HOME FACTOR STUDENTS PARTICIPATION AND THEIR ACHIEVEMENT IN ACADEMIC ACTIVITIES IN SENIOR SECONDARY SCHOOLS IN EDUCATION
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HOME FACTOR
STUDENTS PARTICIPATION AND THEIR ACHIEVEMENT IN ACADEMIC ACTIVITIES IN SENIOR
SECONDARY SCHOOLS IN EDUCATION
ABSTRACT
The study
examined the effect of home factors on student’s participation and their
achievement in academic activities in senior secondary school. The aim of the
study was to investigate the relationship between home factors and student
academic achievement; difference in teachers and students perceptions of home
factors relevance among others. Four research questions and three hypothesis
formulated to guide the study which was limited to mainland local education
district 1 area of Lagos State due to time and financial constraints. A number
of related materials both of empirical and theoretical importance were
reviewed. The study was a descriptive research design which made use of
questionnaire was filled by secondary school teachers and students and the data
collected were analysed using simple percentage, t-test,. Chi-square and
Pearson product moment correlation coefficient method of statistical analysis.
The findings of the study revealed that student’s home factors affect their
academic achievement; teachers and the students have different perceptions of
the relevance of home factors; and that a significant relationship exists
between home factors and student’s classroom participation. The study was
therefore concluded and recommended that education should be mounted for
parents in our formal and non-formal education programmed in order to educate
parents intending parents of single parent on their roles as parents, side
effect of single parenthood on child’s academic performance and attitude toward
learning.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
A home is
where people are made and most great men are known to be inspired by their earliest
models which are usually their parents. (Wesley, 1760) the famous hymn writer
was known to have being inspired into spiritual attainment by his ever praying
mother and brothers who ended up being clergy-men. The Home is the first social
institution the child belongs to, where he/she is first taught the values of
life. A Home prepares the child to face the outside world. Society expects
parents to equip their children with the knowledge of his environment. The Home
is the first point of contact for the child in preparation for the future
challenges. (Walter and Cohall, 1993).
The Home is
often viewed from various angles the type of family, parenting style,
functionality of the home and so on. The home can also be viewed as a very
serious factor in a student’s academic performance, especially when such
students are not from impoverished homes. These types of family includes,
single parents, divorced, merged family, two-parents family and so on.
Parenting style has to do with authoritative parents, laissez-faire’s or
democratic parenting style. (Baumrind, 1991).
Home work,
television viewing, extra curricular activates, other types of structured after
school groups and jobs all these and more contribute to the academic
achievement of the child. (Mc Mahon, 2010).
Generally,
more time in extra curricula activates and other structured groups and less
time in jobs and tevelevision viewing where associated with higher test grades
and class grades. More time on home work was associated with better
grades. The point effects of all after
school activates nearly doulbled the predictive ability of any single
activates. (Psycinfo data base, 2010).
Many studies
have examined parental involvement and their effect on students learning and
behavior only few however have studied the factors that motivate parents to
become involved. (Lanthier, wright and Edmonds, 2003).
Children
receiving additional physical activities tend to show improved attributes such
as increased brain function, nourishment, higher energy/concentration levels,
changes in body building affects self esteem, increases self esteem and better
behavior which may support cognitive learning. (Cocke, 2002) (Trembalay, Inman
and Willms, 2000).
Studies have
shown that children from dysfunctional homes have difficulty in forming healthy
relationships with-in their peer-group usually due to shyness or a personality
disorder and this could affect their academic performances and participation in
class, school work, and examination. (W.Kaslow, 1990).
Measuring of
academic achievement of student is challenging since student achievement is a
product of socio-economic, psychological and environmental factors. In the last
25 years, education in Nigeria is growing as a profitable industry with prime
objective of maximizing profit by delivery high quality education that produces
well educated skilled mannered students according to needs and requirements of
the dynamically growing market. But rather than achieving this on a great scale
it appears as if the schools are more interested in maximizing profit at all
cost of the students mental and emotional well-being that is the reason why the
scope of this research is to find out what home factors affects the child’s
academic participation in school.
Teacher
known that engaged students are more likely to succeed with academic task.
According to the center for comprehensive school reforms and improvement,
students are engaged when they devote substantial time and effort to tasks.
(Moser, 2011)
(Eric and
show, 2011) says that engaged students care about quality of their work,
student involved in extra curricular activities out side normal school hours
are more engaged in classroom activities because the build self confidence and
build additional support network of students and staff.
1.3STATEMENT
OF THE PROBLEM
Some factors
that have been known to affect students participation in academics includes;
Students interest, teaching methods, marital status, divorce, parenting style,
cultural factors, socio-economic factors, substance abuse and extra curricular
activities.(Hammond,2006).
Students
performance can be affected by different factors such as learning abilities,
race, gender and sex. Students achievement, economic circumstances and the risk
of dropping out of school are linked to family environmental factors which
students might unconsciously emulate. (Hansen, Joe B.2000).
Studies have
shown that children from dysfunctional homes have difficulty in forming healthy
relationships with-in their peer-group usually due to shyness or a personality
disorder and this could affect their academic performances and participation in
class, school work, and examination. (W.Kaslow, 1990).
Teacher
known that engaged students are more likely to succeed with academic task.
According to the center for comprehensive school reforms and improvement,
students are engaged when they devote substantial time and effort to tasks.
(Moser, 2011).
Finally,
this study seeks to find out the home factors, students participation and the
effect these factors have on students achievement in academic activities.
1.3 OBJECTIVES OF THE STUDY
The main
objective of this study is to identify the home factors, students participation
and their achievement in academic activities in secondary school. These
specific objectives are to.
1. Identify what these home factors are
2. Find out how students & teachers
rate relevant /importance of these home factors.
3. Find out how home factors affect
students academic participation in school activities.
4. Identify how home factor affect
achievement
1.4 RESEARCH QUESTION
1. What are the effect of these home factors
on students academic performance.
2. What are the relevance/importance of these
home factors on students and teachers.
3. What are the home factors that can
influence students academic participation in school activities.
4. In what way does home factors affect
students participation and achievement.
1.5 RESEARCH HYPOTHESES
1. There is no significant relationship
between home factors and student academic achievement.
2. There is no significant difference in
teachers and students perceptions of home factors relevance.
3. There is no significant relationship
between home factors and student’s classroom participation
1.6 SIGNIFICANCE OF THE STUDY
This study
will enlighten parents on the need to adopt the proper and best parenting
style, reward good academic performance and make the home comfortable for the
child since it is the first learning point of the child.
Teachers
should be able to equip themselves with various teaching skills and methods
including making use of teaching aids to make learning more effective, clearer
and interesting for the students. The teachers also should be able to help
transfer some school actions to the home these school actions include home
work, punishment and so on.
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