CHAPTER ONE
INTRODUCTION
Background of the Study
Educational system in any society reflects and adapts itself to the political, cultural and emotional circumstances of the society.
According to Gerald (2002), Nigeria is not left out in the question to educate her citizens to suit her manpower requirements and to meet the aspiration of the ever changing economic order. Over the years, education planers and administrators have been saddled with the task of deciphering the reasons for the school and the academic programme to ascertain how the students reacts to the academic climate of his school. Though important, the school may not be the only place where reasons for how academic programme could be located.
The child psychological development, the development of his/her motivation and the entire socialisation process are influenced by the home. Research studies on school have revealed differences in their developmental pace, and that no child is typical, this is because children come to school with different background and experiences. A good deal of what the child is ready to learn, what to learn or what can the child learn has to do with what he/she has already learnt at home before coming to school, the style of learning and values in the family will almost certainly influence in the school and his whole or overall academic performance.
Differences have been noticed in the emotional and social development which affects the academic performance of children brought up by one parent or by relatives in a monogamous or in a polygamous home by a divorced parent or in united family, in a happy home or in a quarrelsome home, by educated parents or by illiterate parents in rural or urban area (Farrat, 2000).
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