Abstract
The study investigated parental background on student’s academic performance in secondary schools in Abak local government, Akwa Ibom State, Nigeria. A survey design was adopted for the study. One thousand four hundred and forty (1440) senior secondary three (SS3) Physics students were drawn by simple random sampling from 12 Schools, six (6) each from both Day and Boarding Schools within Abak local government area of Akwa Ibom State. Also, whether their performance is influence by the examination body or examiners, gender, teachers or parents. Three hypotheses and three research question where stated to guide the study. Pearson correlation coefficient (r), t-test (independent and dependent), analysis of variance (ANOVA) and Chi-square (χ2) test were used to analyzed the data obtained .The study revealed that the performance of students in Physics examination does not depend on examination body or examiners, gender or parents. The result also, revealed that family structure, parent occupation and educational level of parent did not have significance influence on student’s performances in physics examination. Based on the findings, which indicate that the teachers have much influence on student performance in science (Physics) as against what most previous studies portrayed. Research should therefore focus on the other possible factors that contribute to student poor performance in Physics and Science generally in order to find lasting solution to the problem.
Highlights
Education is a basic tool used by society for transmission of its societal values
Sample and Sampling Procedure: Random sampling techniques were used in selecting some secondary schools in Abak Local Government; the selection was done in both Day and Boarding schools
Based on the findings from this study, the following conclusions were drawn: 1. The performance of students in SSCE in physics examination does not depend on the examination body
Summary
Education is a basic tool used by society for transmission of its societal values. It has become an area of prime importance for government or voluntary agencies and for individuals, families, governments and communities. “Okoye and Okeke (2007) in their study found that in 2002, 2003 and 2004 the percentages of candidates who passed West African School Certificate Examination (WASCE) at credit level and above (grades 1‐6) in biology were 30.3%, 42.1% and 30.2% respectively” The implication of this persistent poor performance of students in Physics is that a great percentage of them fail to get grades that will take them to higher institution for higher studies. This has European Journal of Science and Mathematics Education Vol 3, No 1, 2015 been a source of concern to well‐meaning Nigerians, parents, researchers and science educators. The observed poor performance in Physics has been a matter of serious concern to all well meaning educators‐ it is due to this fact that, this study is important to compare students’ performance in Physics examinations (WASSCE) if it is influence by parents or teachers
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