Home Variables and Academic Performance of Primary School Pupils

Home Variables and Academic Performance of Primary School Pupils

 

ABSTRACT

This study was carried out to investigate home variables and academic performance of primary school pupils in Mathematics in Abak Local Government Area. There research questions and three hypotheses were formulated for the study. The instruments used were pupils continuous Assessment Record (PCAC) and Home variables questionnaire (HVQ) for collection of data from the respondents. The population of the study consisted of all primary five pupils in all the primary schools Abak Local Government Area estimated at 4038. A total of one hundred and twenty (120) pupils formed the sampled size for the study which was randomly selected from four (4) primary schools in Abak. All the (HVQ) questionnaires administered were collected back and the score from Pupils Continuous Assessment Record (PCAR) obtained were put into research analysis. Independent t-test statistics was employed for analysis of data generated for the study.

However, the study revealed that broken home has significant influence on academic performance of pupils in Mathematics negatively. It is also shown the pupils from broken homes performed academically low in Mathematics than those from unbroken homes. It is further revealed that parents involvement on their children’s school works have positive significant influence on pupils academic performance in Mathematics. It is also shown that pupils whose parent are involved in their school works performed academically  better than those pupils whose parents were not involved in their school works did not performed well in Mathematics. The findings further indicated that parental educated parental background performance betters than those from uneducated parental background.

 

 

Home Variables and Academic Performance of Primary School Pupils

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

The home to the first place of learning for the child. The quality of home goes along way in deterring the eventual personality and achievement of the child. The home plays a vital role in the development

Home environment has been conceptualized as the quality of human interactions from the family and it invariably unplaced by the entire factors that surrounds it. Children need a congenial home environment, a home the parents providing various experiences and stimulations which encourage students to learn effectively (Mohite, 2012). The home as a primary social unit in any society is still the source of early stimulations and experience  to children.

Moreso, Essien and Thompson (2001) see home as a social group characterized by common residence, economic cooperation and reproduction. They further maintained that a home is the embodiment of father, mother and children; home is a place the family lives together. However, every individual child came from a home.

The home has the greatest influence on the child’s behaviour attitude and academic achievement, since  the child spends the greater part of his or her life at home. The home environmental factor influence the child’s academic either positively or negatively based on the characteristics of the home. 

However, Church  and Audichya (2004) in their findings supported that home characteristics such as broken homes, parental education background, socio-economic status of parents, single-parenting and parental care, parents involvement in the child’s  schooling, parental follow-up on school work, parental encouragement  and motivation as well as parents’ spending of quality tie at home with the  child influence pupils academic achievement positively or vice versa.

The characteristics of the home can influence and academic performance in Mathematics in schools

Furthermore, Vasteenkiste, Eitle and Carbonart (2013) who examined the influence of home environmental factors on pupils academic achievement of elementary science found that broken homes, poor economic background uneducated parental background and single parenting homes adversely affect pupils academic performance.

However, psychologist had classified the factors that affect learning of pupils into two broad categories, nature and nurture. It has been discovered that the two categories play complementary roles. As nature determines the level of intelligence and inherited abilities of the child, nurture helps to maximum these innate abilities. According to Ekinne (2002), nurture involves the home, the school, the environment and peer groups to which the learner belongs. The home has far reaching influence on the child. Also, Fouray (2002) suggested that the environmental variables could be manipulated to enhance student’s academic performance.

 

Home Variables and Academic Performance of Primary School Pupils

1.2     Statement of the Problem

In recent time, there are increasing problem of poor academic performance of pupils in Mathematics in both internal and external examinations.

Odubona (2001) had posited that Mathematics is the pivot around which the whole essence of living revolves and the basis for scientific and technological take off Yet, Ahiakwo (2006) found that the performance of various level of learners has decelerated over the years with that of Nigerian children quite remarkable.

The chief examiner’s reports of results of our public examination (WAEC, 2009-2014) has show markedly a decline the percentage of passes in Mathematics.

Hence, the prevailing under achievements of pupils in Mathematics have been attributed to home variable such as broken homes, single-parenting, parental education background, parents, socio-economic status, lack of involvement in  child’s education and follow-up on school works.

Therefore, it is based on this problems that the researcher sought to investigate home variables and academic performance of primary school pupils in Mathematics in Abak Local Government Area.

 

1.3     Purpose of the Study

The main purpose of this study is to investigate home variables and academic performance of primary school pupils in Mathematics in Abak Local Government Area.

Specifically, it is intended to:

(i)      Determine the influence of broken homes on academic performance of primary school pupils in Mathematics in Abak Local Government Area.

(ii)      Determine the extent to which parent involvement in schools work influence academic performance of primary school pupils in Mathematics in Abak Local Government Area.

(iii)     Determine the extent to which parental education background influence academic performance of primary school pupils in Mathematics in Abak Local Government Area.

 

1.4     Research Questions

The following research questions were formulated to guide the study

(i)      To what extent does broken home influence academic performance of primary school pupils in Mathematics in Abak Local Government Area.

(ii)      To what extent does parent involvement on school works influence academic performance of primary school pupils in Mathematics in Abak Local Government Area.

(iii)     To what extent does parental education background ground influence academic performance of primary school pupils in Mathematics in Abak Local Government Area.

 

1.5     Research Hypotheses

The following hypotheses were formulated and tested for the study;

(i)      Broken home does not have significant influence on academic performance of primary school pupils in Mathematics in Abak Local Government Area.

(ii)      Parent involvement in school works does not have significant influence on academic performance of primary pupils in Mathematics in Abak Local Government Area.

(ii)      Parental education background does not have any significant influence on academic performance of primary school pupils in Mathematics in Abak Local Government Area.

 

Home Variables and Academic Performance of Primary School Pupils

1.6     Significance of the Study

This study will provide useful information for parents, guardians, school administrators, teachers, and government in their effort to ameliorate the fallen educational standard.

 It will contribute generally to the advancement of knowledge and will also provide solution to education problems.

Research scholars, research agencies, educational planners and curriculum developers will find this research work as a very useful reference material to them. This study will also expose some of the home variables related problems that impede pupils’ academic performance.

 

1.7     Delimitation of the Study

This study is restricted to all primary school pupils in Abak Local Government Area.

1.8     Limitation of the Study

Apart from limited time allowed for the completion of this study which was not enough for the research to have a wider scope. Another major militating factor to this study was shortage of finance.

 

Home Variables and Academic Performance of Primary School Pupils

1.9     Definition of Operational Terms

Home Variables:  These are those factors or characteristics in the home which can influence the child either positively, or negatively. In this study the home variables is restricted to broken home, parents’ involvement and follow-up on school works and parental education background.

Academic Performance:  This refers to the knowledge and skills attained during classroom teaching. It also means the outcome of pupils’ ability in academic work in the school either positively or negatively.

Broken Home: In this content refers a home where the parents are no longer living together as a nuclear family. It is also means family separation.

Parents Involvement: In this context refers to a situation where parents take active part in the training of his or her child. This also implies parents making a serious follow-up on school works of lies or her child.

Parental Education Background: This means the level of parents’ education attainment.