HOUSEHOLD FACTORS AS PREDICTORS OF SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN BADAGRY LOCAL GOVERNMENT AREA, LAGOS STATE
ABSTRACT
Secondary education occupies a critical position in the education system because of its dual role of preparing students for higher education and the labour market. In spite of this it has been observed that most students perform poorly in core subjects, particularly, in English Language and Mathematics in Senior Secondary School Certificate Examinations. Previous studies have largely focused on school and student-related factors without due consideration to household factors. This study, therefore, investigated the extent to which household factors (parents’ education, occupation, income, household size and parent’s involvement i.e. provision of educational needs and time spent with children on academic concerns) predict secondary school students’ academic achievement in Badagry Local Government Area, Lagos state. The study adopted the descriptive survey research design method. A sample of 5 schools (3 public and 2 private secondary schools) was selected and used. Purposive random sampling procedure was utilized to select the sampled schools. 50 (fifty per cent) of the questionnaires were retrieved. The data generated were coded and analyses using descriptive statistics (frequency, counts and percentages). Four research questions were formulated and analyzed in the study. The major empirical findings of the study reveals that household factors had significant effect on students’ achievement and can jointly predict Mathematics and English Language achievements. However, the result shows that parents’ education, parents’ occupation, parents’ income and parental involvement had a strong positive relationship on students’ achievement. By and large, the results of this study evidently establish the fact that observable and unobservable household factors have significant contribution, relationship and prediction power on academic achievement of students in secondary school in Lagos. The essence of the variables as predictors of student’s achievement is suggestive to the stakeholders and educational policymakers and planners to pay more attention to address low parental involvement in secondary school with respect to students’ academic achievement. Because of the positive influence of parental involvement, educational reforms could include major efforts to improve such involvement. To increase parental participation and practices, schools could include parents as part of the educational team by improving communication and creating an atmosphere that welcomes parents in the school. It is expected that students’ academic achievement in secondary schools will experience a huge positive turnaround in all examinations conducted by WAEC, NECO and NABTEB. Household factors are important predictors to Academic Achievement in English Language and Mathematics. All household factors except the household size were essential impetus for improving academic achievement in English Language and Mathematics. Parents should make adequate provision for educational needs and spend more time with their children on academic matters so as to enhance the academic achievement of secondary school students in English Language and Mathematics. Policymakers and stakeholders should also pay more attention on strategies that will help to improve the involvement of parents in the education of their children.
Table of content
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE: Introduction
1.1 Background to the Study 1
1.2 Statement of the Problem 10
1.3 Objective of the Study 14
1.4 Research Questions 15
1.5 Significance of the Study 16
1.6 Scope of the Study 18
1.7 Delimitation of the Study 18
1.8 Operational Definition of Terms 19
CHAPTER TWO: Literature Review
2.0 Introduction 23
2.1 Household Factors and Students’ Academic Achievement 24
2.2 Parental Income and Academic Achievement 28
2.3 Parents’ Education and Academic Achievement 31
2.4 Parental Involvement and Academic Achievement 33
2.5 Parental Occupation and Academic Achievement 36
2.6 Household Size and Academic Achievement 38
2.7 Conceptual Framework 40
2.8 Appraisal of Literature Review 42
CHAPTER THREE: Methodology
3.0 Introduction 45
3.1 Research Design 45
3.2 Research Area 46
3.3 Population of the Study 46
3.4 Sample and Sampling Technique 47
3.5 Research Instrument 47
3.6 Data Collection Procedure 47
3.7 Method of Data Analysis 48
CHAPTER FOUR: DATA ANALYSIS
4.1 Parental Income and Secondary School Students’ Academic Achievement 49
4.2 Parental Education and Secondary School Students’ Academic Achievement 52
4.3 Parental Occupation and Secondary School Students’ Academic Achievement 53
4.4 Parental Involvement and Secondary School Students’ Academic Achievement 54
4.5 Household Size and Secondary School Students’ Academic Achievement Students’ Academic Achievement 56
4.6 Secondary School Students’ Academic Achievement 57
4.7 Discussion of Findings 59
CHAPTER FIVE: Summary, Conclusion and Recommendations
5.1 Summary 62
5.2 Conclusion 65
5.3 Recommendations 68
5.4 Contributions to Knowledge 74
5.5 Suggestions for Further Study 77
REFERENCES 79
QUESTIONNAIRE 92
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Secondary education occupies a critical position in the educational system because it plays dual role of either preparing students for higher education level or for labour market. This level of education determines the academic and professional career of students and equally serves as a link between basic and higher education by absorbing the former and supplying entrants into the latter (Akinsanya, 1997; National Policy on Education, 1998).
Secondary education is a comprehensive type of education with a core curriculum designed to broaden the knowledge and outlook of students (Federal Ministry of Education, 2000). Education at this level also equips students with necessary skills to exit school and find employment (Moja, 2000 cited in ESSR, 2003). The goals of senior secondary education as stipulated in the National Policy on Education are to prepare students for “useful living within the society and for higher education” (Federal Republic of Nigeria, 1998). Success in the tertiary level of education tactically depends partly and largely on the achievement in secondary school. Hence, secondary school level of education is an important level of the education structure in any country- it is a transitional level.
Education is a viable investment with the potential of advancing and securing the economic, social, cultural, political, scientific and technological development of any nation and its people. Basic and secondary education is not only the bedrock of education; they are the foundation of greater knowledge and skills acquisition in tertiary institutions for individual and national growth.
Engin-Demir (2009) posits that education plays a significant role in influencing an individual’s economic and social circumstances. In this regards formal schooling plays an important role in the enhancement of economic growth by increasing economically productive knowledge and skills (e.g. literacy, numeracy and problem-solving skills). Arguably, education increases individuals’ productivity and earnings (Psacharopulous, 1994). Although students may be of comparable abilities, learn in the same environment and follow the same syllabus, their academic achievement varies.
Bright students who failed to excel due to other factors miss the opportunity to advance in education and be employed. At the same time, there are students who may be bright but perform poorly despite the good learning facilities in their schools. Among the factors often blamed for students’ poor academic achievement, the household factors are hardly mentioned. The fundamental aim for the introduction of free compulsory universal basic education scheme is to ensure that every Nigerian child gets access to qualitative education, equipped with the vital knowledge and skills he\she needs to navigate through higher education and\or transit into society fully prepared. Thus, while governments and household’s expenditure are justified given the benefits of well educated citizenry, the effectiveness of such spending which can be measured by academic achievement of students in the school system is more important to the students, parents and entire nation.
Education is considered as a basic need that supports the fulfillment of other basic needs such as shelter, food, clothing and security and helps steady improvement of quality of life. In this context, the increasing essence of educational experiences, performance and achievements in shaping people’s opportunities, especially their abilities to secure decent work, has significant implications for policies in many countries (Machin, 2006).
The importance of Mathematics and English Language transcends all definitions and the prosperity of any country depends on the volume and quality of the subjects offered in its school system. Obe (1996) conceptualizes Mathematics as the master and servant of most disciplines and thus, a source of enlightenment and understanding of the universe. He further opines that without it, the understanding of national problems would be superficial. Graeberand Weisman (1995) agree that Mathematics helps the individual to understand his/her environment and to give accurate account of the physical phenomena around him/her. To this end, Setidisho (2001) submits that no other subject forms a strong binding force among various branches of discipline as Mathematics and English Language, without them, knowledge of sciences, social sciences and humanities often remains shallow. These and many more reasons are why the Nigerian government believed that the subjects should be taken seriously in our school system; and Nigeria, in her march towards technological development and transformation, has made Mathematics and English a compulsory subject in the curriculum of the primary and secondary school levels of her educational system (Federal Republic of Nigeria, 2004).
Nigeria is characterized by low rate of students’ academic achievement, this national drawback are experienced as mass failure of students in external examinations in recent years. The poor results in the two subjects have continued to be stumbling-blocks in the realization of the educational and employment desire of many candidates because they represent as gateway for many careers. What then could be responsible for this poor performance despite its recognition in the society and various efforts made by the Federal Government of Nigeria since the inception of the new policy on education? The poor performance has raised concern; and efforts have been made to find out causes.
The performance of students in academic tasks has always been of special interest to educators because most of the complaints and comments by the public that standard of education is falling are made in relation to the low students’ achievement in public examinations in recent times. A number of factors such as lack of facilities and teachers in schools, indiscipline, large class size, low intelligence, anxiety and pupils’ need to achieve have been found to cause poor academic achievement. Emeke (1984) and Henderson and Mapp (2002) has attributed the cause of poor academic performance to a combination of personal and institutional factors. Personal factors relate to the individual’s intelligence, knowledge and ability while the institutional factors are family or parental influences, societal influences and school related factors among others.
There are plethora of evidence that buttress the positive impact of some of the actions and practices of parents such as participation in the educational and social life of the child (Henderson, 1987; Henderson and Berla, 1994), reinforcement of student achievement (Epstein, 1987; Fantuzzo et al., 1995 ), encouragement of school attendance (Sheats and Dunkleberger, 1979), encouragement to succeed (Steinberg et al., 1992), and the provision of reading materials in the home (Grolnick and Slowiaczek, 1994).
Socio-economic status like parents’ education, occupation, income and standard of living have shown to be related to students’ outcomes, such that students from middle to upper class families tend to outperform those from less advantaged background (Jaffe, 1985; Rani, 1998; Simon, 2004).
This study differs from earlier studies in that it focuses simultaneously on how non-school related factors of parental education, occupation, income, involvement and household size predict academic achievement of secondary school students. There is the view that households can take on important roles in academic achievement of the child and fulfill them well. This assumes that they have the time, resources and energy to do so despite the fact that they are overloaded by the struggle to sustain viability of their families. There is also the view that parents just want to pass their children over to school, that they lack the interest and/or expertise to directly support their children academically.
Baumrind (1989) has suggested that positive parental attitude towards their children school achievement such as high interest in their academic efforts, provision of household requirement like books, separate children room to study with tables and chairs and other home educational resources, good school, closeness and intimacy with children can bring about good academic achievement.
It is feared that household factors may be one of the potent reasons why students perform woefully in examinations which ultimately reduced their chances of admission into higher institution. In the light of this, this research is an attempt at looking at household factors perspective as a way of contributing to knowledge because it is at this level of education that the key to any career, income, occupation and/or progression in education is obtained.
1.2 Statement of the problem
The problem of poor academic achievement and issue of mass failure in public examinations of students in secondary school needs to be critically examined. Academic achievement is crucial in determining individuals’ prospects. Having low level educational qualification can substantially increase the probability of unemployment or joblessness (the major cause of poverty) and higher level qualification increases individual earning power, helping those from disadvantaged household achieve at school is therefore seen as a clear route to enable student to escape a poor start in life and avoid intergenerational cycle of disadvantage. There is a general assumption among policy makers that what is important for economic growth and development are literacy, basic and at best, secondary education. Schooling is widely acknowledged as a major investment in human capital that enhances future career opportunities and wages. It serves as an avenue for reducing income inequalities in an economy. The problem of low academic achievement of students in examinations in Nigeria is a source of concern not only to parents and teachers but also to all stakeholders in the country.
The minimum requirement for admission to higher institutions of learning in Nigeria is a pass with five credits including English Language and Mathematics. The consequence of poor performance in examinations is large number of young people who are unable to transit to higher education. This often led to stunted ambitions of many young people which in turn adversely impacted on the development of modern skills and competences among the Nigerian population. The social problem arising from this is immeasurable. As the school and government were being blamed for the poor students’ achievement, there is equally the problem of household factors which is a serious challenge. The challenge in many cases is how academic achievement can be enhanced through high quality parental involvement efforts. Too often, the reality of these salient factors is lacking especially in relation to the meaningful engagements of households in all aspects of child educational activities. Today, one of the most important and ostensibly intractable policy problems facing public and private secondary schools in Nigeria is how to improve students’ academic achievement.
This rising problem of low achievement has implications for access to higher institution. Given that due focus has been accorded school-related factors in literature there is the need to carry out more extensive study on non-school related household factors to ascertain to what extent it predicts students’ achievement. Parents have virtually limited their involvement in their children’s education to PTA’s meetings only. Indeed, most of them do not even have time to attend PTA meetings. The quest to be financially comfortable and other social engagements have taken the best part of parent’s time. Inevitably, this affects adversely the time allotted to monitor their children’s work which is fundamental to high students’ achievement. Most parents have literarily surrender or given the responsibility of educating their wards to teachers. They are unaware of the importance of their showing interest in their children’s school performance. Generally, most parents have limited their roles to paying school fees and if they can spare some money to buy few books for their wards. Getting involved beyond this level is rarely considered. It is desirable to pay attention to household factors in a child’s life, as they can motivate and be a driving force to achieve educationally. The problem of persistence poor academic achievement in public examinations should be addressed because it will positively impact other sectors of the economy. While the standard of examination remains high, efforts at improving students’ achievement have not been impressive. To this end, this study seek to ascertain ways of reducing the degree of low achievement and explore a more effective and efficient approach to stem the trend to ensure confidence and trust in secondary education that will facilitate transition to higher education and labour market.
1.3 Objectives of the study
The main purpose of this study is to establish the extent to which household factors are predictors of secondary school students’ academic achievement in Badagry LGA.
Specifically, the objectives of the study are to:
- Determine how parental income predicts secondary school students’ academic achievement.
- Examine how parental education predicts secondary school students’ academic achievement.
- Ascertain how parental occupation predicts secondary school students’ academic achievement.
- Identify how parental involvement predicts secondary school students’ academic achievement.
- Find out if household size predicts secondary school students’ academic achievement.
1.4 Research Questions
Within the context of the problems highlighted this study intends to provide answers to the following questions:
- How does parental income predict secondary school students’ academic achievement?
- How does parental education predict secondary school students’ academic achievement?
- How does parental occupation predict secondary school students’ academic achievement?
- How does parental involvement predict secondary school students’ academic achievement?
- How does household size predict secondary school students’ academic achievement?
1.5 Significance of the Study
One of the core issues in global educational system today is how to raise academic achievement of students in the school system due to poor performance. Hence, the prevalence of the problem informed the current research focus to appropriately investigate the factors that are distinct and merit attention.
The expected findings of the study should be of significance to stakeholders, decision makers and policymakers because it reveals evidence pertaining to the predictive ability of household factors on academic achievement. The study should further be considered significant for the following reasons.
From the anticipated result of the study, we should be able to establish the relevance of household factors to effective learning [learning outcome]. The expected results of this study should also provide meaningful and useful information for determining empirical, relative and composite contributions of household factors to academic achievement. The likely outcome of the study should also help to provide empirical information on the variables of the study on which educational managers, administrators, educational planners, policymakers, psychologists, counselors, parents and other agencies can base pertinent decisions. Teachers and school administrators will be guided by the findings to be generated from this study on areas of difficulty as evidenced by the contribution of such factors. Students without doubt are expected to find the anticipated results helpful in the real sense to bring to fore areas of their covert needs. The study is anticipated to provide international organizations, states and federal government with a guide to develop new strategic plan and policies that could help achieve the objectives of secondary education.
1.6 Scope of the Study
This study focused mainly on household factors as predictors of secondary schools students’ academic achievement in Badagry LGA. Parental educational status, parental occupation status, parental income status, household size and parental involvement are the independent variables while secondary school students’ academic achievement is the dependent variable. The study assumes that school factors such as buildings and other resources are available.
1.7 Delimitation of the Study
This study would only be restricted to variables like parents’ education, occupation, income, involvement and household size as the factors affecting the academic achievement of students in Mathematics and English while other variables will not be considered in this study because of the limited time the study have.
1.8 Operational Definition of Terms
For appropriate interpretation of the keywords in this study, it is necessary to define or explain some of the technical terms used. These terms are defined in the context they are used in this study.
Household – It means a group of people eating in the same pot and living under the same roof. Hence, they are co-residence and shared consumption.
Household Factors – These are parental educational attainment, parental occupational status, parental income, household size, and parental involvement
Parents – This means father, mother, or better still, the guardian of a child.
Parental Education – This is the highest education level or attainment of both parents living in the household. The educational level of the parents was placed into three categories: below secondary school, secondary school, and higher education.
Parental Income – This is the earnings of parents. Parents engage in economic activities that determine what they earned averagely monthly and annually.
Parental Occupation\Employment – This is what the parents do for a living, what they engage in to earn income (economic activities). The occupational status of the parents was categorized into: lower, middle, and upper classes.
Parental Involvement – This refer to as the extent to which parents show interests, contributes and encourage their child in all spheres of school academic activities that border on the performance of the child in school. It also refers to the school related activities, actions, and behaviors that parents perform at home that impact on the academic success of the children. Such includes activities such as supervision, quality time made available by parent for the child, helping children with their homework, discussion with the children about their academic progress, monitoring, provision of books, availability of library\study room, the amount of money used to pay for the child school fees and lesson, this represents economic involvement.
Students – These are learners in secondary school within age thirteen and eighteen years of age.
Secondary School – This refers to as the post-primary education where children learn before tertiary level.
Academic Achievement – A measure of student achievement as reflected in terms of number of credits made. It can also refer to the display of knowledge and skills attained as shown by the marks or grades achieved by a student in an examination during and \or after course content. In this study, achievement is seen as the performance of students in school academic results\achievement test conducted and school certificate examinations in terms of grades clearly defined as average, above average and below average.
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