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FAMILY PROCESSES ON SOCIAL BEHAVIOUR OF SENIOR SECONDARY SCHOOL STUDENT IN LAGOS
ABSTRACT
The study ascertained the influence of family processes on social behaviour and academic performance of adolescents in senior secondary schools in Lagos State, Nigeria. The specific objectives were nine [9] as well as nine [9] research questions. Eight [8] null hypotheses were formulated. structured questionnaire was employed for the study. The population for this study was thirty thousand six hundred and sixty six adolescents (30,666) SS II students in one hundred and thirty two senior secondary schools (132) students and their parents. A sample of three hundred and twenty students in senior secondary schools in Lagos State [320] Calculated data were analyzed using frequencies and percentage to presents the bio-data of the respondent. Mean and standard deviation were used in answering the nine (9) research questions. While Pearson Product Moment Correlation (PPMC) was used to test the null hypotheses at 0.05 alpha level of significance. The findings revealed that authoritative family processes had more influence on adolescents social behaviour and academic performance. The findings also revealed that authoritarian family processes also had positive influence on social behaviour and academic performance of adolescents in senior secondary Schools in Lagos State. While neglectful family processes and indulgent family processes has negative influence on the adolescents social behaviour and academic performance. Based on findings the researcher recommended that family processes used by parents affect social behaviour and academic performance of adolescents in senior secondary schools in Lagos State. Also authoritative family processes had more positive influence among all the parenting styles, like wise authoritarian also had positive influence on social behaviour and academic performance of adolescents. The study concluded that authoritative and authoritarian family processes had more influence on social behaviour and academic performance of adolescents in senior secondary schools in Lagos State. While neglectful family processes and indulgent Family processes had negative influence on social behaviour and academic performance of adolescents in senior secondary schools in Lagos State Nigeria.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Adolescence is a period of transition from childhood to adulthood. It is a period that the child encounters numerous problems from all areas of his growth and development such as physical, mental, social, psychological, cultural and spiritual growth problems. Such is the difficulties that confront the emerging child into adulthood that some psychologists that describes it as a period of “storms and stress”.
This period varies from society to society as a result of cultural variations and level of modernization. Generally, adolescents period commences between ages of 11 or 12 years to
18 or 21 years. Girls begin transition earlier than boys, about 11-12 years. Boys start between 12-14 years. It is a fact to reckon with that the youngest mother in the world was 9 years old and in America, a 10 year old was able to deliver her baby, normally without surgical intervention.
The influence of family processes at adolescents‟ stage is very crucial. This is because parents play tremendous roles in adolescents‟ transition to adulthood as well as the academic achievement of the adolescents.. The family unit is considered as one of the most influential components of a child‟s academic achievement due to the fact that the family is the first source of internal education for a child (Sumari, Hussein, &Siraj, 2010). More specifically, parenting styles, discipline techniques, involvement with their children and the home environment have been shown to attract a child‟s ability to academically achievement. (Sumari et al)The academic achievement of society‟s adolescents is a central focal point for society due to the idea that ensuring an education for adolescents helps promote a more successful future, parental behaviour negatively affects adolescents academic achievement. Family processes involves combination of acceptance and responsiveness on one hand and demand control on the other. Baumrind (2001) defined Family processes as a psychological construct representing standard strategy that parents use in their children. Baumrind further outlined four types of Parenting Styles: authoritarian, authoritative, neglectful and indulgent. Authoritarian Parents are parents who have strict ideas about discipline and behaviour, while authoritative Parents encourage their children to be independent but still place limit and control on their action. Neglectful Parents are uninvolved in their children’s lives. Lastly indulgent Parents are highly involved with their adolescents but place few demand or control on them.
Parents are the ones saddled with the responsibility of taking care of their adolescents until they are capable of taking care of themselves. Erick-Erickson, (2001) opined that parents have vested interest in the social behaviour and academic performance of their adolescents. Social behaviour is an interaction of an individual with others and the acquisition of the ability to behave in accordance with social expectation.
It is pertinent to point out that the social behaviour in adolescents is very crucial because it helps the adolescents to learn right and wrong in a particular society. Thompson
(2008) postulated that adolescents acquire a sense of right and wrong partly through Family processes as well as in everyday conversation with parents, who convey simple lessons about people’s feelings, the consequences of breaking rules and what it takes to be a good boy or a good girl. Discipline is very important when given by parents to their children; discipline is aimed at the total development of adolescents to become responsible people in the society. Onyechi and Okere (2007) stated that, adolescence stage requires parental love, care, warmth and serious attention to adjust adequately to environment in which they live.
Generally, the social behaviour of the adolescents depends on the style of parenting. Utti
(2006) observed that parenting is a major vehicle in socializing the child. Parenting as defined by Harvard (2007) is the family involvement process that consists of parent’s attitude, value and practices in raising youths.
Adolescents have some certain characteristics regarding their social behaviour. Steinberg (1993) reported that the adolescents experience some changes that have to do with self- consciousness and thinking of the person they want to be. Adolescents involve themselves in so many negative activities such as association with bad peer group, lack of respect for elders, drug abuse. In the long run if adolescents are not handled well or if appropriate Family processes is not applied to checkmate them it may lead to academic failure. This study will focus on the influence of Family processes on social behavior and academic performance of adolescents‟ in Senior Secondary Schools in Lagos State, Nigeria.
1.2 Statement of the Problem
This research work was motivated by personal experience of the researcher who has been supervising National examination council [NECO] for some years. Also based on record collected from ministry of education Lagos State that for some years students have not been performing well in their National examination council[Neco] and west African examination council [Waec] This set the researcher in to investigating what could be wrong. The early age of, adolescents have some certain characteristic regarding their social behaviour. At the early age of growth they experience some changes that have to do with self-consciousness and thinking of the person they want to be. Adolescents face complex identity today and involve themselves in so many negative activities such as association with bad peer group, lack of respect for elders and drug abuse among others which can contribute to adolescent’s academic failure in future.
The incessant failure by students in Senior Schools Certificate Examination (SSCE) in Secondary Schools in Lagos State has been a matter of concern to parents, teachers, school administrators, government and all other stakeholders in the Education Sector in the state and in Nigeria at large. Records from Lagos State Ministry of Education revealed that in 2010, fourteen thousand, nine hundred and ninety- six (14,996) candidates registered for National Examination Council(NECO) examination, but only sixty (60) candidates passed with at least five credits(including English Language and Mathematics). In 2010, 9,476 candidates registered and sat for the WAEC, only 21 passed with five credits (including English language and Mathematics). The situation became worse in 2011; out of the 17,155 candidates who sat for NECO examination, only nineteen (19) candidates passed with at least five credits (including English Language and Mathematics). Similarly, in 2011, 11,504 candidates registered and sat for WAEC, but only 89 passed with five credits (including
English language and Mathematics).
Examination year | Types of examination | No of students Registered | No. of students failed | No. of students passed |
1. 2010
|
National examination council (Neco) | Fourteen thousand nine hundred and ninety six (14,996) students. | Fourteen thousand nine hundred and thirty six (14,936) students. | Sixty (60) Students. |
2. 2010 | West African
examination council(Waec) |
Nine thousand four hundred and seventy six (9,476)
Students. |
Nine thousand four hundred and fifty five (9,455) students. | Twenty one (21) students. |
3. 2011 | National examination council(Neco) | Seventeen thousand one hundred and fifty five (17,155) students. | Seventeen thousand one hundred and thirty six (17,136) students. | Nineteen (19) students. |
4. 2010 | West African
Examination (Waec) |
Eleven thousand five hundred and fourteen (11,514) Students. | Fourteen thousand four hundred and twenty five
(14,425) students. |
Eighty nine (89) students. |
Majority of the students, in the Senior Secondary School (SSS) Students are adolescents. People at this stage require parental love, care, warmth and serious attention as observed by Erick Erickson (2003). Parental discipline involves control, monitoring, concern, encouragement and consistency which are all aspects of the parent-child relationship that could affect academic achievement in adolescents. Consequently, this study sought to find out the influence of Family processes on social behaviour and academic performance of adolescents in Senior Secondary Schools in Lagos State, Nigeria.
1.3 Objectives of the Study
The general objective of the study was to determine the influence of family processes on social behaviour and academic performance of adolescents in Senior Secondary Schools in Lagos State, Nigeria. The specific objectives were to:
- identify the family processes used by parents of adolescents in senior secondary schools in
Lagos State, Nigeria.
- examine the influence of authoritative family processes on social behaviour of adolescents in
Senior Secondary Schools in Lagos State, Nigeria.
- examine the Influence of authoritative family processes on academic performance of adolescents in senior secondary schools in Lagos State.
- examine the influence of neglectful family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
- examine the influence of neglectful family processes on academic performance of adolescents in senior secondary schools in Lagos State, Nigeria.
- assess the influence of authoritarian family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
- assess the influence of authoritarian family processes on academic performance of adolescents in senior secondary schools in Lagos State, Nigeria.
- assess the influence of indulgent family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
- assess the influence of indulgent family processes on academic performance of adolescents in senior secondary schools in Lagos State, Nigeria.
1.4 Research Questions
This study seeks to provide answers to the following research questions
- What is the influence of Family processes used by parents of adolescents in Senior
Secondary Schools in Lagos State, Nigeria?
- What is the influence of authoritative family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of authoritative family processes on academic performance of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of neglectful family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of neglectful family processes on the academic performance of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of authoritarian family processes on social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
- What is the influence of authoritarian family processes on the academic performance of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of indulgent family processes on social behavior of adolescents in senior secondary schools in Lagos State, Nigeria?
- What is the influence of indulgent family processes on the academic performance of adolescents in senior secondary schools in Lagos State, Nigeria?
1.5 Research Hypotheses
The following null hypotheses were formulated to be tested at 0.05 level of
significance:
H01: There is no significant relationship between the authoritative family processes and
social behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
H02: There is no significant relationship between authoritative family processes and academic performance of adolescents in senior secondary schools in Lagos State, Nigeria.
H03: There is no significant relationship between neglectful family processes and social
behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
H04: There is no significant relationship between neglectful family processes and academic
performance of adolescents in senior secondary schools in Lagos State, Nigeria.
H05: There is no significant relationship between authoritarian family processes and social
behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
H06: There is no significant relationship between authoritarian family processes and academic performance of adolescents in senior secondary schools in Lagos State, Nigeria.
H07: There is no significant relationship between indulgent family processes and social
behaviour of adolescents in senior secondary schools in Lagos State, Nigeria.
H08: There is no significant relationship between indulgent family processes and academic
performance of adolescents in senior secondary schools in Lagos State, Nigeria.
1.6 Significance of the Study
The result of the study will be significant to adolescent‟s students in Senior Secondary Schools in Lagos State because the outcome of the study will help them to improve their social behaviour and consequently help adjust their attitudes before they seat for their final Senior Secondary Certificate Examination (SSCE). It will also be significant to parents who have the responsibility of bringing up their adolescents. it will be significant to teachers who are responsible for imparting knowledge to the adolescents to improve on their method of teaching..It will be significant to interested readers who may stumble on this materials to further adolescents students elsewhere or the need to adequately plan and prepare for their final examinations as far as academic performance is concerned. It will be significant to the society to identify what is causing backwardness in the academic performance of adolescents.
Finally, it offers a reference for further research that might investigate the same variables.
1.7 Basic Assumptions of the Study
This study was based on the assumptions that:
- All other factors, such as peer group influence and societal influence have the same effects on the social behaviour and academic performance of the subject under study.
- Family processes practice in different ways may likely have positive or negative effect on adolescents social behaviour and academic performance iii. Combination of family processes may have positive effect on social behaviour and academic performance of adolescent.
- Adolescents cannot perform well academically when there are no good parenting
styles.
1.8 Delimitation of the Study
The study was delimited to adolescents in 3 senatorial zones in one hundred and thirty two senior secondary schools in Lagos State, Nigeria, who are directly involved in the study and benefit more..The choice of the 3 zones was out of the fact that the population was very large to be covered.
The study is also delimited to parents of the adolescents who have the responsibility of bringing up the adolescents in senior secondary schools in Lagos State, Nigeria.