Influence of Family Background on the Academic Performance of Upper Basic Students is complete project materials from chapter one to five with references and abstract.
TABLE OF CONTENTS
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Title page
Certification
Dedication
Acknowledgement
Table of contents
Abstract
CHAPTER ONE:
INTRODUCTION
Background to the study
Statement of the problem
purpose of the study
Research question
Research Hypothesis
Scope of the study
Operational definition of terms
significance of the study
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
Concepts of Family and Family size
Concept of Academic Performance
Broken Home and its Influence on student’s Academic     performance
Intact Home and its Influence on student’s academic performance
Influence of parents’ Educational Level on Academic Performance
Socio-economic status and its influence on students Academic Performance
Appraisal of Literature Reviewed
CHAPTER THREE:
RESEARCH METHODOLOGY
Research type
Population, Sampling and Sampling Techniques
Instrumentation
Procedure for Data Collection
Data Analysis Technique
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CHAPTER FOUR:
DATA ANALYSIS AND RESULTS
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion
Conclusion
Recommendations
Suggestion for Further Research
References
Appendix
ABSTRACT
Family background in this context is a general term that encompasses a particular setting in which a child is raised, characterized by a common residence, economic operation and reproduction. these factors have far reaching impacts on the academic performance of students.
Therefore, this work is a descriptive research which tries to examine the influence of family background on the academic performance of upper basic students in Ilorin South Local Government Area of Kwara State.
A total number of eighty (80) students were sampled in eight (8) randomly selected upper basic schools in the area. the use of a researcher designed questionnaire was used to gather responses from the selected respondents.
The results were analyzed using percentage which was based on the respondents’ response to the question and the hypothesis were analyzed using chi-square. Hence conclusions were drawn and recommendations were made based on the findings.
CHAPTER ONE
INTRODUCTION
Background to the study
The role of the family in the socialization of the child cannot be over emphasized. It has been proved beyond reasonable doubts by variousexperts in educational psychology such as Abdullahi (2002), Awoniyi (1995) and Durojaiye (1964) that the conditions for successful learning are not restricted to only educational inputs such as quality and quantity of teaching staff, school infrastructural facilities rate as well as quality of instructional supervision but also the family background of the learner.
Sociologists of education like Emile Durkheim and Max Webber expresses that of all the socialization agents, the family is a primary socializing agent that initiates the child into the group into which he belongs.Thefamily has a meditating function, which links the individual child to the larger society.
The family’s influence is bestowed on the child within the child’s five years of life. This is because the child rarely gets in touch with any other socializing agent other than his/her own family. This does not mean that the family ceased to care for the child after this period. Therefore, the services of the family to the child is a continuous process that last throughout life Daramola(1994).
There are some other indispensable inputs whichare largely sociological and psychological in nature, which on learners part determine how much they achieved in academic work. Some of these socio-psychological factors are the children’s home backgrounds. In other words, the academic success or failure of a child hinges very much on the type of home background of the child.
However, as children come from different homes it is therefore inevitable that such children are brought up or nurtured in different homes or families that have various characteristics and possibly various socio-economic status and backgrounds. These factors contributes very substantially to the extent which a child make use of his intelligence in his everyday academic work or endeavours.
In many societies including Nigeria, formal schooling does not occur until a child attains the age of five to seven (5-7) years. By this time, the family has already done a great task in educating the child. To this end, the child comes to formal school not as a ‘tabu la rasa’but as one who has acquired some social traits and values.
Overthe years, many educational authorities have sought to ascertain the reason(s) for the downward trend in the academic performances of secondary school students entirely. Daramola (1994) attributed it to the students background. That is the type and nature of the family where the individual child is brought up.
The environmental conditions and the nature of the social interactions that come on in the family may critically have some positive or negative influences on the academic performance of a child.
A family according to Olayinka and Omoegun (2002) is made up of a group of people tied together by physical factors such as common ancestry, residence in the same household or by legal bonds such as marriage and adoption. They added that the family is the bedrock of any society.This shows that most of what a child turns out to be in the society is the outcome of the circumstances he/she find him/herself in the home and later in the larger society.
The family has been recognized as having a lot of influence on the academic performances of the students (Nzewuawah, 1995, Ajilaand Olutola 2000). Ichado (1995) stated that parents frequent disagreement affects children emotionally and this could lead to poor academic performances of such children in the school.
From the above discussion, it can be deduced that many factors influence the academic performance of the students in school. There is therefore, a need, to examine how some of these factors influence the student’s academic performance and it must also be realized that both kinds of attitude are obviously bound to influence or affect the child’s educational development, this study attempts to contribute in this regard.
STATEMENT OF PROBLEMÂ
Considering the importance of this research, it intends to observe the influence of family background on the Academic performance of Upper Basic students in Ilorin South Local Government Area of Kware State, Nigeria.
A lot of related researches had been carried out on this topic; Grow (1973) worked on relationship between family viable and academic performance of higher secondary school students. Eweniyi (2002), the impact of family structure on university student’s performance.
Nwachuku (1998) single parent family: An emerging family pattern in Nigeria. Ogunlade (1973) family environment and educational attainment of some school children in Western Nigeria. Ogunyale (2012) influence of family background on the academic performance of Upper Basic School students in Ilorin West Local Government Area of Kwara State.
A cursory look at all researcher revealed that some issues had not been addressed part of which is the influence of family background on the academic performance of Upper Basic School Students in Ilorin South Local Government Area of Kwara State.
Therefore, the researcher deems it fit to carry out the research on influence of family background on the academic performance of Upper Basic School Students in Ilorin South Local Government Area of Kwara Stateso as to address part of the issue.
PURPOSE OF THE STUDY
The study aims at investigating the influence of family background on the academic performance of Upper Basic students in Ilorin South Local Government Area of Kwara State, Nigeria. The study specifically intends to ascertain the influence of:
- Family structure (intact home and broken home) on students’ academic performance.
- Parents’ socio-economic status on students’ academic performance.
- Parents’ educational qualification on students’ academic performance.
RESEARCH QUESTIONS
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