Home Influence and Academic Performance of Students in Afe Babalola University International Secondary School, Ado-Ekiti, Ekiti State, Nigeria

Olorunsola E Olufunmilola,Aina A Christianah

doi:10.22158/wjssr.v7n2p23

Olorunsola E Olufunmilola, Aina A Christianah

Open Access

https://doi.org/10.22158/wjssr.v7n2p23

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Abstract

This study investigated the Influence of Home on the Academic Performance of Students in Afe Babalola University International Secondary School, Ado-Ekiti, Ekiti State. The population of the study comprised all the students in ABUAD International secondary school, Ado Ekiti. A total of 90 (ninety) students selected from the secondary school constituted the sample of the study. The students were selected using stratified and simple random sampling techniques. Two instruments were used to elicit relevant information from the students. The first instrument was a self-designed questionnaire titled “Home Characteristics and Parent Involvement Questionnaire” (HCPQ). The HCPQ has two parts. Face and content validity of the HIPQ was ascertained by experts in educational management, test and measurement. The reliability of the instrument was ensured, and it stood at 0.79. The second instrument was an inventory titled Students’ Academic Performance Inventory (SAPI). The SAPI was used to collect the students’ academic performance in internal examinations. Data collected were analyzed using descriptive and inferential statistics. Research questions were answered with frequency count, percentage scores, mean and standard deviation. The hypotheses were tested with inferential statistics such as Pearson Product Moment Correlation (PPMC) and Multiple Regression analysis. All hypotheses were tested at 0.05 level of significance. The study revealed that the level of students’ academic performance was moderate during the period of investigation. It also revealed that the level of parents’ involvement in the academic progress of the students was moderate. The study concluded by recommending that parents should involve themselves more in the academic progress of their children or wards in order to enhance academic prowess in all ramifications.

Highlights

The first step for every human activity is considered to be Education
In another study by Achieng (2012), he reported that a combination of home factors, student factors and institutional capacity as determinants of students’ academic performance while Adesehinwa and Aremu (2010) gave a more comprehensive assertion that factors resident in the child, family, society, government and the school may be composite causative effects for these downtrend.They concluded that there is a need for each of these variables to be considered extensively, the focus of this study to critically consider the influence of home on academic performance of secondary school students
This study is set to identify the home factors influencing the academic performance of students in ABUAD International secondary school, Ado-Ekiti. 2.2 Research Questions The following questions were answered in this study: What is the level of the students’ academic performance in ABUAD international schools? What is the level of parents’ involvement in the academic progress of the students? 2.3 Hypotheses The following null hypotheses were tested in this study: H1: There is no significant relationship between a parent’s level of education and students’ academic performance

Summary

Introduction

The first step for every human activity is considered to be Education. It plays a vital role in the development of human capital and is linked with the individual’s well-being and opportunities for a better living. Many reasons have been adduced for this downward trend in the academic performance of secondary school students In his own view, Adesehinwa (2013) affirmed that students’ academic performance or achievement is directly linked with the effects of family type and poor funding while Ogbemudia and Aiasa (2013) reported that the cause of students’ poor performance is as a product lack of good home foundation. Other studies showed that the level of family cohesion (Caplan, 2002 cited in Diaz, 2004), and family relationships (Buote, 2001) proved themselves capable of predicting performance Their prediction revealed that when students are exposed to the same teaching by the same teachers, they performed differently when they were evaluated over a period of time (Adesehinwa, 2013)

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