employed. 34 36 70 32%
Retired 00 00 00 00%
Self-employed 22 26 48 25%
Professional 27 33 60 31%
Retired 00 00 00 00%
Note: Total participants males=109, total participants females=111.A total number of participants =220 students with age range 13-22. Class range=SSS1-SSS3.
Table 2. Items on students’ relationship with parents and how it impacts their academic performance.
I often discuss things that were taught in class with 220 175 11 34 79 Accepted
my parents or guardians
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My father praises me when I perform well, and this 220 171 19 30 77 Accepted
motivates me
During a typical school week, I spend a lot of time 220 191 20 09 86 Accepted
doing my homework.
Note: The average percentage = total agree (A) /total value (N) X 100.
Table 2 shows the spread of participants' response to questions as regards their relationship with parents. The personal relationship
with mothers, fathers’ supervision/ remarks on their class work, parent-parent relationship, parent-child relationship, sibling-sibling
relationship, child involvement in family business during holidays were among the items raised.
Table 3. Items on the extent to which parents provide learning resources to their children and its impact on their academic
performance in science.
Since the beginning of this academic year, either of 220 189 13 18 85 Accepted
my parents/ guardians have attended a school
meeting.
My school fees are paid on time, I have not been 220 200 13 07 91 Accepted
suspended from school due to late or non-payment
of school fees.
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My parents provide moral and financial support for 220 193 17 10 87 Accepted
me to attend education/science fairs.
Note: The average percentage = total agree(A) /total value (N) X 100.
Table 3 shows the extent to which parents provide learning resources to their children and its impact on their academic performance
in science subjects. The students gave their views about provision of internet facilities at home, specific study rooms, home tutor,
early and regular payment of tuition, parents’ relationship with the school in terms of meeting with school for feedback on child’s
conduct and performance status.
Finally, it could be established as shown in table 3, where 71% of the participants scored up to 70% in science subjects in their last
school examination. According to the 2020 West African Examination council (WAEC) grading system, a score of 70% falls within
grade B2 (very good). This result shows that there is a significant relation between students’ academic performance and parents’
level of education. Highly educated parents understand the value of education by providing emotional, financial, and supervisory
support to their children which enhances their academic achievement. According to Robert et al. (2005, p.345-359) who opined that
for parents to become actively involved in their children’s learning process by creating a positive impact on their academic
performance, they must have had previous experience with the formal education system.
In the same development, Roberts et al. (2005, p.345-359) further concluded that mothers with higher education qualifications can
provide more support to their children in problem solving situations. As shown in table 1, all the fathers of the participants (100%)
and 88% of their mothers are gainfully employed. Analysis in this regard indicates that 35% of the fathers are professionals which
include medical doctors, engineers, surveyors, pastors, architects, lawyers, journalists etc. Furthermore, 32% of them are self-
employed while 16% are civil servants, only 12% are traders. On the other side, the mothers are 88% employed, 31% of them skilled
and professionals. Table 3 shows 90% of the students pay their tuition regularly, 68 % have access to internet facilities in their
homes. 76% have specific study places in their homes, while 74% have home study teachers. This shows that the employment status
and income level of parents’ impact students’ academic performance. The higher the parents’ income, the more financial support they
can offer to their children in terms of provision of learning resources and prompt payment of school tuition.
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