Home and School Influences on the Academic Performance of Students in Public Secondary School in Ogba/Egbema/Ndoni Local Government Area of Rivers State

  • Ogbonna-Martins Chinenye Ulunma Department of Educational Psychology, Guidance and Counselling, Faculty of Education, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt, Rivers State, Nigeria
DOI: https://doi.org/10.17605/ijie.v6i11.5006
Keywords: Home, School Influence, Academic Performance, Students

Abstract

This study investigated Home and school influences on the academic performance of students in public secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. A descriptive survey design was adopted for the study. Four research questions guided the study. The population of the study comprised twenty (20) public secondary schools in the study area. The sample of the study was 400 students in public senior secondary schools drawn through a simple random sampling technique. An instrument structured by the researcher titled: “Home and School Influence and Students Academic Performance (HSISAP)” was used in collecting data for the study. The instrument yielded a reliability coefficient of 0.76. Mean and standard deviation were used in answering the research questions. The result of the findings showed that there is a positive influence on student’s academic performance based on the level of parents’ education. Based on the findings of the study, recommendations were made amongst others that Parents should give adequate attention to their children's activities at home and ensure that a good learning environment is maintained at home while suggestions for further studies were also stated.

References

1. Aremu, O. A., & Sokan, B. O. (2013). A multi-causal evaluation of the academic performance of Nigerian learners: issues and implications for national development. Department of Guidance and Counselling, University of Ibadan, Ibadan.
2. Baharudin, R., & Luster, T. (2018). Factors related to the quality of home environment and children’s achievement. Journal of Family Issues, 9(4), 375-404.
3. Eze, O. M. (2012). The effects of parental economic status and pupil sex on school achievement in English language. The University of Chicago Press.
4. Hacker, J. (2018). The institutional foundations of middle-class democracy, policy network. Princeton University Press.
5. Harris, A., & Gibbon, R. (2016). Start smart. Family Life, 4(3), 80-82.
6. Hoover-Dempsey, K. V., Walker, M.T., Sandler, H. M., Whetsel, D., Green C. L., Wilkens, A. S., Closson, K. (2015). Why do parents become involved? Research findings and implications. Element. Sch. J., 106(2), 105-130.
7. Jameson, M. (2017, September). Secrets of great students.Woman’s Day, 60, 88-91.
8. Keith, Z. T., Keith, P.B., Troutman, G.C., Bickley, P.G., Trivette, P.S., & Singh, K. (2013). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22, 474-496.
9. Uwaifo, V. O. (2018). The effects of family structure and parenthood on the academic performance of Nigerian University students. Stud Home Comm Sci, 2(2), 121-124.
10. Wallis, I. (2018). Parent’s guide on the importance of encouraging, praising and involvement. John Wiley & Sons.
Published
2023-11-30
How to Cite
[1]
Ogbonna-Martins Chinenye Ulunma 2023. Home and School Influences on the Academic Performance of Students in Public Secondary School in Ogba/Egbema/Ndoni Local Government Area of Rivers State. International Journal on Integrated Education. 6, 11 (Nov. 2023), 188-193. DOI:https://doi.org/10.17605/ijie.v6i11.5006.
Issue
Vol. 6 No. 11 (2023): International Journal on Integrated Education (IJIE)
Section
Articles

In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:

  • Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.