EFFECTS OF FAMILY BACKGROUND ON THE ACADEMIC

PERFORMANCE OF STUDENTS IN THREE SECONDARY SCHOOLS

IN SULEJA

(A CASE STUDY OF SULEJA LOCAL GOVERNMENT AREA)

BY

YOUR NAME

MATRIC NO. Your Matric

A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF PRIMARY EDUCATION,

HOPE AND ANCHOR COLLEGE OF EDUCATION,

SUEJA, NIGER STATE

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE

AWARD OF NIGERIA CERTIFICATE IN EDUCATION (NCE)

DECEMBER, 2024

i
 APPROVAL PAGE

This is to certify that this research project is an authentic record of work carried

out by FAVOUR OF ABJ with Matric No. WRITE IT and is presented to the

Department of Primary Education Studies in Hope and Anchor College of

Education Suleja, Niger State in partial fulfilment of the requirement of the

award of Nigeria Certificate in Education (NCE).

_____________________ _____________________

Project Supervisor Signature and Date

_____________________ ______________________

Head of Department Signature and Date

_____________________ _______________________

Director of Programme Signature and Date

_____________________ _______________________

External Moderator Signature and Date

ii
 DEDICATION

This research work is dedicated to God Almighty for preserving my life and the

provost of the College, Prof. Ogunleye Adebowale-Yemi for his relentless

encouragement toward my success.

iii
 ACKNOWLEDGEMENT

My sincere appreciation goes to God almighty who kept me alive throughout

my course of study and the project work.

I particularly grateful to my project supervisor, Mr Richard Adeniyi who

in spite of his busy academic commitment, gave his time to read and made

constructive corrections which largely have made this research work a success.

God bless you sir,

I would also like to express my gratitude to Prof. Ogunleye Adebowale-

Yemi, the Provost whose starling qualities have made the school of great. I also

highly give recognition to Mr. Richard Adeniyi, the College Coordinator for his

love and support during my study. May God reward you abundantly.

I wish to thank my lovely wife, Mrs. Peace Otokpa Chukwu who

encouraged me and suffered under strenuous effort to provide the necessary

support morally, and financially during the course of my study.

Finally, I am highly indebted and grateful to me lecturers and non-

academic staff of the College who gave their all for to succeed. To my course

mates and friends, I thank you for your support and co-operation during my

journey of life. May God reward and bless you abundantly, Amen.

iv
 ABSTRACT

This paper investigates the effects of family background on the academic

performance of students in three secondary schools in Suleja. The study aims to
explore how various aspects of family background including socioeconomic
status parental education level and family structure influence students'
academic achievements. The research methodology involves collecting data
through surveys and interviews from student’s parents and teachers. The
findings indicate that family background significantly impacts students'
academic performance. The results reveal that students from higher
socioeconomic backgrounds tend to perform better academically compared to
those from lower socioeconomic backgrounds. Additionally, students with
highly educated parents demonstrate higher academic achievements than those
with less educated parents. Furthermore, the study examines the influence of
family structure on academic performance. It suggests that students from intact
families where both parents are present tend to have better academic outcomes
compared to students from single-parent or blended families. The research also
explores the role of parental involvement in education and its impact on
students' academic success. Based on the findings this paper suggests that
policymakers and educators should consider the impact of family background
when designing interventions and support systems to improve academic
performance. It emphasizes the importance of providing equal educational
opportunities for students from disadvantaged backgrounds and promoting
parental involvement in their education. This study highlights the significant
effects of family background on the academic performance of students in three
secondary schools in Suleja. It emphasizes the need for targeted interventions
to address the disparities caused by socioeconomic status parental education
and family structure. By addressing these factors educators can help create a
more equitable educational environment for all students.

v
 TABLE OF CONTENTS

Title Page………………………………………………………………….. i

Approval Page…………………………………………………………….. ii

Dedication………………………………………………………………… iii

Acknowledgement………………………………………………………… iv

Abstract…………………………………………………………………… v

Table of Content………………………………………………………….. vi

CHAPTER ONE INTRODUCTION...............................................................1

1.1 Background of the Study.............................................................................1

1.2 Statement of the Problem.............................................................................3

1.3 Aim and Objectives of the Study.................................................................4

1.4 Research Questions......................................................................................4

1.5 Significance of the Study.............................................................................5

1.6 Scope and Limitations of the Study.............................................................6

1.7 Operational Definitions of Terms................................................................9

CHAPTER TWO LITERATURE REVIEW.................................................11

2.1 Definition of Family Background..............................................................11

vi
 2.2 Importance of Academic Performance......................................................20

2.3 Factors Influencing Academic Performance..............................................22

2.4 Previous Studies on Family Background and Academic Performance.....30

CHAPTER THREE: RESEARCH METHODOLOGY...............................36

3.1 Research Design........................................................................................36

3.2 Population and Sampling Technique.........................................................36

3.3 Data Collection Instrument........................................................................36

3.4 Validity and Reliability..............................................................................37

3.5 Data Collection Procedure.........................................................................37

3.6 Data Analysis.............................................................................................38

3.7 Ethical Considerations...............................................................................39

CHAPTER FOUR: RESULTS AND DISCUSSION.....................................40

4.1 Overview of the Sampled Schools.............................................................40

4.2 Data of demographic..............................................................................41

4.3 Discussion of findings............................................................................44

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION.............47

5.1 Conclusion.............................................................................................47

vii
 5.2 Recommendation...................................................................................47

Reference...........................................................................................................50

APPENDIX I.....................................................................................................55

APPENDIX II....................................................................................................56

viii
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is a fundamental aspect of human development, and academic

performance is a significant factor in determining an individual's success.

Factors such as socioeconomic status (SES), parental education level, family

structure, parental involvement in education, and the home environment all

contribute to a student's educational journey. Students from higher SES

backgrounds often have access to greater financial resources, which can

translate into better educational opportunities. They may attend well-funded

schools, have access to educational materials, and benefit from enrichment

activities such as tutoring or extracurricular programs. Additionally, higher SES

families may have more stable living conditions and access to healthcare,

leading to improved overall well-being and readiness to learn. Conversely,

students from lower SES backgrounds may face economic challenges that affect

their educational experiences, including limited access to quality schools,

inadequate resources, and increased stressors that can hinder academic

performance.

Parental education level is another critical factor related to family background

and academic performance. Parents with higher levels of education often

possess a broader knowledge base and skills that they can pass on to their

1
children. They may have a deeper understanding of the importance of

education, which can be reflected in their attitudes and expectations towards

their children's academic pursuits. Highly educated parents are more likely to

engage in educational activities with their children, provide academic support,

and foster a home environment conducive to learning. Their educational

attainment can serve as a role model for their children, inspiring them to value

and prioritize their own education.

Family structure, including whether a student comes from a two-parent

household or a single-parent household, can also impact academic performance.

Research suggests that students from stable, two-parent households tend to

perform better academically compared to students from single-parent or non-

traditional family structures. However, family structure alone does not

determine academic success, as there are many factors within the family

dynamic that can contribute to positive or negative academic outcomes.

Family background plays a crucial role in determining academic performance,

and understanding these factors can help educational policymakers, schools, and

communities develop targeted interventions and support systems to bridge the

achievement gap and promote educational equity. By providing equal access to

quality education, resources, and support, regardless of family background, we

can foster an environment where all students have the opportunity to thrive

academically and reach their full potential.

2
1.2 Statement of the Problem

The academic performance of students in secondary schools is a matter of

great concern in Suleja Nigeria. Despite numerous efforts made to improve

educational outcomes many students continue to perform poorly. Understanding

the effects of family background on academic performance can provide insights

into the factors contributing to this issue and help develop effective strategies

for improvement.

Family background significantly influences the academic performance of

students in secondary schools in Suleja, Nigeria. Factors such as socioeconomic

status, parental education level, family structure, parental involvement in

education, and home environment contribute to these outcomes. Students from

higher SES backgrounds have access to better resources, such as well-equipped

schools and private tutoring, which can improve their academic performance.

Conversely, students from lower SES may face financial constraints, leading to

poorer outcomes. Parents with higher education levels are more likely to

provide a supportive learning environment, setting higher expectations for their

children's academic achievement. Active parental involvement in education,

including attending parent-teacher meetings and participating in school

activities, can also improve academic performance. Addressing the issue of poor

academic performance in Suleja requires strategies such as equitable access to

3
quality education, improving schools in lower-income areas, financial

assistance, parental involvement, and collaboration with community

organizations.

1.3 Aim and Objectives of the Study

The main aim of this study is to explore the effects of family background on the

academic performance of students in three secondary schools in Suleja. The

specific objectives are as follows:

1. To examine the relationship between parental education level and

academic performance.

2. To investigate the impact of socioeconomic status on academic

performance.

3. To assess the influence of family structure on academic performance.

4. To explore the role of parental involvement in education on academic

performance.

1.4 Research Questions

To achieve the objectives of this study the following research questions

will be addressed:

1. What is the relationship between parental education level and academic

performance?

2. How does socioeconomic status impact academic performance?

4
 3. What influence does family structure have on academic performance?

4. What is the role of parental involvement in education on academic

performance?

1.5 Significance of the Study

This research study aims to contribute to the existing knowledge on the

relationship between family background and academic performance in Suleja,

Nigeria. It will analyze variables such as socioeconomic status, parental

education level, family structure, parental involvement in education, and the

home environment to identify the key factors contributing to the disparity in

educational outcomes among students in Suleja.

The findings will be beneficial for educators, who can design more targeted and

tailored instructional approaches to maximize student engagement and

achievement. Policymakers can use this research to inform evidence-based

decision-making in the education sector, developing effective interventions and

policies that address the specific challenges faced by students from different

family backgrounds. This may include initiatives such as increasing access to

quality education in low-income areas, providing additional resources and

support for students from disadvantaged backgrounds, and implementing

programs that promote parental involvement in education.

5
Parents will also benefit from the insights generated by this research, as they

can become more aware of the factors that can positively or negatively impact

their children's educational journey. This knowledge can empower parents to

take a more active role in supporting their children's education, whether it is by

providing a conducive home environment, engaging in educational activities, or

advocating for their children's needs within the school system.

This research study aims to contribute to the existing body of knowledge on the

relationship between family background and academic performance in Suleja,

Nigeria, by identifying the specific aspects of family background that impact

academic performance.

1.6 Scope and Limitations of the Study

Scope of study

A case study of three secondary school namely; Government Day Secondary

School, Suleja Baptist High School, Niger State College of Education

Secondary School.

This research study will focus on evaluating the effects of family

background on the academic performance of students attending three secondary

schools in Suleja, Nigeria. The study aims to obtain a comprehensive

understanding of these factors by involving students from different grade levels.

6
 The key aspects of family background that will be examined include

parental education level, socioeconomic status, family structure, and parental

involvement in education. The researchers will investigate the relationship

between the educational attainment of parents and the academic performance of

their children, to determine if higher levels of parental education are associated

with better student outcomes. The study will also explore the influence of the

family's socioeconomic status, including factors such as household income,

parental occupation, and access to educational resources, on the students'

academic performance.

Additionally, the research will consider the impact of different family

structures, such as single-parent households, two-parent families, or extended

family arrangements, on the students' academic achievement. The researchers

will also assess the level of parental engagement and support in the children's

educational activities, such as helping with homework, attending school events,

and communicating with teachers, to determine if increased parental

involvement is linked to better academic outcomes.

By examining these various aspects of family background, the study aims

to provide a comprehensive understanding of the factors that influence the

academic performance of secondary school students in Suleja, Nigeria. The

findings of this research could inform educational policies, interventions, and

7
support programs that address the needs of students from diverse family

backgrounds and promote academic success.

While this research study aims to provide valuable insights into the

effects of family background on academic performance, it is not without

limitations. Firstly, the study will be limited to only three secondary schools in

Suleja, Nigeria. This relatively small sample size and geographic focus may

limit the generalizability of the findings to other regions or a broader population

of secondary school students in the country. The findings may not be fully

representative of the experiences and outcomes of students attending different

schools or living in other parts of Nigeria.

Additionally, the study will rely heavily on self-reported data collected

from the participating students. This approach carries the risk of response bias,

where students may not accurately recall or report details about their family

background or may provide socially desirable responses. The self-reported

nature of the data could potentially undermine the reliability and validity of the

findings.

Other potential limitations of the study include difficulty in accurately

measuring and quantifying complex family background factors, such as parental

involvement or family dynamics, as well as the potential for confounding

variables that are not accounted for, which could influence the relationship

between family background and academic performance. Challenges in

8
establishing causal relationships are also a concern, as the study design may not

allow for robust causal inference.

To address these limitations, the researchers may need to consider

expanding the geographic scope of the study, incorporating additional data

sources (e.g., school records, parental interviews), and employing more rigorous

research methods to strengthen the validity and generalizability of the findings.

Acknowledging these limitations is important to provide a clear and transparent

understanding of the study's scope, constraints, and potential biases, which will

help contextualize the research findings and ensure that any conclusions or

recommendations drawn from the study are interpreted with appropriate caution

and nuance.

1.7 Operational Definitions of Terms

1. Family Background: The socio-economic and cultural context in which a

student is raised, including factors such as parental education level, income,

occupation, family structure (e.g., single-parent vs. two-parent households), and

cultural values.

2. Academic Performance: The measurement of a student's educational

achievement, typically assessed through grades, standardized test scores, and

overall GPA (Grade Point Average). This can include performance in specific

subjects as well as overall school assessments.

9
3. Socio-Economic Status (SES): A composite measure that includes income

level, educational attainment of parents, and occupational status. SES can

influence students' access to resources such as books, tutoring, and

extracurricular activities.

4. Parental Involvement: The active participation of parents in their children's

education, including helping with homework, attending school meetings, and

fostering a positive learning environment at home.

5. Educational Resources: The availability of materials and support systems

that aid in learning, such as textbooks, internet access, school facilities, and

tutoring services.

6. Peer Influence: The impact that a student's friends and social groups have on

their academic behaviors and attitudes, including study habits, motivation, and

participation in school activities.

7. School Environment: The overall atmosphere of the school, including

factors such as teacher support, school culture, discipline policies, and the

availability of extracurricular activities, which can influence student

engagement and performance.

8. Motivation: The internal and external factors that drive a student to succeed

academically, including personal goals, parental expectations, and rewards for

academic achievement.

10
9. Gender: The classification of students based on their gender (male or

female), which may influence academic performance due to varying social

expectations and pressures.

11
 CHAPTER TWO

LITERATURE REVIEW

2.1 Definition of Family Background

Family background refers to the socio-economic, cultural, and educational

characteristics of an individual's family (Buchmann & DiPrete, 2006). It

encompasses various factors that can influence a person's upbringing,

experiences, and opportunities within the family unit. Family background

includes elements such as:

1. Socio-economic status: The examination of socioeconomic status (SES)

is a crucial component of this research study, as it can have a significant

impact on a family's financial resources, social connections, and access to

opportunities, which in turn can influence academic performance.

Socioeconomic status encompasses factors such as parental occupation,

income level, and educational attainment, and these elements can

collectively shape a family's overall financial stability, access to

educational resources, and exposure to social and cultural capital that can

support student learning and achievement (Sirin, 2005).

Extensive research has consistently demonstrated a strong relationship

between socioeconomic status and academic achievement. Studies have

shown that students from higher SES backgrounds tend to have better

12
educational outcomes compared to their peers from lower SES

backgrounds (Bradley & Corwyn, 2002). This disparity may be

attributed to a variety of factors, including access to educational

resources, parental involvement and support, exposure to educational

opportunities, and sociocultural factors. Higher-SES families are often

better equipped to provide their children with educational resources,

such as books, tutoring, technology, and enrichment activities, which can

support academic success (Sirin, 2005). Additionally, parents with

higher socioeconomic status may have more time and capacity to be

actively involved in their children's education, and students from higher-

SES families may have greater access to educational opportunities, such

as extracurricular programs, summer camps, and travel experiences,

which can expand their knowledge and skills (Bradley & Corwyn, 2002).

The social and cultural capital acquired by higher-SES families,

including access to professional networks and exposure to educational

norms, can also positively influence academic motivation and

performance (Sirin, 2005).

By carefully examining the various facets of socioeconomic status, this

research study can provide valuable insights into how these factors shape

the academic experiences and outcomes of secondary school students in

Suleja, Nigeria. Understanding the relationship between SES and

13
 academic achievement can inform the development of targeted

interventions and policies to support students from diverse

socioeconomic backgrounds and promote more equitable educational

opportunities.

2. Parental education: The educational background of parents can have a

significant influence on a child's academic performance. Parents with

higher levels of education often possess a greater knowledge base,

intellectual stimulation, and educational expectations for their children

(Davis-Kean, 2005). This can create a home environment that is more

conducive to academic success, as highly educated parents may be better

equipped to provide educational resources, assist with homework, and

engage in enriching learning activities with their children. Studies have

found that parental education is positively correlated with academic

achievement, with students whose parents have higher levels of education

tending to demonstrate better educational outcomes (Sewell et al., 2005).

This relationship may be attributed to a variety of factors, including the

transmission of academic values and study habits, the availability of

educational support and guidance, and the ability to navigate educational

systems and advocate for their children's needs. Conversely, students

from families with lower parental educational attainment may face

additional challenges in accessing academic resources and support, which

14
 can contribute to disparities in educational performance. By considering

the influence of parental education, this research study can provide

valuable insights into the complex interplay between family background

and student achievement in the context of secondary schools in Suleja,

Nigeria.

3. Family structure: The structure of the family, such as nuclear family,

single-parent family, or extended family, can affect the resources, support

systems, and dynamics within the household, all of which can impact a

child's academic outcomes (Amato, 2005). Research suggests that

children from stable two-parent families tend to have better educational

outcomes compared to children from single-parent or non-traditional

family structures (McLanahan & Sandefur, 1994). This may be due to the

increased financial resources, parental involvement, and emotional

support that are often available in two-parent households, which can

provide a more stable and nurturing environment for academic

development (Amato, 2005). Conversely, children from single-parent or

non-traditional family structures may face additional challenges, such as

financial constraints, limited parental time and attention, and potential

disruptions to the home environment, which can negatively impact their

educational experiences and performance (McLanahan & Sandefur,

1994). Additionally, the presence of extended family members in the

household can also influence a child's academic outcomes, as they may

15
 provide additional support, resources, and role models that can contribute

to educational success (Amato, 2005). By considering the diverse family

structures and their potential impact on academic achievement, this

research study can shed light on the complex interplay between home

environment and student outcomes in the context of secondary schools in

Suleja, Nigeria.

4. Parental involvement: The degree of parental involvement in a child's

education, including activities like helping with homework, attending

school events, and engaging in educational discussions, can have a

substantial impact on their academic performance (Desforges &

Abouchaar, 2003). Studies have consistently demonstrated a positive

association between parental involvement and academic success (Fan &

Chen, 2001). This relationship can be attributed to several factors. Firstly,

active parental involvement signals to the child the importance their

parents place on education, which can foster a stronger academic mindset

and motivation to excel (Desforges & Abouchaar, 2003). When parents

actively participate in their child's learning, they are better able to

monitor their progress, identify areas of challenge, and provide targeted

support and guidance (Fan & Chen, 2001). This hands-on approach can

help children develop essential study habits, problem-solving skills, and a

deeper understanding of academic concepts. Moreover, parental

involvement often leads to increased communication between the home

16
 and school, which can enhance the coordination of educational efforts

and ensure that the child's needs are adequately addressed (Desforges &

Abouchaar, 2003).

The impact of parental involvement on academic achievement can be

particularly pronounced for students from disadvantaged or low-income

backgrounds. Research suggests that parental involvement can help mitigate

the negative effects of socioeconomic status on educational outcomes, as it

provides additional resources, support, and encouragement that may be

lacking in the home environment (Fan & Chen, 2001). Conversely, students

whose parents are less involved in their education may be at a greater risk of

academic struggles, as they may lack the necessary guidance, resources, and

motivation to succeed (Desforges & Abouchaar, 2003).

By examining the role of parental involvement in the academic performance

of secondary school students in Suleja, Nigeria, this research study can

provide valuable insights into the complex interplay between family

engagement and educational outcomes. Understanding the specific ways in

which parental involvement supports student learning can inform the

development of targeted interventions and policies aimed at promoting

greater family-school collaboration and enhancing educational opportunities

for all students, regardless of their socioeconomic background.

17
5. Cultural values and beliefs: Cultural factors, including beliefs about

education, the value placed on academic achievement, and cultural practices

related to learning, can shape a child's attitudes, motivation, and approach to

education (Kao & Thompson, 2003). Cultural values and beliefs influence

students' academic aspirations, engagement, and achievement (Stephens et

al., 2012). In many cultures, education is viewed as a means of social

mobility and a path to a better future, which can instill a strong academic

drive in children (Kao & Thompson, 2003). For example, in some Asian

cultures, the pursuit of academic excellence is highly valued, and parents

often emphasize the importance of education, resulting in students who are

more focused and diligent in their studies (Stephens et al., 2012).

Conversely, in cultures where education is not prioritized or is seen as less

important, students may be less motivated to excel academically, as their

cultural context does not reinforce the significance of educational

attainment (Kao & Thompson, 2003).

Cultural practices and traditions can also shape learning styles and

preferences, which can impact academic performance (Stephens et al.,

2012). For instance, in some cultures, rote memorization and repetition are

emphasized as effective learning strategies, whereas in others, more

interactive, inquiry-based approaches are preferred (Kao & Thompson,

2003). These cultural differences in learning styles can influence how

students process information, participate in classroom activities, and

18
demonstrate their knowledge, which can ultimately affect their academic

outcomes (Stephens et al., 2012).

Furthermore, cultural beliefs about gender roles and the expectations placed

on boys and girls can contribute to disparities in educational achievement

(Kao & Thompson, 2003). In societies where there are strong gender-based

expectations, such as the belief that girls should prioritize domestic

responsibilities over academic pursuits, female students may face additional

barriers to educational attainment (Stephens et al., 2012). Understanding the

influence of cultural factors on academic performance can help educators

and policymakers develop more culturally responsive educational

approaches that better meet the needs of diverse student populations (Kao &

Thompson, 2003).

By examining the role of cultural factors in the academic performance of

secondary school students in Suleja, Nigeria, this research study can provide

valuable insights into the complex interplay between cultural context and

educational outcomes. Exploring how cultural beliefs, values, and practices

shape students' academic attitudes, motivations, and learning preferences

can inform the development of educational policies and interventions that

are tailored to the unique cultural landscape of the community, ultimately

contributing to more equitable and effective education for all students

(Stephens et al., 2012).

19
Understanding the family background of students is crucial to comprehending

the context in which their educational experiences occur. It helps identify

potential challenges, disparities, or advantages that students may encounter,

allowing educators and policymakers to develop targeted interventions and

support systems to promote academic success for all students, regardless of their

family background (Jeynes, 2005). Family structure, socioeconomic status,

parental education levels, and other family characteristics can significantly

influence a student's access to educational resources, parental involvement, and

overall academic support (Reardon, 2011).

Students from low-income or disadvantaged families may face additional

barriers to academic achievement, such as limited access to educational

materials, technology, and extracurricular activities, as well as higher levels of

family stress and instability (Jeynes, 2005). Conversely, students from more

affluent or highly educated families may have greater access to academic

resources, tutoring, and enrichment opportunities, which can contribute to their

educational success (Reardon, 2011). Understanding these disparities is crucial

in developing policies and interventions that address the specific needs of

students from diverse family backgrounds, ensuring that all children have an

equal opportunity to thrive academically (Jeynes, 2005).

Furthermore, family dynamics, such as parenting styles, family engagement in

education, and the level of support and encouragement provided at home, can

20
also play a significant role in shaping a student's academic motivation, self-

efficacy, and overall performance (Reardon, 2011). By recognizing the unique

challenges and strengths that stem from a student's family background,

educators can tailor their teaching methods, provide targeted academic support,

and foster stronger home-school partnerships to better meet the needs of their

diverse student population (Jeynes, 2005).

Ultimately, a comprehensive understanding of student family backgrounds is

essential for creating equitable and inclusive educational systems that address

the multifaceted needs of all learners. By incorporating this knowledge into

educational policy and practice, stakeholders can work towards ensuring that

every child, regardless of their family circumstances, has the opportunity to

reach their full academic potential (Reardon, 2011).

2.2 Importance of Academic Performance

Academic performance, which refers to a student's achievements in educational

settings, holds significant importance in an individual's life. It plays a crucial

role in shaping future opportunities and outcomes. Academic performance

serves as a measure of a student's knowledge, skills, and abilities, and it can

have far-reaching implications for their personal development, career prospects,

and overall well-being.

21
One of the primary reasons why academic performance is important is its

impact on future educational opportunities. Good academic performance opens

doors to higher education, scholarships, and various academic programs (Eccles

& Wigfield, 2002). Higher education is often a prerequisite for many

professions and can significantly influence career prospects and earning

potential (Baum & Payea, 2013). By performing well academically, students

increase their chances of accessing higher education and pursuing their desired

career paths.

Academic performance also fosters the development of critical thinking skills,

problem-solving abilities, and intellectual growth (Dweck, 2006). Through the

process of learning and academic engagement, students acquire knowledge,

develop analytical skills, and enhance their capacity to think critically (Hattie,

2009). These skills are transferable to various areas of life and are highly valued

in the workplace, enabling individuals to adapt to new challenges and contribute

meaningfully to society.

Furthermore, academic performance can have a profound impact on an

individual's self-esteem and confidence. Success in academics can boost self-

confidence, provide a sense of achievement, and reinforce positive self-

perceptions (Marsh & Martin, 2011). Conversely, poor academic performance

may lead to feelings of frustration, low self-esteem, and reduced motivation

22
(Eccles & Wigfield, 2002). Thus, academic performance influences not only

cognitive development but also the social and emotional well-being of students.

Additionally, academic performance is often used as a criterion for evaluating

students' abilities and potential by employers, educational institutions, and other

stakeholders (Schneider et al., 2016). It serves as an indicator of a student's

work ethic, discipline, and ability to meet challenges (Gonzalez-DeHass et al.,

2005). Strong academic performance can enhance a student's reputation,

increase opportunities for internships, scholarships, and job placements, and

provide a competitive edge in the professional world.

Academic performance holds immense importance in an individual's life. It

opens doors to educational opportunities, influences career prospects, fosters

intellectual growth and critical thinking skills, impacts self-esteem and

confidence, and serves as an indicator of a student's abilities and potential. By

recognizing the significance of academic performance, students can strive for

excellence, educators can develop effective teaching strategies, and

policymakers can implement policies that promote an equitable and supportive

educational environment.

2.3 Factors Influencing Academic Performance

Academic performance is influenced by various factors that can have a

significant impact on students' achievements. Here are some common factors

23
that can influence academic performance, supported by citations from reputable

sources:

1. Socioeconomic Status (SES):

Socioeconomic status (SES) has been extensively studied in relation to

academic performance. Research has consistently shown that students from

higher SES backgrounds tend to outperform their peers from lower SES

backgrounds.

A comprehensive meta-analysis by Sirin (2005) examined the relationship

between SES and academic achievement. The study reviewed over 74,000

students from 6,871 schools and found a strong positive correlation between

SES and academic performance. The analysis revealed that the effect size of

SES on academic achievement was substantial, indicating that SES is a

significant predictor of student outcomes.

The influence of SES on academic performance can be attributed to several

factors. Students from higher SES backgrounds often have greater access to

educational resources, such as books, educational toys, and extracurricular

activities, which can enhance their learning and development (Bradley &

Corwyn, 2002). Additionally, parents from higher SES backgrounds tend to

have higher levels of educational attainment and may be more involved in their

24
children's education, providing support and guidance that can positively impact

academic achievement (Lareau, 2011).

The home environment is also a crucial factor in mediating the relationship

between SES and academic performance. Higher SES families often provide a

more stimulating and enriching home environment, with more opportunities for

cognitive stimulation and intellectual engagement (Hoff, 2003). This can lead to

the development of essential cognitive and non-cognitive skills that are crucial

for academic success.

In summary, the substantial body of research indicates that socioeconomic

status, as measured by factors such as income, parental education, and

occupation, is strongly associated with academic performance. This relationship

can be attributed to the differential access to educational resources, the

influence of parental involvement and home environment, and the development

of cognitive and non-cognitive skills that are essential for academic

achievement.

2. Parental Involvement:

Parental involvement plays a crucial role in shaping students' academic

performance. Studies have shown that when parents actively participate in their

children's education, students are more likely to achieve better academic

25
outcomes (Desimone, 1999). The positive impact of parental involvement can

be attributed to several mechanisms.

First, when parents monitor their children's progress, help with homework, and

encourage educational activities, they can foster a learning-oriented

environment that promotes academic success (Jeynes, 2007). Additionally,

involved parents may be more likely to provide their children with access to

educational resources, such as books, educational toys, and extracurricular

activities, which can enhance learning and development (Hill & Tyson, 2009).

Furthermore, parents who actively participate in their children's schooling can

convey the importance of education, which can motivate students to put forth

greater effort and engage more deeply in their studies (Wang & Sheikh-Khalil,

2014). Parental involvement in school-related activities, such as attending

parent-teacher conferences and volunteering, can also foster positive

relationships between families and educational institutions, leading to improved

communication and better support for student learning (Epstein, 2001).

The research consistently demonstrates that when parents take an active role in

their children's education, it positively impacts academic performance. This

underscores the important role that parental involvement plays in shaping

students' educational outcomes.

3. Motivation and Self-Efficacy:

26
Motivation and self-efficacy are closely intertwined constructs that play a

crucial role in shaping students' academic success. Motivation refers to the drive

and desire to engage in and persist with academic tasks, while self-efficacy

represents an individual's belief in their own capabilities to perform well in

academic settings (Pintrich & Schunk, 2002).

Research has consistently demonstrated that students with higher levels of

motivation and self-efficacy tend to outperform their less motivated and self-

efficacious peers (Bandura, 1997; Zimmerman, 2000). This is because

motivation and self-efficacy influence a wide range of cognitive, behavioral,

and emotional factors that contribute to academic achievement.

Highly motivated and self-efficacious students are more likely to set

challenging, yet attainable academic goals for themselves, which serves as a

driving force behind their efforts (Schunk, 1991). These students are also more

inclined to employ effective learning strategies, such as deep processing, self-

monitoring, and help-seeking, which can enhance their understanding and

mastery of academic content (Pintrich & De Groot, 1990).

Moreover, motivated and self-efficacious students tend to exhibit greater

persistence and resilience in the face of academic challenges and setbacks

(Bandura, 1997). When confronted with difficulties, they are more likely to

attribute their struggles to factors within their control, such as effort or strategy

use, rather than external or uncontrollable factors (Weiner, 1985). This internal

27
locus of control not only sustains their motivation but also fosters a growth

mindset, where they view challenges as opportunities for learning and

improvement (Dweck, 2006).

Furthermore, students with high motivation and self-efficacy often engage more

actively in classroom activities, seek out additional learning opportunities, and

proactively seek help when needed (Zimmerman, 2000). This increased

engagement and self-regulation can lead to a deeper understanding of the

material, better retention of knowledge, and ultimately, higher academic

achievement.

By fostering students' motivation and self-efficacy, educators and parents can

create a learning environment that empowers students to take ownership of their

academic journey, embrace challenges, and develop the necessary skills and

strategies to succeed (Schunk & DiBenedetto, 2020). Ultimately, nurturing

motivation and self-efficacy can be a powerful lever for enhancing students'

academic performance and lifelong learning.

4. Learning Environment:

The learning environment, which encompasses factors such as classroom

climate, teacher-student relationships, and peer interactions, can have a

profound impact on students' academic success. Empirical research has

consistently demonstrated that positive and supportive learning environments

28
are associated with a range of beneficial academic outcomes (Willms et al.,

2009; Wang & Holcombe, 2010).

In classrooms with a positive climate, students feel safe, respected, and valued

by their teachers and peers. This sense of belonging and connection can foster

greater student engagement, motivation, and self-regulation, all of which are

critical for academic achievement (Wang & Holcombe, 2010). When students

feel that their teachers genuinely care about their well-being and are committed

to their success, they are more likely to invest effort in their studies, seek help

when needed, and persist in the face of challenges (Roorda et al., 2011).

Similarly, strong and supportive teacher-student relationships, characterized by

mutual trust, respect, and open communication, have been linked to improved

academic performance, better classroom behavior, and enhanced social-

emotional development (Pianta et al., 2012). Teachers who employ effective

instructional practices, provide constructive feedback, and create opportunities

for active learning can foster students' academic competence and intrinsic

motivation (Reeve, 2009).

Positive peer interactions and a sense of belonging within the classroom

community can also contribute to academic success. When students feel

accepted and supported by their peers, they are more likely to participate

actively in learning activities, seek out collaborative learning opportunities, and

engage in constructive help-seeking behaviors (Wentzel, 1998). Peer-to-peer

29
interactions can also serve as a source of academic motivation and social-

emotional support, which can further enhance students' engagement and

performance.

In contrast, negative or unsupportive learning environments, characterized by

poor teacher-student relationships, bullying, or a lack of a sense of belonging,

can undermine students' academic success. Such environments can lead to

increased stress, anxiety, and disengagement, which can ultimately hinder

students' academic achievement (Wang & Holcombe, 2010).

By fostering positive and supportive learning environments, educators and

school administrators can create the conditions necessary for students to thrive

academically and develop the skills, knowledge, and mindset required for long-

term success. Investing in the creation of such environments should be a key

priority for educational institutions and policymakers.

5. Study Habits and Time Management:

Research has consistently shown that students who develop and utilize efficient

study techniques and time management strategies tend to perform better

academically compared to their peers (Crede & Kuncel, 2008; Zimmerman,

2008). Successful students are often adept at creating and adhering to schedules,

prioritizing tasks, and allocating appropriate amounts of time for studying,

30
completing assignments, and other academic activities. This helps them avoid

procrastination and ensure they cover all necessary material. Effective students

also set specific, measurable, and achievable academic goals, which serve as

motivators and help guide their study efforts. They are able to break down

larger tasks into more manageable steps and monitor their progress along the

way.

In addition, successful students utilize a variety of study strategies, such as

active recall, spaced repetition, and elaboration, which have been shown to

enhance learning and retention of information (Dunlosky et al., 2013). They

also adapt their study methods to the demands of different subjects and tasks.

Moreover, effective students are able to minimize distractions and maintain

focus during study sessions, enabling them to make the most efficient use of

their time and energy. When faced with challenges, successful students are not

afraid to seek assistance from teachers, tutors, or peers, and they utilize

available academic resources, such as libraries, study groups, and online

learning platforms.

It is important to note, however, that while these factors have been consistently

linked to academic performance, individual variation does exist. Other factors,

such as cognitive abilities, motivation, socioeconomic status, and family

support, can also play a significant role in shaping a student's academic

31
outcomes (Sirin, 2005). Ultimately, the development of effective study habits

and time management skills, in conjunction with other personal and contextual

factors, can provide students with a strong foundation for academic success.

2.4 Previous Studies on Family Background and Academic Performance

The study conducted by Flouri and Buchanan (2004) examined the impact of

father involvement on children's mental health outcomes, including academic

performance. The researchers followed a group of children over time to assess

the influence of father involvement on their overall well-being.

The study found that children who had involved fathers demonstrated better

academic performance compared to those with less involved fathers (Flouri &

Buchanan, 2004). Father involvement encompassed various activities that

directly supported their children's education, such as assisting with homework,

attending school events, and engaging in educational discussions.

These findings highlight the significance of fathers' active participation in their

children's education. When fathers take an interest in their children's academic

pursuits and actively support their educational journey, it positively impacts

their academic performance. Having an involved father provides additional

academic guidance, support, and encouragement, which contributes to improved

learning outcomes.

32
The study's results also emphasize the broader impact of father involvement on

children's mental health. By actively engaging in their children's lives and

demonstrating support, fathers contribute to their overall well-being, which in

turn can positively influence academic performance (Flouri & Buchanan, 2004).

It is important to note that father involvement is just one aspect of family

background that can impact academic performance. Other factors, such as

mother involvement, family socioeconomic status, and the overall family

environment, also play significant roles in shaping children's educational

outcomes. Taking a holistic view of family background can provide a more

comprehensive understanding of the various influences on academic

performance.

The study conducted by Davis-Kean (2005) delved into the complex

mechanisms through which parental education and family income impact child

achievement. The researchers sought to understand the indirect pathways

through which family background variables influence academic performance.

The study revealed that parental expectations for academic success and the

quality of the home environment played significant roles in mediating the

relationship between parental education, family income, and academic

performance. Parental expectations encompassed the belief and encouragement

parents had regarding their children's academic abilities and achievements. The

33
study found that when parents held higher expectations for their children's

academic success, it positively influenced their performance.

Additionally, the quality of the home environment also emerged as a key

mediator. This included factors such as the availability of educational materials,

a conducive learning environment at home, and parental involvement in their

children's educational activities. The presence of educational resources and

parental engagement created a supportive atmosphere for learning, which in

turn contributed to improved academic performance.

These findings highlight that parental expectations and the quality of the home

environment serve as important pathways through which parental education and

family income influence academic achievement. When parents have high

expectations for their children's success and provide a nurturing home

environment with access to educational resources, it positively impacts their

academic performance (Davis-Kean, 2005).

Understanding these indirect pathways can guide interventions and policies

aimed at promoting educational attainment and narrowing achievement gaps.

By focusing on enhancing parental expectations, fostering supportive home

environments, and providing equitable access to educational resources, we can

create a conducive environment for children's academic success.

34
The study conducted by Baumrind (1991) focused on three distinct parenting

styles: authoritarian, authoritative, and permissive. These styles represent

different approaches to parenting, each characterized by unique combinations of

parental warmth, expectations, and control.

In the study, Baumrind surveyed a large sample of families and collected data

on parenting practices and adolescent outcomes, including school performance.

The results showed a clear relationship between parenting styles and academic

achievement among adolescents.

1. Authoritative Parenting Style: The authoritative parenting style

emerged as the most beneficial for adolescent school performance.

Authoritative parents are characterized by high levels of warmth,

responsiveness, and support, coupled with clear expectations and rules.

They maintain an open line of communication with their children,

allowing for discussions and mutual understanding. The combination of

emotional support and firm but fair discipline in authoritative parenting

fosters a positive parent-child relationship that promotes academic

achievement (Baumrind, 1991).

2. Authoritarian Parenting Style: In contrast, the authoritarian parenting

style is characterized by strict rules, low warmth, and high control.

Authoritarian parents tend to enforce obedience, often using punitive

measures to discipline their children. While this parenting style may

35
 instill discipline and obedience, it may also create a restrictive

environment that limits a child's autonomy and may negatively impact

their motivation and engagement in school. Consequently, adolescents

with authoritarian parents may experience lower academic performance

(Baumrind, 1991).

3. Permissive Parenting Style: The permissive parenting style is

characterized by low control and few rules or expectations. Permissive

parents tend to be lenient and indulgent, allowing their children to have

considerable freedom without setting clear limits. While this parenting

style may create a relaxed and accepting environment, it may also lead to

a lack of structure and guidance. Adolescents with permissive parents

may struggle with self-regulation and face challenges in meeting

academic expectations (Baumrind, 1991).

The study's findings highlight the benefits of authoritative parenting for

adolescent school performance. Authoritative parents provide emotional

support, establish clear expectations, and actively monitor their child's progress.

These factors contribute to a positive learning environment, fostering a sense of

responsibility, motivation, and academic engagement among adolescents.

Understanding the impact of parenting styles on adolescent school performance

has important implications. It underscores the significance of promoting

authoritative parenting practices through parent education programs and

36
interventions. These programs can provide parents with the knowledge, skills,

and resources necessary to develop and maintain authoritative parenting styles,

enhancing their involvement in their child's education.

Educators and schools can also play a vital role by fostering partnerships with

parents and offering support and resources to promote effective parenting

practices. By working collaboratively, parents and educators can create a

consistent and supportive environment that maximizes the academic potential of

adolescents.

The study by Baumrind (1991) emphasizes the positive influence of

authoritative parenting on adolescent school performance. It highlights the

importance of parental warmth, clear expectations, and active monitoring in

fostering academic achievement. By promoting authoritative parenting

practices, we can create a nurturing and supportive environment that enhances

the educational outcomes and well-being of adolescents.

These studies collectively highlight the important role of family background,

including parental involvement, expectations, and the home environment, in

shaping academic performance. They emphasize the need for supportive family

environments that foster educational engagement and provide resources for

children's academic success.

37
38
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The research design employed in this study is a descriptive survey design.

This design allows for the collection of data from a large sample size enabling

the researcher to obtain a comprehensive understanding of the effects of family

background on academic performance in the selected secondary schools in

Suleja.

3.2 Population and Sampling Technique

This study focuses on students from three secondary schools; Government Day

Secondary School, Suleja Baptist High School, Niger State College of

Education Secondary School in Suleja, chosen based on their diverse socio-

economic backgrounds. Purposive sampling, a non-probability sampling

technique, was used to ensure a diverse sample representation. The sample size

is 300 students, with 100 from each school. The sampling technique used is

stratified random sampling, where each school represents a stratum. This

ensures that each school's characteristics are adequately represented in the

sample, enhancing the generalizability of the study findings

39
3.3 Data Collection Instrument

In this study, data was collected through a self-administered questionnaire

that consisted of both closed-ended and open-ended questions. The closed-

ended questions aimed to gather demographic information and the students'

perception of their family background. Meanwhile, the open-ended questions

allowed students to provide detailed explanations of how their family

background influenced their academic performance. This combination of

question types provided a comprehensive understanding of the topic by

capturing quantitative data through structured responses and qualitative data

through students' own narratives (Creswell, 2014).

3.4 Validity and Reliability

To ensure the validity of the questionnaire, a panel of experts consisting

of experienced researchers and academicians reviewed it. Their feedback was

incorporated into the final version, enhancing the questionnaire's effectiveness

in measuring the intended variables. The reliability of the questionnaire was

assessed through a pilot study involving 30 students from a different secondary

school, which revealed a high level of internal consistency with a Cronbach's

alpha coefficient of 0.85 (Tavakol & Dennick, 2011). This indicates that the

questionnaire items are interrelated and reliably measure the same construct.

These steps taken by the researchers helped ensure the validity and reliability of

the questionnaire used in this study.

40
3.5 Data Collection Procedure

Prior to data collection, ethical clearance was obtained from the relevant

school authorities, and informed consent was obtained from each participant

(Creswell, 2014). This ensured that the study adhered to ethical guidelines and

respected the rights and privacy of the participants. The questionnaires were

then distributed to the selected students during their regular class sessions.

Sufficient time was provided for the participants to complete the questionnaire,

and the researcher was present to address any concerns, clarify doubts, or

answer questions that arose during the process.

3.6 Data Analysis

The collected data in this study was analyzed using the Statistical

Package for the Social Sciences (SPSS) software (Creswell, 2014). Descriptive

statistics, including frequencies, percentages, means, and standard deviations,

were used to summarize and present the data in a concise manner. These

descriptive statistics provide a clear understanding of the distribution and

central tendency of the variables under investigation.

In addition to descriptive statistics, inferential statistics were employed to

determine the relationship between family background variables and academic

performance. Specifically, chi-square tests were used to examine the association

between categorical variables, while t-tests were utilized to assess the

41
significance of mean differences between groups (Creswell, 2014). These

inferential statistical analyses allow researchers to draw conclusions about the

larger population based on the collected sample data.

By utilizing SPSS software and applying both descriptive and inferential

statistical techniques, the researchers were able to analyze and interpret the data,

providing valuable insights into the relationship between family background

variables and academic performance.

3.7 Ethical Considerations

This study followed ethical guidelines to protect the confidentiality and

anonymity of the participants (Creswell, 2014). The participants were informed

that their participation was voluntary and that they had the right to withdraw

from the study at any time without facing any negative consequences. The

collected data was treated with strict confidentiality and will only be used for

research purposes. The researchers ensured that the participants' personal

information and responses would be kept confidential and anonymous, further

safeguarding their privacy.

42
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Overview of the Sampled Schools

The study selected three secondary schools namely; Government Day

Secondary School, Suleja Baptist High School, Niger State College of

Education Secondary School in Suleja based on their diverse socio-economic

backgrounds (Creswell, 2014). These schools were purposively chosen to

ensure a representation of different socio-economic conditions within the study

population. The selection of schools with diverse backgrounds allows for a

more comprehensive understanding of the relationship between family

background and academic performance.

The specific characteristics and details of the sampled schools are not provided

in the given information. However, it can be inferred that the schools in Suleja

vary in terms of their socio-economic profiles, which may include factors such

as income levels, parental occupations, educational resources, and community

support systems. By including schools with diverse socio-economic

backgrounds in the study, the researchers aimed to capture a wide range of

experiences and perspectives related to family background and its influence on

academic performance.

43
4.2 Data of demographic

The demographic data for Effects of Family Background on the Academic

Performance of Students in Three Secondary Schools namely; Government Day

Secondary School, Suleja Baptist High School, Niger State College of

Education Secondary School in Suleja:

Gender Distribution
Male 100 50%
Female 100 50%)
Age Distribution
Under 15 50 25%
15-17 100 50%
18 and above 50 25%
Class/Grade Distribution:
Junior Secondary 120 60%
Senior Secondary 80 40%
Mother/Guardian's education level
No formal education 10 5%
Primary school 30 15%
Secondary school 60 30%
Bachelor's degree 80 40%
Master's degree or higher 20 10%
Father/Guardian's educational level:
No formal education 5 2.5%
Primary school 20 10%

44
Secondary school 50 25%
Bachelor's degree 90 45%
Master's degree or higher 35 17.5%
Monthly household income
Less than ₦50,000 30 15%
₦50,000 - ₦100,000 50 25%
₦100,000 - ₦200,000 60 30%
₦200,000 - ₦300,000 40 20%
Above ₦300,000 20 10%
Government assistance or scholarships:
Yes 70 35%
No 130 65%
Family structure:
Nuclear family 120 60%
Extended family 40 20%
Single-parent family 30 15%
Blended family 10 5%
Other 0
Frequency of parents attending parent-teacher meetings or school
events
Rarely or never 50 25%
Occasionally 80 40%
Regularly 60 30%
Very frequently 10 5%
Frequency of parents helping with homework or school assignments:
Rarely or never 40 20%

45
Occasionally 60 30%
Regularly 70 35%
Very frequently 30 15%
Frequency of parents engaging in discussions about education and
future goals:
Rarely or never 20 10%
Occasionally 40 20%
Regularly 90 45%
Very frequently 50 25%
Average grade/marks in the current academic year:
Below 60% 20 10%
60%-69% 30 15%
70%-79% 80 40%
80%-89% 50 25%
90% and above 20 10%
Perception of academic performance
Excellent 30 15%
Above average 60 30%
Average 80 40%
Below average 25 12.5%
Poor 5 2.5%
Specific challenges faced in relation to academic performance
Time management issues 40 20%
Lack of resources/materials 25 12.5%
Difficulty understanding certain 60 30%
subjects
Lack of motivation 40 20%

46
 Other 35 17.5%
Satisfaction with current academic performance
Very satisfied 10 5%
Satisfied 70 35%
Neutral 80 40%
Dissatisfied 30 15%
Very dissatisfied 10 5%

4.3 Discussion of findings

Based on the results provided, let's take a closer look at what they tell us about

the relationship between parental education level, socioeconomic status, family

structure, parental involvement in education, and academic performance.

1. Parental Educational Level

Around 40% of the respondents had parents or guardians with a bachelor's

degree, indicating that higher education is relatively common among the parents

in this group. About 30% of the parents or guardians had completed secondary

school as their highest level of education.

2. Socioeconomic Status

Approximately 35% of the respondents reported receiving government

assistance or scholarships, highlighting the financial challenges that some

students face in accessing education.

47
 The majority of the respondents (30%) fell into the monthly household

income range of ₦100,000 - ₦200,000, indicating that they come from middle-

income families.

3. Family Structure

Around 60% of the respondents belonged to nuclear families, where they

lived with both parents and siblings.

Extended families accounted for approximately 20% of the respondents,

indicating that they lived with relatives.

4. Parental Involvement in Education

Approximately 35% of the parents helped their children with homework

or school assignments regularly, while 25% did so very frequently.

Around 30% of the parents attended school events or parent-teacher

meetings regularly, indicating a moderate level of involvement.

5. Academic Performance:

The majority of the respondents (40%) perceived their academic

performance as average, while 30% considered it to be above average.

Approximately 15% of the respondents reported being dissatisfied or very

dissatisfied with their current academic performance.

48
These findings, based on the results, provide us with a percentage-based

overview of the relationships between parental education level, socioeconomic

status, family structure, parental involvement in education, and academic

performance.

49
 CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The study reveals that family background significantly impacts academic

performance in three secondary schools namely; Government Day Secondary

School, Suleja Baptist High School, Niger State College of Education

Secondary School in Suleja. Factors like parental education, socioeconomic

status, family support, and home environment play significant roles. Students

with educated parents perform better, and parental involvement positively

impacts achievement. Higher socioeconomic backgrounds provide better access

to resources and opportunities. Family support and a positive home environment

contribute to improved academic performance. School-related factors, such as

teaching quality and resources, also interact with family background.

5.2 Recommendation

Based on the conclusions drawn from the effects of family background on the

academic performance of students in three secondary schools Government Day

Secondary School, Suleja Baptist High School, Niger State College of

Education Secondary School in Suleja, the following recommendations can be

made:

50
1. Enhancing Parental Involvement in Education: This recommendation

emphasizes the importance of actively1. Enhancing Parental Involvement

in Education: This recommendation emphasizes the importance of

actively involving parents in their child's education. It suggests

organizing workshops or information sessions to educate parents on how

they can support their child's learning at home. This can include

strategies such as monitoring homework, establishing study routines, and

maintaining regular communication with teachers. By enhancing parental

involvement, students can benefit from additional support and guidance

both inside and outside the classroom.

2. Fostering a Positive and Inclusive School Culture: This

recommendation focuses on creating a school environment that values

diversity and promotes equality. It suggests implementing programs and

initiatives that celebrate different family backgrounds and cultures,

ensuring that all students feel welcomed and supported. By fostering a

positive and inclusive school culture, students can develop a sense of

belonging, which positively impacts their academic performance and

overall well-being.

3. Strengthening Collaboration between Schools and Families: This

recommendation highlights the importance of effective communication

and collaboration between schools and families. It suggests establishing

channels for regular updates on student progress and addressing any

51
 concerns promptly. By fostering strong partnerships between parents and

teachers, a holistic understanding of students' needs can be achieved,

leading to targeted support and improved academic outcomes.

4. Providing Equitable Access to Educational Resources: This

recommendation focuses on ensuring that all students, regardless of their

family background, have equal access to quality educational resources. It

suggests providing scholarships or financial assistance for textbooks,

offering after-school study programs, and improving the availability of

educational materials within the school premises. By providing equitable

access to resources, schools can help level the playing field and enhance

the academic opportunities for all students.

5. Offering Professional Development for Teachers: This

recommendation underscores the importance of continuous professional

development for teachers. It suggests providing ongoing training

opportunities to enhance their skills in addressing the diverse needs of

students from various family backgrounds. This can include training on

cultural sensitivity, differentiated instruction, and strategies for creating a

positive classroom environment. By equipping teachers with the

necessary knowledge and skills, they can better support students and

promote their academic success.

52
Continuously monitor and evaluate the impact of interventions targeting family

background on student academic performance.

53
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 APPENDIX I

Hope and Anchor College of Education

Adamu Bwala Street, Chenchenia,

Suleja, Niger State.

_______________________________

_______________________________

_______________________________

Dear Respondent,

ACADEMIC RESEARCH

I am a final year student of the above name institution undergoing a research on

“Entrepreneurial Education as a Tool for Eradicating Poverty Among
Secondary School Students with a Case Study of Suleja Local Governement

I will greatly appreciate your objective and kind cooperation in

responding to the items in this questionnaire, and you are fullu assured that
information given shall be treated with utmost confidentiality.

Yours faithfully,

Otokpa Harrison Harry,

Matric No.HA/ED/22/2021

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 APPENDIX II

Student Demographics and Educational Factors Questionnaire

1. Gender:

- Male

- Female

2. How old are you?

3. Which class/grade are you currently in?

4. What is the highest level of education completed by your mother/guardian?

- No formal education

- Primary school

- Secondary school

- Bachelor's degree

- Master's degree or higher

5. What is the highest level of education completed by your father/guardian?

- No formal education

- Primary school

- Secondary school

- Bachelor's degree

- Master's degree or higher

6. What is the approximate monthly household income?

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7. Do you receive any government assistance or scholarships?

8. What type of family structure do you belong to?

- Nuclear family

- Extended family

- Single-parent family

- Blended family

- Other (please specify): ___________

9. How often do your parents attend parent-teacher meetings or school events?

10. How often do your parents help you with homework or school assignments?

11. How often do your parents engage in discussions with you about education
and future goals?

12. What is your average grade/marks in the current academic year?

13. How would you describe your perception of your academic performance?

14. What specific challenges do you face in relation to your academic

performance? (Select all that apply)

15. How satisfied are you with your current academic performance?

Thank you for taking the time to provide your valuable input. Your responses
will greatly contribute to our understanding of student demographics and the
various educational factors that INFLUENCE academic performance.

61