Thesis Abstract

Abstract
This study aimed to investigate the influence of age and parental variables on the academic performance of senior secondary students in biology. The research was conducted using a sample of 300 senior secondary students from different schools. Data was collected through questionnaires and academic records. The results revealed a significant correlation between age and academic performance in biology. Younger students tended to perform better compared to older students. This finding suggests that age plays a role in the academic achievement of students in biology. Additionally, parental variables such as parental education level, occupation, and involvement in their child's education were found to have a significant impact on student performance. Students with highly educated and involved parents tended to perform better academically. Furthermore, the study identified a positive correlation between parental occupation and student performance in biology. Students whose parents held professional occupations showed higher academic achievement compared to students with parents in lower occupational categories. This finding highlights the influence of parental occupation on student academic success. Moreover, parental involvement was found to be a crucial factor in predicting student performance in biology. Students whose parents were actively involved in their education, such as attending school meetings, helping with homework, and monitoring their progress, demonstrated higher academic achievement. This emphasizes the importance of parental support and engagement in enhancing student learning outcomes. Overall, the findings of this study underscore the significance of age and parental variables in shaping the academic performance of senior secondary students in biology. Understanding the impact of these factors can help educators, parents, and policymakers develop interventions and strategies to support student learning and improve academic outcomes in biology education. Further research is recommended to explore additional factors that may influence student performance and to develop targeted interventions to address the needs of diverse student populations.

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