INFLUENCE OF FAMILY BACKGROUND ON THE EDUCATIONAL

DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN EGOR

L.G.A. OF EDO STATE

Abstract

Education is a basic tool used by society for transmission of its societal values. It
has become an area of prime importance not only for government or voluntary
agencies but also for individuals, families, Governments and communities.
Voluntary agencies and individuals are committing a lot of resources in order to
achieve success in the educational enterprise (Orhungur, 1990). The main objective
of this study is to examine the influence of family background on the educational
development of secondary school students in Egor L.G.A. of Edo state. it aims to
investigate into the effect of family background on the educational performance of
students’. To find out if social-economic status of parents influence their students’
academic performance in secondary school. To find out whether educational
attainment of parent affect their students’ academic performance in secondary
school. Lastly, to find out the influence of family size on educational upbringing of
secondary school students. From the objective two research questions and research
hypothesis were formulated.The research design adopted for this study was the
survey method. The study population of the local government comprise of 42
secondary schools with a total number of 1,600 SSI secondary school students.The
study generally observed that home background has a significant influence on the
academic performance of the child. The study revealed that differences still exist in
the performance between the children of wealthy parents and vice versa. The
socio-economic status of parents provide enabling environment for conducive
learning. In other words, socio-economic status of parents necessitates the
assistance provided to the children as well as the basic needs of the children and
the facilities available for learning.
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is a basic tool used by society for transmission of its societal

values. It has become an area of prime importance not only for government or

voluntary agencies but also for individuals, families, Governments and

communities. Voluntary agencies and individuals are committing a lot of resources

in order to achieve success in the educational enterprise (Orhungur, 1990).

Awoniyo (1991) put it that the government believes that the greatest

investment of a nation should be in her people. The greatness of any nation

depends on the genius, qualities, attitudes and aspirations of her people and it

cannot expect to be ignorant and free at the same time.

Many factors and reasons have been given as being responsible for the

continuous falling in the academic standard of our present educational system.

These includes; attitudes of teachers to work, lack of seriousness on the part of the

students, effect of the dwindled economy and to some extent the increasing

degenerating moral system. Despite all possible efforts put forward by various

governments and voluntary agencies to curb these trends, the country is yet to

witness the rise it desires to see in the educational system.

 The saddest irony of it all is that we have all the teaching facilities and

equipments with modern infrastructures, more qualified and experienced teachers

now than we had in the past, more improved effective teaching methods and

strategies and all the facilities as well as basic amenities one could need foe

effective learning. The worry then was, why is education falling continuously in

the system today?

The researchers’ interest and motivation in this topic is the fact that some

students are exceptionally good in their work, while some extremely bad. When

such variations in scores are traced it is more often discovered that family

background is a major contributory factor. It is therefore important that the levels

of such contributions and the influence they have on children be examined so that

useful suggestions to parents, teachers, educational planners and government could

be made.

Orhungur (1990) asserts that the cultural background of the family is

determined to a large extent by its socio-economic background. As the child grows

up moves out to the interest wider society his/her interaction with it and perception

of it are largely determined from her earlier, experiences at home. The family

setting and its socializing influence mould the personality of the child. Nigeria, for

instance is a society with diverse ethnic groups with various cultural background in

areas like family size, occupation and in extreme cases, religion. These factors
pose their own restrictions on educational upbringing of children. The social sitting

or mode of settlement of the family and extended family system may equally

influence the academic performance of a child and by extension, their educational

upbringing.

Motivation is most need in order to perform more efficiently in their area of

endeavor. When certain factors are eminent in a child’s family background, it is

clear that the child will be motivated and driven towards high academic goal.

Denga (1986) in Eyake (1997) advised that praises, incentives,

recommendations and other forms of reward system should be employed as

motivational factors to stimulate students to higher achievements. It is likely that

the much a child achieves during his school days is largely dependent on the kind

of family to which he/ she belongs. For instance, a child whose parents take a great

deal of interest in what he/ she does at school and give him / her necessary support

by providing all the required books and finances needed has a great advantage over

a child whose parents do not give him this kind of incentives and encouragements.

More so, students’ attitudes to learning and educational performances are

shaped by the kind of stimuli offered to them by their various environments. This

can be considered in terms of the type of family, the home, parental social
orientation, educational level, occupation to mention but a few. It is therefore,

evident that students’ performance is contingent on the stimulus the home offers.

Educational upbringing is not unconnected with the family influence of a

child. Individual members of the family serve as a model to the child as he/ she

copies from each of them. Eyake (1997) quoted. Adeyeme (1977) if the house fails

to provide the child with the necessary equipments to fit him/ her into his proper

place in the society and guided properly for his/ her future career, then the child is

damaged. An analysis of the percentage of secondary school dropout today entails

that such students are usually from broken homes, wiring polygamous family or

with other socially related problems.

The agrarian and large families have accounted for the polygamous life of

people. The large the size of the family, the more economic and other social

responsibilities the parents bring upon themselves. And more often than not, the

educational performance of students from such family suffer serious setback. This

is because such parents might not be able to afford the cost funding education for

the children.

Other factors may affect the education performance of students like separation on

grounds of different working station, divorce or even natural death can bring

adverse effect on the growth and development of a child.

 Furthermore, economic position of parents is one of major factors that can

influence greatly the educational upbringing of a child. In most families, either or

none of parents may be earning income sufficient enough to sustain the family,

faced with malnutrition and other emotional and psychological effects, the mental

development of the child would be greatly retarded. Orhunger (1990) adds that a

low income family with plenty of feeding problems may produce children who

physical and mental development poses real challenges to the schools effort at

optimum development of the child.

This research work is therefore intended to explore the degree to which these

factors influence the educational performance of students with a view to making

useful suggestions that would help in checking the system.

1.2 Statement of the Problem

Societies all over the world strive to achieve quantitative education for her

citizenry. In order to achieve this noble course, so many factors must be put into

consideration. Among them is the family background of the child. The family has a

great role to play on the overall development of the child and his educational

upbringing in particular.

The gap in performance between students and academic excellence constitute a

great source of worry and serious concern as well as discomfiture to both parents,
schools mangers, policy makers and various governments responsible for the

education of students’ in secondary school schools.

Experience has shown that among the secondary school students’ there exist

some differences which influence students academic performance, such as some

students’ being able to pay their school fees promptly, while others were often

sent away for nonpayment of school fees, some students have problem with the

provision of school uniform but others do not. Likewise, some students were

motivated by their parents through the provision of educational materials like text

books and exercise books, others were not, where as some students’ come to

school properly feed, others not. One then wonders whether influence of family

background had played a in these issues.

In the light of this, the main problem of this search is to find out if there exist in

Egor L.G.A. Of Edo State a relationship between family background and the

students’ academic performance.

1.3 Purpose of the Study

There is no gain for any country whose educational planners and policy makers

stands and watch the falling standard and steady decline of education at a given

rate. They must identify the causes for such decline with a view of proffering

solution to them.
This research work is set to accomplish the following objectives;

i. To investigate into the effect of family background on the educational

performance of students’.

ii. To find out if social-economic status of parents influence their students’

academic performance in secondary school.

iii. To find out whether educational attainment of parent affect their students’

academic performance in secondary school.

iv. To find out the influence of family size on educational upbringing of

secondary school students.

1.4 Research Questions

For the purpose of this research work the following research questions have

been formulated;

[a] Do parents socio-economic status influence the academic performance of the

students?

(b) Is there any effect of family size on the academic performance of secondary

school students?

1.5 Hypotheses

The following hypotheses will be tested to guide this study;

(a) The socio-economic status of parents has no significant effect on the academic

performance of secondary school students.

(b) There is no significant effect between family size and the academic

performance of students in secondary school.

1.6 Significance of the Study

The work of this nature when completed may help the parents to be aware of the

effect the family has on children and how such affect the child positively or

negatively in relation to their academic performance. From the available

recommendations, they will be able to adopt measures of bringing up there in such

a way that they will perform well academically.

Similarly, it is likely to encourage parents to make their children relatively

comfortable in schools. This study also could aid children of various families to be

aware and bear in mind with their parents in ability to provide them with all the

necessary requirements in schools, and also sympathize with them in family

problems and situations.

More so, educational and curriculum planners could be guided in planning

the curriculum without rigidity to suit diverse cultural environments. In addition,

the teachers would be aware that a cordial teacher parent relationship may in a way
improve the influence of family background on the academic performance of a

child in school.

The research of this nature is likely to help the state, nation and the world in

general benefit from as adherence to the recommendations and implementation

will help produce youths who would be better leaders of tomorrow.

Finally, the research when completed may add to available literature and may

encourage further research on the topic.

1.7 Scope of the Study

It would be much demanding to undertake a complete study of the effects of

family background on the academic performance of students in all the secondary

schools are scattered all over the local government area and due to logistics

constraint on the researcher, only five schools will be sampled, sampled schools

are selected based on their metropolitan population characteristics.

The study is likely to be confined to senior secondary school (ss1) students

of the selected schools. This is because (ss1) is the beginning of senior secondary

school class. If family background affects students in (ss1), it is assumed that likely

to affect their performances in senior secondary school certificates examinations

and even worst in their higher academic performance.

1.8 Operational Definition of Terms

 As words may mean differently in different contexts, the following

definitions are given as the words used as intended to be understood for the

purpose of this study.

FAMILY: Is a unit comprising of husband, wife and children.

FAMILY SIZE: The number of people in the family.

FAMILY SYSTEM: This includes monogamy and may be nuclear or extended

family.

HOME ENVIRONMENT: This refers to parental experience and aspirations for

children, objects and material conditions in the home for comfort and also specific

behavioral processes conducive to learning.

EDUCATIONAL UPBRINGING: This refers to education of children and how

they perform in academics when subjected to test or examination.

EDUCATIONAL STATUS: This term is used for social processes in which one

achieve social competence and individual growth, carried on in a selected,

controlled sitting which can be institutionalized as a school or college.

OCCUPATIONAL STATUS: Person’s trade, vocation or principal means of

earning living.
SOCIO-ECONOMIC STATUS: This refers to position of recognition which one

finds him in the society. Such a position may not be hereditary but acquired

through personal efforts like education, wealth, occupation and social class.

ACADEMIC PERFORMANCE: This refers to the students’ achievement, scores

within the class and his position relative to all those subjected the same test.

EFFECTS: the result or outcome of anything be it positive or negative.

HOME SITUATION: This refers to prevailing atmosphere in the home whether

violent, resentful or in disarray.

PARENTAL ATTITUDE: Parents disposition to respond in a characteristics way

to some stimulus in their social environment. Some responses determine the way

and manner their children are brought up by them.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter is concerned with the review of related literature on the study.

This review shall be presented under theoretical conceptual frame work, empirical

studies and summary.

2.2.1 Theoretical Framework

The review is organized under the following headings and sections

Orhungur (1990) asserts that the socio-economic status of the family

determine the type of education the child will receive from the parents and level of

sophistication the child attains in habits, attitudes, and values. High income or

prestige families tend to send their children to high prestige schools.

He further explained that “ a low income family with plenty of feeding

problems may produce children whose physical and mental development pose real

challenges to the schools effort at optimum development of the child” Commenting

on this Coleman(1999) said that the last single predictor of children’s performance

in school is the child’s family standard. This assertion according to Coleman

(2000), it is the families that first exposed the child to educational activities such as

videos, books and many others that help educate the child.

However, some researchers have classified parents’ socio-economic status

into different categories. According to Toullators (1998) named as high, middle

and low levels socio-economic statuses. He established that, children whose

parents are well place in the society scored substantially higher in secondary

school than those from the lower socio-economic group.

Agreeing with this classification, Hurlock (2003 page 32) also

establish that children of the higher socio-economic group tend to be creative than

those of the lower groups. The former, for the most part are brought up under

democratic training methods, while the later are far more likely to experience

authoritarian training.

Sexton (1998) in his own study said that children from poor homes are

handicapped some time by the high rate of sickness and poor rate of attendance at

school. He went further to say that, the type and native of home environment into

environment in turn affect the child academic performance.

A high socio-economic environment according to Bankies (1997) did to

encourage a favorable response to school activities which eventually lead to good

academic performance. This according to him was possible since there were
enough funds to help provide the necessary educational incentives. He then

concluded that, poverty could exert great influence on school performances,

through malnutrition and other poor condition that could influence the child’s

ability to learn. The underfeeding of the child as a result of family income can

affect performance in school subjects Mayard and Bankies (1998). He went ahead

saying that, home condition such as noise, poor accommodation, poor lighting for

reading and lack of educational materials adversely affect the child’s performance.

Mugrave (2002) held that high income enabled parents to give the children

the secondary school materials that money could buy. He was of the opinion that a

child who lived in pleasant surroundings and was provided with educational toys,

was sent to private school that have a high staffing ratio, could benefit from the

resources the parents posses.

According to Krass and Panache (2001) high station parent encourage their

children to receive education more frequently than do lower status parents,

moreover, parents who are well to do, or are economically sound can afford to

provide effective and proper education for their children. This they can do by

sending their children to good schools with qualified teachers and enough teaching

aids.
 Copel (2003) observed that, generally, children’s academic performance

relates to their parents socio-economic status is measured informs of income,

occupation and household possession.

Most children as stated by Mayard (1998), whose parents are financially

handicapped, can develop psychologically neurosis such as anxiety and stress

which can lead to frustration and consequently affect their children in their

performance in secondary school.

As reported from the study project of Wisconsin high school students by

Swell (2001), the result indicates that children from upper and middle socio-

economic background perform better than those students from the lower socio-

economic background.

Jaros (1998) confirms that, the relationship of socio-economic status of

parents is always consistent. The expectation that children from high socio-

economic class will succeed that children from high socio-economic class will

succeed becomes “self fulfillment prophecy” helping the children attain their

expectations, Happer and Raw (2000). As stated by Adesina (1998), if home fails

to provide the child with the necessary equipments to fit him into the proper place

in the society, then, the future of the child is damaged. Beside that unstimulating

environment and lack of culture and sophisticated facilities experienced by many

lower social status family, also act as powerful factor that influence the educational

progress of their children. The children in such situations may find themselves in a

social environment that may place little or no stress on the importance of

education.

However, it is worth nothing for the student from lower economic

background, to hold anti-school and anti-educational attitude which is shown even

before coming to school. They only go to school because of continuous

reinforcement from parents and siblings Menly (2002).

2.2.2 Conceptual Framework

Parents Educational/Occupational Status:

Some of the views and comments given by educationists and researchers

concerning this topic, supporting the fact that the influence of parents educational

background has on the performance of their children academic performance, Good

and Brophy (1999) remarked that, “Parents who are well educated generally value

education and expect their children to become well educated perhaps better than

themselves”.

This desire spurs the parents to encourage their children to learn, performing

better in secondary school examination. From the above statement, we notice that
the educational awareness created in parents often influence their children’s

performance in secondary school.

Coming (1998) observe that, the higher the educational level of the parent

attained, the higher the level of their aspirations as well as their children’s school

performance.

Ogundale (2002) agreed that parents’ literacy is related to children’s

academic performance. According to him, literate parents who know the value of

education teach their children how to count and learn names of things before going

to school. This serve as a good foundation and it gives the child a greater

opportunity to perform well in school subjects such as Secondary school.

Worth (2002) in his study background of gifted children is fare above the

average of their generation. He stated thus; in the majority of cases of gifted child’s

background both the parents are graduates of high school and in far most cases

than in the population at large, the parents are college graduates. Despite the fact

that the child’s performance in school is influence by the parent educational

background, the parents bear no blame as pointed out by Shank (2002).

Based on this, it is now clear that the disadvantaged parents do not

deliberately do anything to assist their children’s intellectual or mental

development.
 This disadvantaged parent want the same kind of things as the advantage but

lack resources and knowledge to enable them accomplish their desire.

According to Good and Brophy (1998) the disadvantaged children

unfortunately have limited knowledge which very short sighted and leads to poor

performance in secondary school. He then concluded that, it is this lack of

knowledge on education that gives the children of the advantaged an edge over

their counterparts from their disadvantaged background.

As observed by Tyler (1999) children of educated elites pattern themselves

upon their parents through language and to facilitate adjustment strategies at

school. In supporting this fact Kraux (2002) said that there is high relationship

between the educational level of the parents and educational aspirations of the

children. If the parents’ educational background is low, there is every tendency that

the child will not realize the usefulness of being educated which may influence his

performance in secondary school. Backing this argument Ryan (2002) found that,

parents who have little formal education are likely to be tolerant or accepting their

children being enrolled in school than uneducated parents. This then implies the

education of parents is positively related to the educational performance of their

children.

Home Situation / Parents Attitudes

 The attitude parent’s exhibits towards education also influence students’

academic performance in school (James 2001). As a result Psychologist has carried

out studies to show that students’ performance in secondary school and other

school subjects is influenced by their parent attitude.

Considering the fact that favorable attitude and actions by parents are crucial for

performance of their children, Douglas (1997) attempted to show that children,

whose parents are interested in their educational welfare, tend to pull ahead of the

rest from their inertial starting ability. His study showed that children who are

encouraged in their work by their parents are advantaged in relatively high scores

and this motivates them to perform well in school subjects.

Parents who have not only left their school days behind but who also lack

any further desire to learn or to continue their education demonstrated to their

children, their lack of interest in education. As such, children from such parents

generally score low in secondary school. However, parents who interact with their

children in a variety of ways shows that, good performances are admired and

appreciated and are likely to encourage competencies in their children. This is true

when considering the fact that the amount of encouragement and interest shown by

parents affect to a large extent the performance of their children.

 Wikings (1998) in support of this said that how much a child performs

during his school days is largely dependent to the kind of family to which he

belongs. A child whose parents take great deal of interest in what he does at school

and support him to take lots of creative hobbies, have great advantages on the child

whose parents do not give such kind of attention. Children are overworked at

home, they might become tired to such an extent that, they would not even think of

reading their books but may be always sleeping while the lesson is going on. “This

shows that, parents assigning too much work for their children affect their

academic performance.”

Family Size:

It is through the family that the child comes to make the very important

identifications with social class, religion and ethnic group culture. Indeed the

family influences the child’s self perception.

Orhungur (2003), asserts that the family continues to exercises a strong

influence on a person throughout his life. In Nigeria for instance, the family is the

most significant group to which one is attached for his / her whole life. He adds

that, the child’s success or failure in life often has their roots in the family, whether

be it nuclear or extended family. In Nigeria, we believe very much in the extended

family and the extended family is very much involved in the training or generally

upbringing of the child.

Eyake (1997) quoted hammelwelt who argued that educational aspiration is

influenced by the family size. According to his findings, boys from small family

size had better chance of gaining admission into grammar school than boys from

larger families. Eyake (1997), shared the words of Thomson that family size

affects the educational upbringing of the child. Adding that children from small

families are more likely to adopt adult values and attitudes than those from large

families, parents with fewer children tend to expect more from each child than to

parents with many children. From the above, it may conclude that there is a

correlation between family size and educational upbringing or performance. If the

size of the family of the family is small, it is easier to control such a family and to

manage the available resources. It may also be easier to pay close attention to each

member of the family than the case with larger family size.

School environment:

A student educational outcome and academic success is greatly influenced

by the type of school that they attend. School factors includes school structure,

composition and school climate. The school one attends is the institutional

environment that sets the parameters of a students’ learning experience. Depending

on the environment a school can either open or close the door that leads to

academic achievements. Crosnoe, Johnson and Elder (2004) suggested that school

sector (public or private) and class size are two important structural components of

schools. Private school tends to have better finding and smaller class size than

public school (Crosnoe et al 2004). The additional funding of private schools lead

to better academic performance and more access to resources such as computers

which have shown to enhance academic achievement (Crosnoe et al 2004, Eamon

2005). The relative social class of a student body also affects academic

performance (Eamon, 2005). Students from low socio-economic background who

attend poorly funded schools do not perform as well as students from higher social

classes (Eamon, 2005).

Portes and Macleod (1996) carried out a similar research and found out that

socio-economic variables continues to influence educational attainment even after

conducting for different school types, the school context tends to affect the strength

of the relationship between socio-economic status and educational outcomes.

Buckingham (2000) was of the opinion that students from independent

private schools are likely to achieve higher ends of school scores. While school

related factors are important, there is again an indirect link to socio-economic

status as private schools are more likely to have more students from high socio-
economic status families, selected students with stronger academic abilities and

have great financial resources.

Sparkes (1999) in his contribution stated that the school effect is also likely

to operate through variation in the quality and attitudes of teachers.

Ruge (1998) was of the opinion that reaches at disadvantaged school for

instance always does their job reluctantly and thereby compound low expectation

of their students. Also related to poor performance is the level of truancy tends to

be higher among students from low socio-economic background. Truancy even

occasionally is associated with the poorer academic performance at school Sparkes

1999).

Students from non metropolitan areas are more likely to have lower

educational outcomes in terms of academic performance and retention rates than

those students from metropolitan areas (Cheers 1990). In essence, issues affecting

education in regional areas includes cost, the availability of transport and level of

family income support.

Peer influence:

Peer group are important socialization agent. Participation in peer group

activities is a primary stage development and adolescents’ identities are often

closely associated with that of their peers (Santor et al (2000). Because peer groups

area key point of the developmental process they can have a negative effect on

young people due to peer pressure and peer conformity. Higher degrees of peer

pressure, which is the pressure from others to participate in certain activities and

peer conformity which is the degree to which and individual adopts actions that are

sanctioned by their peer group have. Shown to increase the likely hood o risk

taking behaviors’ such as substance abuse, and sexual activity (Santor et al, 2002).

These risk-taking behaviors indirectly affect school performance in a negative way

(Santor et al, 2002)

Family background is key to a students’ life and outside of school is the

most important influence on students learning and includes factors such as socio-

economic status of the home, sale parents, household, divorce, paventing,

practices, aspiration and material characteristics’, family size and neighborhood

(Majoribank 1996).

The environment at home is a primary socialization agent and influences a

child’s interest in school and aspiration for the future.

The socio-economic status of a child is most commonly determined by

combining parents educational level, occupational status and income level (Jeynas

2002) studies have repeatedly found that socio-economic status affects students
outcomes (Bharudin and Luster 1998, Jeynas 2002, Eamon 2005, Hochs child

2003 Mcneal 2001, Seafried 1998). Students who have low socio-economic status

earn lower test scores and are more likely to drop out of school. Eamon 2005,

Hochschild 2003). It is believed that low socio-economic status negatively affects

academic performance because low socio-economic status prevent access to vital

resources and creates additional stress at home (Eamon 2005, Majoribanks 1996,

Jeynes 2002).

Nwarike (1991) stated that because of poor socio-economic background of

some families, their children prefer to drop out of school to become apprentices in

the jobs they are not talented just to enable them earn a living. With these it is clear

that the home has a lot not only on academy but also on the social economic and

political life of that child.

Copel (2003) stated that generally children’s academic performance relates to their

parents socio-economic status as measured inform of income, occupation and

house hold possessions. To copel, the income and occupation of the parents has a

relationship to the academic performance of their children. As occupation is based

on educational attainment of the parents, it therefore entails that the educated

parents holds better occupations in the society. According to him the household

possession like radio, television, computer, telephone, well stuffed home libraries

e.t.c, boost the child’s academic performance.

 Previous research has shown that children from single parents’ households

do not perform well in school as children from two parent households Majoribanks

1996). There is several explanation responsible for this achievement gap like less

income, lack of support which increases stress and conflict Majoribanks 1996).

Lack of qualitative time with their children (Rich 2002). This reduces supervision

of school work and maintaining appropriate level of discipline. Spackles (1999)

argued that is more detrimental when children is sole families also experience a

range of other risk factors such as low income.

Divorce has also been found to negatively affect academic performance

(Jeynes 2002). William (Jeynes 2002) found that students whose parents had

divorced were among those who scored lowest on standardized test. Possible

explanations for this relationship are that divorce can cause a family’s socio-

economic status level to decrease and parental connections harmed (Jeynes 2002,

Majoribanks 1996). Students from broken homes are often moshed by wrong peer

group association, mental imbalance, exposed to risk, and they don’t have self

esteem.

Research shows that supportive and attentive parenting practices positively

affect academic performance (Eamon, 2005). The effect of parental involvement

their children’s school has an academic performance is less clear (Domina 2005).

Parental involvement in their school has been linked to both positive and negative
influences on academic performances (Domina. 2005, Mcneal 2001). Explanations

for this discrepancy are not conclusive.

High parents’ aspirations have been associated with increasing students’

interest in education (Majoribanks 2005). In most poor homes, where the parents

are uneducated, their aspirations are normally not always in line with what the

school up holds. It is unarguable that sum uneducated parents send their children to

school just because people are sending their children to school while the educated

parent know the reason and the value of education in the life of their children. Thus

they know how to go about making them what they want them to be in future.

Good and Brophy 1998 P.485). In their contribution on the issue of parents

educational attainment and occupation as it affects the child’s academic

performance state that parents who are well educated value education and expects

their children to be well educated perhaps better than themselves. Educated parents

aspire the peak for their children educationally.

Materials characteristics are another key factor that affects academic

performance Baharudin and Luster 1998, Eamon 2005, Majoribanks 1996).

Mother’s who are more educated and have high self esteem children higher test

scores (Baharudin and Luster 1998, Eamon 2005). Also mothers who delay child

bearing have been shown to provide move “cognitively stimulating” and

supportive environment at home which has a positive effect on school performance

(Eamon 2005).

Smaller family size has been linked with higher academic performance or

achievement (Eanon 2005, Majoribanks 1996). Students with fewer siblings are

likely to receive more parental attention and have more access to resources than

children form large families. The additional attention and support leads to better

school performance.

2.3 Empirical Studies

To further explain how the influences of parents on the academic

performance of their children, some researchers have mentioned some contributing

forces that explain the differences in performance of students in the following

ways:

Barry Jennifer (2005), in her study on the effects of socioeconomic status on

students’ academic achievements in Asia. The researcher used four hypotheses for

the study. Composite test scores of tenth grade students from the Educational

Longitudinal of 2002 were examined using a four part model which includes a total

of 180 students’ role performance, school, and family and peer factors. Ordinary

least Squares analysis indicates that the strongest predictor of student test scores in

socioeconomic status, resulting in a statistically significant increase in the

standardized coefficient of 0.224 points. These results support previous research

and possible directions for public policy were given.

Ogunshola Femi and Adewale A,M(2012), who conducted statistical analysis

on the relationship between home-based environment factors and the academic

performance of students in selected secondary schools within a local government

area in Kwara State was investigated. Samples were obtained with one hundred

and eighty (180) students randomly selected from three secondary school. Diverse

statistical tests were performed on the various data collected to establish statistical

significance of the effects on students’ academic performance. Parental Socio-

economic statuses and parental educational background did not have significance

effect on the academic performance of the students. The two variables that

indicated significant influence do reflect nature of the students’ home environment

and played notable role in the academic achievement of the respondents. The

recommendations made were that government could intervene to raise level of

academic achievement among students in rural area.

Akahomen, Dora, O, Emuhi, Justina O and Igun Sylvester Nosakhare, (2012),

in a study conducted in their quest on the effects of Socio-economic background of

parents on students’ academic performance in English Language. It is within this

milieu that this study examines Socio-economic factors influencing students’

academic performance in Nigeria, with some explanations’ from Igueben local

government area of Edo State. Senior secondary school year English promotion

result was used. The population of the study was the entire secondary schools. A

total population of 54 copies of questionnaire was administered to respondents.

The study revealed that insufficient parental income, family type and lack of

funding by government are factors influencing students’ academic performance.

Based on these findings, certain recommendations were made towards improving

students’ academic performance, prominent of these include proper funding of

education by government, sensitization of parents towards their children education

and the support of NGO’s to eradicate poverty.

Olufemi Adewuyi (2009), carried out another study to examined family

background and students’ academic performance in Lagos State secondary schools.

The sample of the study consists of 280 students from ten randomly selected

schools in Ikeja/Isolo /Osodi local government Area of Lagos State. This

comprised 160 males and 120 females. A student questionnaire on Family

background on students Academic Performance (FBOSAP) of 28 items divided

into two sections which was developed by the researcher was used for the study.

Five hypotheses were formulated for the study. The findings of this study

confirmed the first four hypotheses while the fifth hypothesis was rejected because

the findings did not confirm it. The data were analyzed on the basis of percentages

and t-test. Although since all the hypotheses tested on family background and
students academic performance; implications for counseling yielded a positive

result, the following recommendations were made. That a larger sample that will

cover both rural and urban areas should be used for further investigation.

Mohammed Umaru, Mohammed L . Maina and Sule Amed Askira (2010), in

their survey to investigate factors responsible for students’ dropout in Borno State

secondary schools. Seven (7) research questions were formulated to guide the

research. The subjects used for the study consist of one hundred (100) respondents.

Random sampling techniques were used. The instruments used during this study

were the questionnaire and past records, simple percentage score was used to

analyze the data collected. Based on the analysis, the following findings revealed

that home background factors, personality of the child and school environment

were responsible for the dropout syndrome. On the basis of the findings the

researcher recommended among others that subject specialist teachers,

administrators and all those responsible for the curriculum at secondary school

level should ensure that the curriculum contents are accurately presented and

systematically taught to ensure easier assimilation of knowledge and intellectual

trauma.

2.4 Summary
 From the review of literature, ii is apparent that family background and

educational performance of students’ have been seen from different perspectives.

From socio-economic status of parents, it has been seen students from poorer

background have worse educational attainments than parents who are well

educated themselves generally value education and expect and desire students to

become well educated perhaps better than themselves. Children of educated

parents are naturally more intelligent than those of uniformed parents.

Occupationally, parents who are unskilled workers take little interest in their

children’s school work, have large families and infact lacks all that needed for

child’s educational performances. Home situations, such as broken homes,

malnutrition, and ideal environment e.t.c have far-reaching effects which tend to

influence educational performance. It is also noted that family size has grossly

effect on child’s educational performance. The larger the size of the family, the

lower the child’s educational abilities. This is true because the larger, the greater

the responsibility.

It is interesting that so much effort had earlier been done in other places, to

investigate the effect of family background on the child’s educational

performances.

From the empirical review of the family background on students’

educational performance in school. It was understood that studies earlier carried

out support the fact that family background has an adverse effect on the

educational performance of students’ particularly when the background in a family

is negative.

This review will therefore encourage the researcher’s interest in the topic

especially as it has provided working tools for the work. The review would

therefore; serve as motivation and guide to the researcher’s attempt in finding out

the effect of the family background in the child’s educational performance

particularly it affects our own local environment.

 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter deals with the research design, area of study, population,

sample and samplings instrumentation, validation of instruments, method of data

collection as well as method data analysis.

3.2 Research Design

The research design adopted for this study was the survey method.

According to Kerhinger in Agbe (1999) defines a research design as the planed

structure and strategy of investigating conceived so as to obtain answers to

research questions and control of variances are the basic tasks of a research design.

Survey design required that data are typically collected through

questionnaires, interview or observation of a particular time, from a sample for the

purpose of describing the population represented by the sample of that particular

point in time.

Thus, the researcher used the survey design to ascertain whether the selected

variables have any significant relationship on educational performance on students.

By using this design, the researcher will sample from the population that can allow

inferences from generalization to the total population.

3.3 Population

The study population of the local government comprise of 42 secondary

schools with a total number of 1,600 SSI secondary school students. Hence, the

study population involved senior secondary schools (SSI) students from five

selected schools in the area. A total of 80 students were drawn from the list of the

five schools, with 16 students from each school. The selected schools were chosen

on the basis of their location (urban or rural), mixed or single sexed and whether

they are boarding or day schools.

3.4 Sample and Sampling

The selection was done by stratified random sampling technique. First, the list of

(SSI) students from the respective schools were obtained, and thereafter, numbers

were assigned to the names. The required numbers of 16 students per school was

then drawn from the list of each of the five schools. From these the required

number of 80 students was obtained accordingly. This approach gave every student

an equal opportunity of being used in the study.

For the administration of test, out of the 80 students that filled the

questionnaires, twenty questionnaires were selected from one school and used.
They were divided into two groups on the basis of their parental background

whether educated or wealthy or not wealthy.

3.6 Instrumentation

For the purpose of this study, a research-questionaire was developed and

used to obtain necessary information for the research work. Based on the number

of questionnaire administered, the researcher collected the students’ last term

results from their respective schools. The results collected was used to judge the

students’ performance based on their family background.

In addition, the researcher administered a test to some of the students being

sampled to further strengthen the results from the schools. The questionnaire

administered contained two parts that is part “A” which gave information about the

students’ family background. And part “B” which also gave some information on

how parents relate with children at home and their effect.

3.7 Validation of Instruments

The instruments were constructed by the researcher and given to the

supervisor of this project work and two other experts in science education for

validation. This was to ensure the validity of the instruments as the removal of

certain ambiguity that characterized the instruments.

3.8 Method of Data collection

 At the completion of the questionnaire and test, the researcher personally

collected filled copies of the questionnaires and the test scripts from the students.

This method greatly reduced the rate of unreturned papers or scripts.

The test which had 5 questions provided a total of 10 points score with each

right answer scoring 2 points each.

3.9 Method of Data Analysis

The researcher, after gathering information from the field, in the analysis,

the chi-square (x2) students’ t-test and simple percentages were used. The scores

from the students were computed and used for comparison in order to observe their

performance based on their family background.

 CHAPTER F0UR

DATA PRESENTATION, ANALYSIS, INTERPRETATION AND

DISCUSSION OF FINDINGS

4.1 Introduction

This chapter is discussed under the following sub-headings: Data

presentation, Analysis, interpretation and finally discussion of findings

4.2 Data Presentation, Analysis and Interpretation

The data collected and the analysis are presented in tabular form using chi-

square (x2) students’ t-test and simple percentages.

4.2.1 Research Questions 1:

Do parents socio-economic status influence the academic status of the

students?

To answer this question, parents’ socio-economic status on students’

academic performance is shown in Table 1.

Table 1. Showing the influence of socio-economic status of parents on the

performance of their children.

Table 1.
 Performance Total
Parental Status High 50-100% Low 50-49%
Wealthy 20(17.5) 10(17.5) 30
Not wealthy 15(12.5) 25(12.5) 40
Total 35 35 70

Analysis of simple percentages in Table 1. Shows that there is no significant

influence of socio-economic status of parents on the students’ academic

performance since the number of respondents in each case is same by percentage.

4.2.2 Research Question 2:

Is there any effect of family size on the academic performance of students in

secondary school? To answer this question, result is calculated using simple

percentages as shown in table 2.

Table 2: Family Size and Students’ Performance.

Performance Total
Parental Status High 50-100% Low 50-49%
Wealthy 38 (34.5) 20 (34.8) 58
Not wealthy 10 (8.8) 12 (8.8) 22
Total 48 32 80
Table 2. indicates that there is no significant effect of family size on the

academic performance of students since both cases has a similar percentage

distribution.
4.2.3 Hypothesis 1:

Ho1: there is no significant influence between parents’ socio-economic status and

the students’ academic performance. To test for this hypothesis, analysis of chi-

square (x2) t-test were used to obtain results.

Table 3: Analysis of chi-square (x2) and t-test on socio-economic status and

students’ performance.

Parental status N df p x2cal x2crit Remark

wealthy 35
1 0.05 4.59 3.841 rejected
not wealthy 35

The result in Table 3 according to the analysis revealed that the calculated x 2

was 4.59 and the degree of freedom = 1 at 0.05 level of significance, the critical

value is 3.84. we therefore, reject the null hypothesis which stated that there is no

significant difference between parents socio-economic status and the students’

academic performance. The implication here is that the computed value of x 2 is

greater than the critical value.

4.2.4 Hypothesis 2:

Ho2 there is no significant effect between family size on the academic performance

of students. To answer the alternative hypothesis, analysis of x2 and t-test were

used.
Table 4. t-test analysis on family size and students academic performance.

Family size N df p x2cal x2crit Remark

Large 58
1 0.05 7.90 3.84 rejected
Small 22
Total 80

The analysis in table 4 indicated that the calculated x 2 was 7.90 and df = 1. The

critical value of 3.84 at .05 level of significance which is smaller than the

computed x2 value. There is significant effect between family size and the students’

performance.

4.3 Discussion of Findings

This section is discussed under two broad sub headings: socio-economic status

and students’ performance and family size on the academic performance of

students.

4.3.1 Socio-economic status and performance

The position which one finds himself in, in the society be it hereditary or

acquired has some influence on the upbringing of a child and consequently on the

academic performance of the child also. Table 3 on the analysis of students’ t-test

tested at 0.05 level of significance with a df of 1 revealed that there exist a status

and the student’s academic performance since x2 cal was greater that the x2 crit.
This present findings seems to agree with the earlier findings of Barry Jennifer

(2005) whose ordinary least squares analysis indicated the strongest predictor of

students test score in socio-economic status, resulting in a statistically significant

increase in the standardized coefficient of 0.224 pts this is also supported by the

work wiseman (1971), who noted that parents of lower socio-economic status did

not emphasis the need for school as observed among parent of the higher socio-

economic status.

4.3.2 Family size and students’ performance

Home environment has great influence on the behavior and attitude of a

child as well as the size of family towards anything he/she does in the society. The

findings in Table 4 revealed that there exist a significant effect of family size on

the academic performance of the child it is evident that children from larger

families agreed that their parents could not cope providing their basic academic

needs because of the large family size. On the other hand, children from much

smaller homes find so lonely and withdrawn that they can hardly succeed at

school.

From the statistical analysis, the computed x2 value was 7.90 greater than the

critical value of 3.84 at .05 confidence limit. It has been concluded that family size

has significant effect on performance of the students. Present findings are in

consonant with the work of Muhammed Umaru etal (2010) whose statistical

analysis also revealed that home environment particularly the size of the family

influenced the academic performance of the students at school.

 CHAPTER FIVE

SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND

SUGGESTIONS FOR FURTHER STUDY

5.1 Introduction

This chapter summarizes the entire project work while conclusions are

drawn. In relation to the present findings, in this chapter useful recommendations

are also made.

5.2 Summary

A study of influence of family background and educational development of

students in five secondary schools. In Egor L.G.A. Of Edo State. As related to its

implication for psychological counseling was carried out by the researcher. The

analysis was presented and discussed while some important observations as

evident from the tables and statistically computed values are of interest in

explaining the influence of family background of students. The study generally

observed that home background has a significant influence on the academic

performance of the child. The study revealed that differences still exist in the

performance between the children of wealthy parents and vice versa. The socio-

economic status of parents provide enabling environment for conducive learning.

In other words, socio-economic status of parents necessitates the assistance

provided to the children as well as the basic needs of the children and the facilities

available for learning. All these have great influence on the academic performance

of the students in school.

Other factors or variables such as size of the family, home situation have

statistically been proven that academic performance of students in school is highly

dependent on them.

5.3 Recommendations

The investigation of family background as it affects academic performance

of students was carried out though limited by several factors such as time

constraint for field works, unavailability of money to cover the cost. It is based on

this backdrop, therefore, that further research is required. Some of which have been

suggested below:

i. A comparative study of family background in rural areas and that of urban

areas as it affects academic performance of the students, be carried out with larger

sample size.

ii. A study of the perceptions of parents of different home background as

related to educational development be undertaken to ascertain the level of failing

standard of education.
5.4 Conclusions.

From the study carried out and presented above these observations were

made from which conclusions were derived. Differences in academic performance

of children are a function of differences in educational background of the parents.

Due to inadequate resources, children are not provided with academic needs that

could facilitate conducive learning because of poor socio-economic status of some

parents. This has some effects on student’s performance. Based on the above

observations the following conclusions were reached:

i. There exists a difference between the academic performance of students

from educated and non-educated parents.

ii. The socio-economic status (wealth) of parents influence the academic

performance of the children

iii. Family size and home situation are determining factors for children

development and as such they affect the academic performance of the

students also.

5.5 Suggestion for Further Study

The following suggestions have been made:

i. parents should shun the temptation of giving all their time to their jobs and

other activities to the detriment of their children. They should rather put attention

to their children’s welfare and academic progress to encourage them to perform

better in school.

ii. To policy makers, findings of researches on educational development are

able to achieve desired goals. More so, efforts be made to educate our populace on

the relevance of educating their children so as to improve on the number as well as

performance of their children.

iii. School administrators should encourage the establishment of Parent’s

Teachers association (PTA), as a forum for both parents’ and Teachers to discuss

the academic progress of their children. Another forum should also be created for

parents, students and teachers to further enhance interactions.

 REFERENCES...

Akahomen, D, Emuhi, J.O. andlgun, S.N (2012). Effect of socio-economic Background of

parents on student’ Academic performance in English language. International journal of
social science Tomorrow 1 (7) 23-34.

Agbe N.N. (1995), “The influence of childhood experience on development of self concept.
Implication for paper presentation.

Barry, J. (2005). The effect of socio-economic status on students’ academic achievement,

unpublished thesis work, Wichita state university. London.

Battle, Juan. And Michad Levis. (2002). The increasing significance of class: the relative effects
of race and socio economic status on academic achievement. Journal of poverty, 6(2), 21-
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Carbonaro, William. (2005). Tracking, students’ effort academic achievement. Sociology of

education 78(1), 27-49.

Crosnoe, Robert, Monica Kirkpatrick Johnson and Glen. H Elder Jr. 2004. Intergenerational
Bonding in school. The behavioral and contextual correlates of student-teacher
relationships. Sociology of education, 77(1), 60-81s

Crosnoe, Robert, Monica Kirkpatrick Johnson and Glen. H Elder Jr. 2004. School size and the
interpersonal side of education. And examination of race/ethnicity and organizational
contest social science quarterly, 85(5),1259-1274

Eamon, Mary. Keegan. (2005). Social demographic, school, neighborhood, and parenting
influences on academic achievement of latino young adolescents. Journal of youth and
adolescence, 34(2), 163-175

Dormina, Thurston. (2005). Leveling the home advantage assessing the effectiveness of parental
involvement in elementary school. Sociology of education. 78,223-249

Ogunshola, F. (2012). The effect of parental socio-economic status on academic performance of

students. International journal of academic research in business and social sciences 2(7),
19-22

Olafemi, A.D. (2006). Family background and students’ academic performance. Implication for
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Umaru, M. and Mina, M. (2010). Factors responsible for students’ dropout. International jounal
of research in education 7(2) 60-67
APPENDIX B

FAMILY BACKGROUND AND STUDENTS PERFORMANCE

QUESTIONNAIRE (FBSPQ)

Section A

Please tick or write where necessary.

Name of School-------------------------------------------

Class----------------------- SSI SSII SSIII

Sex--------------------------Male Female

Age--------------------------14-15 16-17 18-20

Section B

Instruction: In this section tick the option which appropriately indicates your view

on the following items.

A-Agree SA-Strongly Agree

D-disagree SD-Strongly Disagree.

SECTION A:

1. My family hate secondary school?

Yes NO Not quite sure

2. My family have no secondary school literate?

Yes No Not quite sure

3. I’m not feeling comfortable at your home?

Yes No Not quite sure

4. Don’t you have time for reading after school?

Yes No Sometimes

5. Do your parent fail to provide you with secondary school materials such as

text books, calculator e.t.c.

Yes No Sometimes

6. Do your parents tell you that secondary school is too difficult for you to

cope with?

Yes No Sometimes

7. My parents had been paying your school fees regularly?

Yes No Sometimes

8. Family size: Large Small

9. Type of family: Divorce Togethe

10. My parents are: wealthy Not wealthy

 11. My parents are: Educated Not wealthy

SECTION B

S/N STATEMENTS A SA UN D SD
1. My parents take care of me and provide my academic needs.
2. My parents assists me in my studies.
3. My home environment is conducive enough for study.
4. My home environment provides me with facilities for
learning.
5. My performance in school is high because of peaceful
atmosphere at home.
6. My parents give me adequate attention because my family
size is small.
7. My parents do not provide my academic needs because they
are poor.
8. My parents do not assist me in studies because they are not
educated.
9. My home environment is not conducive enough for studies.
10.My home environment does not provide me with facilities
for learning.
11.My family is too large so, I am deprived of my basic needs.
12.My family size is too small; I feel lonely and withdrawn and
can hardly succeed at school.
APPENDIX C: Calculation of chi-square(x2)

X2 = ∑(ƒ01-ƒe1)2 x - - - - - - - - - - + ∑(ƒ03-ƒe3)
ƒe1 ƒe3
Where ƒ0 is the observed frequency
ƒe is the expected frequency to substitute

Performance Total
Parental Status High 50-100% Low (49-0%)
Wealthy 20(17.5) 10(17.5) 30
Not wealthy 15(12.5) 25(12.5) 40
Total 35 35 70

ƒe= CT × RT where CT is the column total

GT RT is the row total
GT is the grand total

To get the ƒe in bracket on the table we substitute as explained in the formular as

shown above.

To calculate x2

∑ (20-12.5)2 + ∑ (10-17.5)2 + ∑ (15-12.5)2 + ∑ (25-12.5)2

17.5 17.5 12.5 12.5

= 6.25 + 2.74 + 6.25 + 44.375

17.5 17.5 12.5 12.5

= 0.36 + 0.16 + 0.5 + 3.55

X2 = 4.57

df = (k-1) (n-1)

= (2-1) (2-1) = 1

To validate the hypothesis which states that there is no significant influence of

socio-economic status of parents on the academic performance of their children.

The calculated x2 = 4.57

df = 1

And critical value at 0.05 is 3.841 we reject the null hypothesis and accept the
alternative hypothesis which states that there is a significant influence of socio-
economic status of parents on the academic performance of their children.

APPENDIX D: Calculation of chi-square(x2)

X2 = ∑(ƒ01-ƒe1)2 x - - - - - - - - - - + ∑(ƒ02-ƒe3)2
ƒe1 ƒe3
Where ƒ0 is the observed frequency
ƒe is the expected frequency to substitute

ƒe= CT × RT where CT is the column total

GT RT is the row total
GT is the grand total

Performance Total
Size High 50-100% Low 0(-49%)
Large 38 (34.8) 20 (34.8) 58
Small 10 (8.8) 12 (8.8) 22
Total 48 32 80
To calculate x2

∑ (38-34.8)2 + ∑ (20-34.8)2 + ∑ (10-8.8)2 + ∑ (12-8.8)2

34.8 34.8 8.8 8.8

= 3.22 + 14.82 + 1.22 + 32.22

34.8 34.8 8.8 8.8

10.24 + 219.04 + 1.44 + 10.24

10 34.8 8.8 12.5

= 0.29 + 6.29 + 0.16 + 1.16

X2 = 7.90

df = (k-1) (n-1)

= (2-1) (2-1) = 1

To validate the hypothesis postulated which states that there is no significant effect
of family size on academic performance of children.

The calculation x2 = 7.90

df = 1

And critical value at 0.05 is 3.841 we have enough evidence to reject the null
hypothesis and accept the alternative hypothesis.

APPENDIX D: Calculation of chi-square(x2)

X2 = ∑(ƒ01-ƒe1)2 x - - - - - - - - - - + ∑(ƒ02-ƒe3)2
 ƒe1 ƒe3
Where ƒ0 is the observed frequency
ƒe is the expected frequency to substitute

ƒe= CT × RT where CT is the column total

GT RT is the row total
GT is the grand total

Performance Total
Type of home High 50-100% Low (0-40)%
Intact home 43 (42) 27 (42) 70
Broken home 5 (4.0) 5 (4.0) 10
Total 48 32 80

To calculate x2

∑ (43-42)2 + ∑ (27-42)2 + ∑ (5-4.0)2 + ∑ (5-4.0)2

42 42 40 40

= 1 + 2.252 + 1 + 1

42 42 4.0 4.0

= 0.02 + 5.36 + 0.25 + 0.25

X2 = 5.88

df = (k-1) (n-1)

= (2-1) (2-1) = 1
To validate the hypothesis that states there is no significant effect of home situation
on the academic performance of their children.

The calculation x2 = 5.88

df = 1

And critical value at 0.05 is 3.841 we reject the null hypothesis and accept the
alternative hypothesis which states there is a significant effect of home situation on
the academic performance of their children.