ABSTRACT
The study investigates the relationship between secondary school students’ parental background and performance in English Language in Ilorin Metropolis.
Data were collected from 200 randomly selected through relationship between parental background and students’ performance in English questionnaire. Data collected were analysed through frequency counts, percentage Pearson correlation and t-test.
The result revealed that there was no significant relationship between parental background and students performance in English Language on the comparism, there were no significant different in the relationship between parental background and students performance in English Language on the basis of sex, age group and family type.
Based on the outcome of the study, it was recommended that schools should strife to improve the teaching and learning process in English Language by providing textbooks at all levels. Teachers in English competence should also be improved by training and retraining.
TABLE OF CONTENTS
CONTENTS PAGE
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 4
Purpose of the Study 5
Research Questions 6
Research Hypotheses 7
Significance of the Study 8
Delimitation and Scope of the Study 9
Definition of Terms (Operational Definitions) 10
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE
Concepts of Academic Performances 12
Student Home Background 16
Indiscipline as an Hindrance to Academic
Performance 17
Roles of Parents in Educational Development of Students 19
Parents’ Level of Education and Student’s Academic Performance 23
Parents’ Type of Occupation and Student’s Academic Performance 25
Parents’ Income and Students Academic Performance 28
Home Environment and Student’s Academic Performance 31
Family Size and Birth Order and Students Academic Performance 37
Parent-child Interaction and Student’s Academic Performance 38
Appraisal of the Review of Related Literature 40
CHAPTER THREE: RESEARCH METHOD
Research Design 42
Population of the Study 43
Sample and Sampling Techniques 43
Instrumentation 43
Validity of the Instrument 44
Reliability of the Instrument 45
Administration of the Instrument 46
Method of Data Analysis 46
CHAPTER FOUR: RESULTS AND DISCUSSION
Results 47
Discussion of Findings 52
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 54
Conclusion 55
Implications of the Study 54
Recommendations 57
Suggestions for Further Study 58
REFERENCES 59
APPENDIX 62
LIST OF TABLES
Table 1: Distribution of Respondents by Sex 47
Table 2: Distribution of Participants by Age 48
Table 3: Distribution of Participants by Family Type 48
Table 4: Results of Pearson Product Moment Correlation Coefficient on parental background and Student Performance 49
Table 5: Results of t-test analysis on male and female performance 49
Table 6: Results of t-test statistics on student performance by age group 50
Table 7: Results of t-test statistics on student performance by Family type 51
CHAPTER ONE
INTRODUCTION
Background to the Study
It is normal in Nigeria to use proficiency in the use of English Language as a barometer for evaluating the height of any person’s educational attainment. Today many teachers report quote often to the use of vernacular even in the teaching of their subjects. One is often dismayed at the incompetence of many teachers even graduated in the use of the English language. Throughout the colonial period Nigeria formal education was patterned after the English system. The accent was on English in through and culture. The ability to speak English fluently and if possible with an oxford accent was the full mark of excellence even if the speaker was empty of through and ideas (Balogun 2000).
Balogun (2000) furthers emphasized that in those days it was a serious offence for a secondary school boy or girl to “laugh in the vernacular”, but we have now swing to the other extreme Nigerians would say they are not English people, some would say they did not specialized in English in the university. But the country has adopted the English Language as our official language. The language for instruction for school, the language parliamentary proceedings, the language for the conduct of official business and indeed lingual Franca. If imperative that we all agree on the pattern of corrections in the language so that communicating in can be effected this could also be through effective learning of the language by students in the schools.
The examinations councils have been forced into exposition where correctness in the use of English matters only in the English Language paper. All other subjects can be passed with distinction even if the candidate disobeys all the rules of English Language. But the candidate who passes many subjects but fails will regret at the door steps of the university when there will be no opportunities for admission to offer a course of his choice. This is the plight of many students today.
The rate and the degree of failure by secondary schools students at the external examination is now a problem of national concern. Therefore, one is not at all surprised that it has formed a theme for national conferences where some commentators have attributed the poor performance to lack of seriousness boarding on indiscipline on the part of the students some other blame is on parents for their failure to bring up their children properly. While a good majority of the commentators, especially government functionaries blame it on teachers that they are not devoted and therefore do not do their work properly. However, to find a solution to this national problem, the possible factors responsible for the problem must be identified either empirically or in some logical manner.
The nation through the ministries of Education has failed to provide the nations secondary schools with the necessary human and material resources to facilitate teaching and learning of the subject of the teachers in the secondary schools have failed to develop in their students the necessary skills knowledge and behaviours which the examination council (WAEC) assess or the student refused to learn the skills, knowledge and behaviour which the teacher try to develop in them and which the examination council has failed to measure adequately the skills, knowledge and behaviours which the teachers in the nation” secondary schools have laboured over the years to develop in the students and which they have so developed waiting for assessment (Ezewu 2001). Therefore the study focuses on relationship between secondary school students’ parental background and performance in English Language is the focus of this study.
Statement of the Problem
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