The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
ABSTRACT
The aim of this study was to examine Family Variables and the Academic performance of pupils in Primary Schools in Ikot Abasi Local Government Area. Survey research was adopted for the study. The population of the study consisted of 1,831 primary five pupils in all the eleven public primary schools in the area, using a stratified and sample random sampling method, six (6) schools were selected two hundred and forty (240) pupils were sampled for the study.
Two research questions and two hypotheses were formulated to guide the study. Data were obtained using a family variable questionnaire (FVQ) and first-term Social Study Examination Result, 2016. The data were analyzed using Pearson Product Moment Correlation (PPMC).
The findings showed that family variables such as socio-economic status, educational background of parents and family type significantly correlate with the academic performance of pupils. Therefore, it was recommended that teachers, counselors, and school administrators should give adequate attention to the emotional and academic needs of students who are influenced by family variables.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study.
Family setting and structure are playing a crucial role in strengthening pupils’ academic performance family is the primary socializing agent which mould the child in society.
Academic attainment is an important parameter in measuring success in pupils observation and reports have shown that success or high academic achievement has become a herculean task to accomplish by pupils in recent times. Every parent wants his or her child to do well in school, parents expect children to imbibe acceptable norms values, and attitudes of society. No parent is happy to see his or her child live country to the norms of the society or family.
Society in general expect its citizen to be loyal and literate this is why the formal National Policy on Education (2002) has its aim is out “to inculcate the right type of values and attitudes in the child” The school is a mirror of the society and parent depend upon the school to make their children what they are suppose to be.
Many informal Nigerians, government, educationists, and the public alike are deeply worried over the problem of poor performance in schools as reported in the 1999 joint admission and matriculation board examination result (Jamb 1999) they argue that if the issues of poor performance in Nigeria school is left unchecked in our school system that the aims and objectives of education as stipulated in the national policy on education (2006) would perpetually remain an illusion.
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
However, the blame for this poor performance is placed only on the school, for example, the poor performances in the West African Examination Council researched by Albert (2001) University of Nsukka Nigeria. It is necessary to realize that the school is not the only agency for the child, equally plays a significant role and background of the family-school relationship model, Ryan and Adams (2002).
It is within the family that the child acquires and organizes his first experience and the move to the school for his or her secondary experience Ryan (2002). It is also a proven fact in psychology that intelligence and most types of ability are not necessarily innate but that they are usually modified by environmental factors such as learning motivation Nutrition and encouragement of the alike Spencer and Aber (2004).
The well-being of Nigerian children has become a focal concern for a Variety of political governmental, school, and parenting groups. One question out of ten addressed by such groups focuses on children`s academic success and the effectiveness of school in assisting intellectual development mental health and well-being.
As community leaders, teachers, and parents become more involved in their children’s academic growth, there is increased consideration of how the parent and school have unique and attractive influences on children`s academic success.
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
Some researchers like Powell and Steelman (2003) and Van Ejick and Decieaf (2006) argued that children`s attainment depends on inputs of time and money from their parents: the more children are in the family the less of both inputs. These pupils are not alone, but other essential variables like time, attention resources dilution, and so on. Others confirmed that children from larger families have lower levels of education.
It is intended and explicitly clear that poor performance of some social studies pupils may entirely not be attributed to the social environment alone. It is generally acknowledged that the family variable is the most powerful influence in determining a child`s academic success and motivation. This is a result of the confusing situation that prompted the researcher to carry out the study.
The interest of the researcher is in determining it the parents’ socio-economic status, parental attitude towards the child’s academic success, and the family structure a child is reared, have similar or different predictable influences on primary school pupils’ personal characteristics and academic success.
1.2 Statement of the problem
Poor academic performance among primary school pupils in Social Studies has constituted a serious problem and has become a cause for concern to most parents in different ways (Udoh 2002). The internal and external examination results of educational statistics in the period between 2012 and 2014 made parents anxious to know the performance of their children even when results were not released.
It frustrates both the pupils and their teachers. Pupils become frustrated because they cannot cope with their final examination to meet their proposed career. Government and school heads have been unable to provide adequate solutions to the pupils’ poor academic performance. Parents have been partly blame for failing to lay the right foundation in their children through informal education. This problem has contributed to a loss of reputation by affecting higher institutions of learning in the area.
1.3 Purpose of the study
The major purpose of this study is to ascertain critical investigation of Family Variables and Academic Performance of pupils in Primary Schools in Ikot Abasi Local Government Area. Specifically, the study is designed to find out:
- The influence of family size on pupils’ academic performance in Social Studies.
- The extent to which parental educational level influenced the academic performance of pupils in primary schools.
- Research question
The following research questions shall guide the study.
1. Is there any difference in the academic performance of pupils from small family size and their counterparts from large family sizes?
- Does the educational level of parents influence pupils’ academic performance in Social Studies?
1.5 Research hypotheses
The following research hypothesis is formulated to guide the study.
- There is no significant difference in the academic performance of pupils from small family size and their counterparts from large family sizes.
- There is no significant difference in the academic performance of pupils with parents of high level of education and their counterpart with parents of low level of education.
1.6 Significance of the Study
- This research work intends to be of great benefit to many people who will come across it with references to parents, counselors, teachers, pupils, students, educational planners, and the nation at large.
- The study will make the parent to be aware of the effect of their family variables like fund/ income, educational status, and occupation of the parents on their children negatively in relation to academic performance.
- The study will also suggest to parents, guardians, and people alive to make good use of family (Home) to make their children or ward comfortably in school or at last encourage them to bear with the sponsor’s inability to provide them all the necessary school materials.
- To the educational planners, the study will enlighten them on the importance of planning the school curriculum with flexibility to suit different cultural environments and the importance of providing quality teachers.
- To the counselors, it will yield a good basis for pupil counseling on educational placement and vocational choice.
1.7 Delimitation of study.
The findings of the study are delimited to Family Variables and the Academic performance of pupils in Primary Schools in Ikot Abasi Local Government Area.
1.8 Limitations of the Study.
Several problems are encountered in undertaking this research work. Some of these are:
- The period given for the completion of this study could hardly be enough for wider and more in-depth research.
- The lack of funds to procure the necessary materials for the study also posed serious problems.
- Unpredicted school strikes pose a limiting factor.
1.9 Definition of terms
The following term used in this study is con conceptualized by the researcher as explained below.
- Academic Performance: The performance of pupils taught lessons as indicated by their test/Examination scores.
- Family: A group of individuals living under one roof and usually under a household.
iii. Variables: Able or change is not always the same.
- Family Variable: This refers to parents, parent socio-status, parental occupation, and literacy level.
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
The Impact of Family Variables and Academic Performance among Pupils in Social Studies in Primary Schools
