INFLUENCE OF FAMILY BACKGROUND ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN NSUKKA EDUCATIONAL ZONE OF ENUGU STATE
Table Of Contents
<p> <b>TABLE OF CONTENT </b></p><p>Title page --- --- --- --- --- --- --- --- --- i</p><p> Approval page --- --- --- --- --- --- --- --- ii </p><p>Certification --- --- --- --- --- --- --- --- --- iii </p><p>Dedication --- --- --- --- --- --- --- --- --- iv </p><p>Acknowledgment --- --- --- --- --- --- --- --- v </p><p>Table of contents --- --- --- --- --- --- --- --- vi </p><p>List of tables --- --- --- --- --- --- --- --- --- vii </p><p>Abstract --- --- --- --- --- --- --- --- --- viii </p><p>
Chapter ONE
: INTRODUCTION Background of the Study --- --- --- --- --- --- --- 1 </p><p>Statement of the problem --- --- --- --- --- --- --- 11 </p><p>Purpose of the study --- --- --- --- --- --- --- --- 12 </p><p>Significance of the study --- --- --- --- --- --- --- 12 </p><p>Scope of the study --- --- --- --- --- --- --- --- 14 </p><p>Research questions --- --- --- --- --- --- --- --- 15 </p><p>Research Hypotheses --- --- --- --- --- --- --- 15 </p><p>Chapter TWO
REVIEW OF LITERATURE --- --- --- --- --- --- --- 17 </p><p>Conceptual framework --- --- --- --- --- --- --- 17 </p><p>Concept of family --- --- --- --- --- --- --- --- 17 </p><p>Concept of family Background --- --- --- --- --- --- 19 </p><p>Concept of achievement --- --- --- --- --- --- --- 20 </p><p>Concept of academic achievement --- --- --- --- --- --- 20 </p><p>Theoretical framework --- --- --- --- --- --- --- 21 </p><p>Parental attachment theory --- --- --- --- --- --- --- 22 </p><p>Self Determination theory --- --- --- --- --- --- --- 22 </p><p>Maslow’s Motivational theory --- --- --- --- --- --- 23 </p><p>Review of Empirical Studies --- --- --- --- --- --- 24 </p><p>Summary of related literature reviewed --- --- --- --- --- 26 </p><p>Chapter THREE
: RESEARCH METHOD --- --- --- --- --- --- --- 29 </p><p>Research Design --- --- --- --- --- --- --- --- 29 </p><p>Area of study --- --- --- --- --- --- --- --- --- 29 </p><p>Population of the study --- --- --- --- --- --- --- 30 </p><p>Sample and sampling technique --- --- --- --- --- --- 30 </p><p>Instrument for data collection --- --- --- --- --- --- 31 </p><p>Validation of the instrument --- --- --- --- --- --- 32 </p><p>Reliability of the instrument --- --- --- --- --- --- 32 </p><p>Method of data collection --- --- --- --- --- --- --- 33 </p><p>Method of data analysis --- --- --- --- --- --- --- 33 </p><p>Chapter FOUR
: RESULT --- --- --- --- --- --- --- --- --- 35 </p><p>Research question one --- --- --- --- --- --- --- 35 </p><p>Research question two --- --- --- --- --- --- --- 36 </p><p>Research question three --- --- --- --- --- --- --- 37 </p><p>Research question four --- --- --- --- --- --- --- 38</p><p> Research question five --- --- --- --- --- --- --- 39 </p><p>Hypothesis one --- --- --- --- --- --- --- --- 40 </p><p>Hypothesis two --- --- --- --- --- --- --- --- 41 </p><p>Hypothesis three --- --- --- --- --- --- --- --- 43 </p><p>Hypothesis four --- --- --- --- --- --- --- --- 44 </p><p>Hypothesis five --- --- --- --- --- --- --- --- 45 </p><p>Chapter FIVE
: DISCUSSION AND INTERPRETATION OF RESULT </p><p>Discussion of the findings --- --- --- --- --- --- 49 </p><p>Influence of parental level of education on students’ academic achievement --- --- --- --- --- 49 </p><p>Influence of parental occupation on students’ academic achievement - 50 </p><p>Influence of parental income on students’ academic achievement - 51 </p><p>Influence of family size on students’ academic achievement --- 51 </p><p>Influence of parental motivation on students’ academic achievement 54 </p><p>Educational implication of the study --- --- --- --- --- 54</p><p> Recommendations --- --- --- --- --- --- --- 57 </p><p>Limitation of the study --- --- --- --- --- --- 58 </p><p>Suggestion for further the study --- --- --- --- --- 59 </p><p>Summary of the study --- --- --- --- --- --- 59 </p><p>References --- --- --- --- --- --- --- --- 61-64 </p><p>Appendices I. Request for validation of instrument --- --- --- --- 65 </p><p>II. Instrument – Questionnaire for the study --- --- --- 68 </p><p>III. Population of SS2 Students in Nsukka Education in 2011/2012 Session --- --- --- --- --- --- 72 </p><p>IV. Population of SS2 students in the Sampled Schools --- --- 74 </p><p>V. Reliability analysis --- --- --- --- --- --- --- 76 </p>Project Abstract
AbstractThe influence of family background on the academic achievement of senior secondary school students in the Nsukka educational zone of Enugu State was investigated in this study. Family background factors such as parental education, occupation, socio-economic status, family structure, and parental involvement in education were examined to determine their impact on students' academic performance. The study utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a sample of 400 senior secondary school students and 50 teachers in the Nsukka educational zone. The findings of the study revealed that family background significantly influences the academic achievement of senior secondary school students. Parental education was identified as a key factor, with students whose parents had higher levels of education generally performing better academically. Similarly, parental occupation and socio-economic status were found to play a crucial role, as students from families with higher income levels tended to have better academic outcomes. Family structure, particularly the presence of both parents in the household, also emerged as a contributing factor to students' academic success. Furthermore, the study highlighted the importance of parental involvement in education. Students whose parents were actively engaged in their academic pursuits, providing support, encouragement, and monitoring their progress, were more likely to excel in their studies. On the other hand, students whose parents were less involved or unavailable due to work commitments or other reasons tended to struggle academically. The study underscored the need for interventions and support programs aimed at enhancing the educational opportunities of students from disadvantaged family backgrounds. Recommendations were made for schools, policymakers, and community organizations to collaborate in providing resources and support to students with limited family resources. Additionally, awareness campaigns on the importance of parental involvement in education were suggested to empower parents to play a more active role in their children's academic development. In conclusion, the findings of this study contribute to the existing body of knowledge on the impact of family background on students' academic achievement. By recognizing the significance of family factors in shaping students' educational outcomes, educators and policymakers can implement targeted strategies to support students from diverse family backgrounds in achieving academic success.
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