CHAPTER FOUR

PRESENTATION, ANALYSIS OF DATA AND DISCUSION

This chapter deals with presentation, analysis, discussion of data, and interpretation of results on data
collected through the use of questionnaire and pro-forma on Parental background and Students’
Academic Performance of selected Secondary Schools in Irepodun Local Government Area, Kwara State.
Two research questions were raised and five hypotheses were put forwarded earlier in chapter one.
Descriptive statistic of percentage was used to answer the all the research questions while inferential
statistic of Pearson product-moment correlation statistic was used to test all the hypotheses generated
at 0.05 level of significance.

Answering Research Questions

Research Question 1: What is the level of Students’ Parental Background in Irepodun Local
Government Area, Kwara State?

Table 1: The Level of Students’ Parental Background

Table 1:

Factors X SD Ranking Order

Education Level 3.55 .45 1st

Income Level 3.09 .68 3rd

Motivation Level 3.29 .53 2nd

Marital Status 3.06 .98 4th

Table 1 shows the level of students’ parental background in Irepodun Local Government Area, Kwara
State. Analysis of table shows four factors of the parental background with corresponding means and
standard deviation. It was evident that education level, motivation level, income level, and marital
status ranked 1st, 2nd, 3rd, and 4th respectively.

Research Question 2: What is the level of Students’ Academic Performance in Irepodun

Local Government Area, Kwara State?

Table 2: The Level of Students’ Academic Performance

Academic Performance N %

Pass 1995 69.5

Fail 873 30.5

Total 2868 100

Source: Fieldwork, 2017

Table 2 presents the level of students’ academic performance in Irepodun Local Government Area,
Kwara State. Analysis of table shows the total number of students who sat for the examination under
the year of review with a total of 2868 students. The table further shows that 1995 students
corresponding to 69.5% of respondents passed the examination (WASSCE) with credits in Mathematics
and English Language while 873 students corresponding to 30.5% of the respondents failed the
examination (WASSCE) under the year of review. In conclusion, majority of the respondents passed the
examination (WASSCE).

Hypotheses Testing

There were five hypotheses set to guide the study. Pearson Product-Moment Correlation Statistic was
used to test all the hypotheses at 0.05 level of significance.
Main Hypothesis

Ho: There is no significant relationship between parental background and students’ academic
performance.

Table 3: Parental Status and Students’ Academic Performance

Variable N X SD Df Cal r- P-value Decision

Value

Parental Background 194 2.88 .65

192 .578 .000 Ho

Rejected

Students’ Academic 2868 1.69 .46

Significant P< .05

Table 3 shows the calculated r-value of .578 while p-value (0.000) is less that the significance level (0.05)
for 192 degrees of freedom. Therefore, the hypothesis which states that there is no significant
relationship between parental status and students’ academic performance is rejected. The finding
reveals that there is significant relationship between parental status and students’ academic
performance.

Operational Hypotheses

Ho1: There is no significant relationship between parental education level and

 Students’ academic performance.

Table 4: Parental Education Level and Students’ Academic Performance

Variable Education N X SD Df Cal r- P-value Decision

Value

Parental Education 194 3.55 .45

192 .521 .000 Ho1

Rejected

Student Academic 2868 1.69 .46

Performance

Significant P< .05

Table 4 shows the calculated r-value of .521 while p-value (0.000) is less than the significance level (0.05)
for 192 degrees of freedom. Therefore, the hypothesis which states that there is no significant
relationship between parental education level and students’ academic performance is rejected. The
finding reveals that there is significant relationship between parental education level and students’
academic performance.

Ho2: There is no significant relationship between parental income level and students’ academic
performance.
Table 5: Parental Income Level and Students’ Academic Performance.

Variable N X SD Df Cal r- P-value Decision

Value

Parental Income 194 3.09 .68

Level

192 .539 .003 Ho2

Rejected

Student Academic 2868 1.69 .46

Performance

Significant P< .05

Table 5 shows the calculated r-value of .539 while p-value (0.003) is less than the significance level (0.05)
for 192 degrees of freedom. Therefore, the hypothesis which states that there is no significant
relationship between parental income level and students’ academic performance is rejected. The finding
reveals that there is significant relationship between parental income level and students’ academic
performance.

HO3: There is no significant relationship between parental motivation level and students’ academic
performance.

Table 6: Parental Motivation Level and Students’ Academic Performance

Variable N X SD Df Cal r- P-value Decision

Value

Parental Motivation 194 3.29 .53

192 .563 .000 Ho3

Rejected

Student Academic 2868 1.69 .46

Performance

Significant P< .05

Table 6 shows the calculated r-value of .563 while p-value (0.000) is less than the significance level (0.05)
for 192 degrees of freedom. Therefore, the hypothesis which states that there is no significant
relationship between parental motivation level and students’ academic performance is rejected. The
finding reveals that there is significant relationship between parental motivation level and students’
academic performance.

Ho4: There is no significant relationship between parental marital status and students’ academic
performance.

Table 7: Parental Marital Status and Students’ Academic Performance

Variable N X SD Df Cal r- P-value Decision

Value

Parental Marital 194 3.05 .68

Status

192 .514 .001 Ho4

Rejected

Student Academic 2868 1.69 .46

Performance

Significant P<.05

Table 7 shows the calculated r-value of .514 while p-value (0,000) is less than the significance level (0.05)
her 192 degrees of Freedom. Therefore, the hypothesis which states that there is no significant
relationship between parental marital status and students’ academic performance is rejected. The
finding reveals that there is significant relationship between parental marital status and students’
academic performance.

Discussion of Findings

This section gives detailed explanations on the various findings discovered from the research questions
and the hypotheses tested.

Table 1 shows the level of students’ parental background in Irepodun Local Government Area, Kwara
State. It was evident from the findings that the factors used by the researcher which include education
level, motivation level, income level, and marital status has the status ranked 1st, 2nd, 3rd, and 4th
respectively.

The finding on research question 2 revealed the level of students’ academic performance. The rate of
performance is determined by many factors which include but not limited to teacher factor. This finding
confirmed the findings of Afe (2001) who opined that teachers have been shown to have an important
influence on students’ academic performance and they also play a crucial role in educational attainment
because the teacher is ultimately responsible for translating policy into action and principles based on
practice during interaction with the students. Both teaching and learning and excellent performance
depends on teachers: no wonder an effective teacher has been conceptualized as one who produces
desired results in the course of his duty as a teacher and good performance in the student academic
performance (Uchefuna, 2001).

The finding on the hypothesis which was rejected highlighted in Table 4 shows that there is significant
relationship between parental education level and students’ academic performance. This finding
confirmed the finding of Karshen (2005) says that students whose parents are educated score higher on
standardized tests than those whose parents are not educated. Educated parents can communicate
better with their children regarding the school work activities and the information being taught at
school.

The finding on the hypothesis which was rejected highlighted in Table 5 shows that there is significant
relationship between parental income level and students’ academic performance. This finding gives
credence to the finding of Kim (2002) who maintained that there is a direct relationship between
parental finance and human capital and the successful learning experience of their children. Also,
McLeod et. Al. (2004) asserted that parents who experienced income loss became more rejecting of
their children and that their children were at risk for developing feelings of inadequacy associated with
parental rejection.

The finding on the hypothesis which was rejected highlighted in Table 6 shows that there is significant
relationship between parental motivation level and students’ academic performance. This finding gives
credibility to the finding of Malik and Asif (2012) who established that there was a significant and
positive effect of motivation and influence on the educational attainment of those students who were
under the influence of their parents and motivated is better. Also, Rollins and Thomas (1999) found that
high parental involvement in the curricular and co-curricular activities was associated with high
educational attainment. We can improve the educational attainments of the students when the students
are intrinsically motivated.

The finding on the hypothesis which was rejected highlighted in Table 7 shows that there is significant
relationship between parental marital status and students’ academic performance. This finding gives
authority to the finding of Dancy et.al. (2004) who affirmed that family-environment quality significantly
predicted African adolescents’ perceptions of family climate, psychological adjustment, and grade point
average.
CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents summary and conclusion drawn from the research carried out on the relationship
between the parental background and students’ academic performance in Public Secondary Schools in
Ilorin West Local Government Area, Kwara State. Recommendations were made based on the findings of
the study.

Summary of Findings

This study was carried out to determine the relationship between the parental background and
students’ academic performance of Public Secondary School in Irepodun Local Government Area, Kwara
State. The parental status was examined using parental education level, income level, motivation level
and marital status while the academic performance was determined using the students’ result in
WASSCE examination for three (3) years (2012/102, 2014/2015, 2016/2017). Literatures were reviewed
on the variables of the study. Two research questions were raised and answered with descriptive
statistic of frequency counts and percentages while five (5) hypotheses were formulated and tested
using inferential statistic of Pearson product moment correlation statistic at 0.05 level of significance. A
total of 194 students from senior secondary schools in the locale were sampled for the study. The
summary of the findings showed that there was significant relationship between parental status and
students’ academic performance of Public Secondary Schools in Ilorin West Local Government Area,
Kwara State, there was significant relationship between parental education level and students’ academic
performance of Secondary Schools in Irepodun Local Government Area, Kwara State, there was
significant relationship between parental income level and students’ academic performance of
Secondary Schools in Irepodun Local Government Area, Kwara State, there was significant relationship
between parental motivation level and students’ academic performance of Secondary Schools in
Irepodun Local Government Area, Kwara State and there was significant relationship between parental
marital status and students’ academic performance of Secondary Schools in Irepodun Local Government
Area, Kwara State.

Conclusion
The results from the findings show the level of senior secondary students’ academic performance in the
sampled Local government (IrepodunvLocal Government Area, Kwara State). Also the results of the
findings showed some elements of parental status which include education level, income level,
motivation level and marital status. Furthermore, the study has shown that parental background has
significant relationship with senior secondary students’ academic performance in the sampled Local
government. Conclusively, it was evident that factors which include education level, income level,
motivation level and marital status have significant relationship on the performance.

Recommendation

Based on the findings of the study, the following recommendations were made;

1. Parent and Guardians should ensure that parental background variables like parental education
level, income level, motivation level and marital status are not held with insignificant hands in
order not to pose a long run negative effect on their children’s academic performance.

2. Parents and guardians should endeavour to be academically sound and ensure acquisition of
additional academic study when and where need be in order to positively influence their
children’s academic performance.

3. Parents should make sure that they have multiple and stable source of income in order to
enable them have more financial strength to cater for the children’s academic needs.

4. Parents and guardians should ensure utilization of positive reinforcement sources like gifts,
prizes, adventure to their favorite/desirable places etc should be used to improve children
performance.

5. Parents should ensure that their marital status should be structured functionally and not be a
hindrance towards their children better academic performance in school.