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THE INFLUENCE OF FAMILY BACKGROUND ON THE ACADEMIC PERFORMANCE OF PHYSICS STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is a basic tool used by society for the 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 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 its people. The greatness of any nation depends on the genius, qualities, attitudes, and aspirations of its 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 fall in the academic standard of our present educational system. These include; the attitudes of teachers to work, lack of seriousness on the part of the students, the effect of the dwindled economy, and to some extent the increasingly 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 equipment 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 for 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 are 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 can 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 and moves out to the interest of wider society his/her interaction with it and perception of it are largely determined by her earlier, experiences at home. The family setting and its socializing influence mold the personality of the child. Nigeria, for instance, is a society with diverse ethnic groups with various cultural backgrounds in areas like family size, occupation, and in extreme cases, religion. These factors pose restrictions on the educational upbringing of children. The social setting 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 needed 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 goals.
Denga (1986) in Eyake (1997) advised that praise, incentives, recommendations, and other forms of reward systems should be employed as motivational factors to stimulate students to higher achievements. The much a child achieves during his school days is likely 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 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, and 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 equipment to fit him/ her into his proper place in society and guide properly for his/ her future career, then the child is damaged. An analysis of the percentage of secondary school dropouts today entails that such students are usually from broken homes, wiring polygamous families, or with other socially related problems.
The agrarian and large families have accounted for the polygamous life of people. The larger 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 a serious setback. This is because such parents might not be able to afford the cost of funding education for their children.
Other factors may affect the education performance of students like separation on grounds of different working stations, divorce or even natural death can bring adverse effects on the growth and development of a child.
Furthermore, the economic position of parents is one of the major factors that can influence greatly the educational upbringing of a child. In most families, either or none of the parents may be earning an 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 whose physical and mental development poses real challenges to the school's 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 to make useful suggestions that would help in checking the system.
- Statement of the Problem
Societies all over the world strive to achieve quantitative education for their citizenry. 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 in the overall development of the child and his educational upbringing in particular.
The gap in performance between students and academic excellence constitutes a great source of worry and serious concern as well as discomfiture to parents, school managers, policymakers, and various governments responsible for the education of students in secondary school schools.
Experience has shown that among 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 problems 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 textbooks and exercise books, while others were not, some students came to school properly fed, and others did not. One then wonders whether the influence of family background had played a in these issues.
In light of this, the main problem of this search is to find out if there exists in the Gboko local area a relationship between family background and the student’s academic performance.
- Purpose of the Study
There is no gain for any country whose educational planners and policymakers stand 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 solutions to them.
This research work is set to accomplish the following objectives;
- To investigate the effect of family background on the educational performance of students.
- To find out if the social-economic status of parents influences their students’ academic performance in physics.
- To find out whether the educational attainment of a parent affects their students’ academic performance in physics.
- To find out the influence of family size on the educational upbringing of physics students.
1.4 Research Questions
For this research work the following research questions have been formulated;
[a] Do parent's socioeconomic status influence the academic performance of the students?
(b) Is there any effect of family size on the academic performance of physics 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 physics students.
(b) There is no significant effect between family size and the academic performance of students in physics.
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 affects the child positively or negatively about 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 school. This study also could aid children of various families to be aware and bear in mind with their parents in their ability to provide them with all the 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.
Research of this nature is likely to help the state, nation, and the world in general benefit as adherence to the recommendations and implementation will help produce youths who will be better leaders of tomorrow.
Finally, the research when completed may add to the 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 scattered all over the local government area and due to logistics constraints 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 certificate examinations and even worse 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 intended to be understood for this study.
FAMILY: A unit comprising of husband, wife, and children.
FAMILY SIZE: The number of people in the family.
FAMILY SYSTEM: This includes monogamy and maybe a 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 the education of children and how they perform in academics when subjected to tests or examinations.
EDUCATIONAL STATUS: This term is used for social processes in which one achieves social competence and individual growth, carried on in a selected, controlled setting that can be institutionalized as a school or college.
OCCUPATIONAL STATUS: A person’s trade, vocation, or principal means of earning a living.
SOCIO-ECONOMIC STATUS: This refers to the position of recognition that one finds in 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 student’s achievement, scores within the class, and position relative to all those subjected to the same test.
EFFECTS: the result or outcome of anything be it positive or negative.
HOME SITUATION: This refers to the prevailing atmosphere in the home whether violent, resentful, or in disarray.
PARENTAL ATTITUDE: Parents' disposition to respond characteristically to some stimulus in their social environment. Some responses determine the way and manner their children are brought up.
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