KIU Journal of Humanities

KIU Journal of Humanities Copyright©2018

Kampala International University ISSN: 2415-0843; 3(2): 163–172

Influence of Family Background on Academic Performance of Senior

Secondary School Students as expressed by Teachers in Ilorin Metropolis

FALILAT ANIKE OKESINA

University of Ilorin, Nigeria

Abstract. Academic performance is a criterion should create an enabling environment for the
to determine the level of progress achieve by students by providing required educational needs
students in their study. Different factors tend to in order to make academic stimulating to them,
influence students‟ academic performance, teachers should interact with parents of the
hence, this study investigated the influence of students to discuss the importance of providing
family background on academic performance of adequate care they need for their total growth
senior secondary school students as expressed and development, and school counsellors should
by teachers in Ilorin metropolis. The study also encourage the parents to relate and create
examined the variables of gender and interest in their children studies so that they can
educational attainment. Descriptive survey was improve on their academic performance.
adopted. Purposive and stratified sampling
techniques were employed to select 200 Keywords: Family Background, Academic
respondents. A researcher-designed instrument Performance, Teachers
entitled “Influence of Family Background on
Academic Performance Questionnaire 1. Introduction
(IFBAPQ)”was used for data collection. A
reliability co-efficient of 0.63 was obtained. Education is a process by which the mind of
Four null hypotheses were tested using t-test and human being develops through learning at
Analysis of Variance (ANOVA) at 0.05 level of homes, streets, religious institutions like
significance. The findings of the study revealed churches and mosques, schools, colleges or
that adequate monitoring of children home work universities. It is also a process whereby a
by parents, parental motivation of children and person develops attitudes and abilities that are
the nurture and care parents give to the children considered to have value and relevance in the
influence students‟ academic performance. The society. It is the best legacy nation can give to
hypotheses tested revealed that there was no here citizens especially the youth. Every nation
significant difference in the influence of family hoping to have bright future needs to emphasis
background on the academic performance of education because it is the only way to much
senior secondary school students as expressed development (Abiri & Jekayinfa, 2010).
by teachers in Ilorin metropolis on the basis of Education has also be considered as a key
gender and teachers‟ qualification. Based on the investment in modern economies because, as
findings of this study, it is recommended that previously seen within the framework of a
parents should provide for the basic needs of knowledge-based economy, there are strong and
their children in order to help them show positive correlation between economic activity
positive interest in study, school authorities and education in explaining economic growth.

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Ali (2006) stated that education is a catalyst to lack some basic amenities such as food, clothing
the development of individuals, society and the and shelter.
nation as a whole. Dagbo (2014) also opined that
education is an important tool for social growth, Abiri and Jekayinfa (2010) agreed that Nigeria is
development and interaction of all elements in yet to have a philosophy of education when the
the society for it economics, social and political economic status of the country is unstable. Petit,
well-being. In Nigeria, education is recognized Laird, Dodge, Bates and Criss (2003) pointed
as an instrument for national development and out that psychological needs are potential source
this is reflected in the National Policy on of individual's personality and academic
Education (2013). Education is seen as a sine performance. In the same vein, Omolewa (2002)
qua non for the government‟s development and affirmed that academic performance of a child
reform agenda,. Thus, in order to achieve the could be traced to the kind of friends he keeps
goals of education in Nigeria, the role of the and the home he comes from. Kilgore, Snyder
family background on students remain cardinal and Lentz (2000) claimed that the family
and indispensable. environment is the most powerful influence in
Success, in an educational institution is determining a child's academic performance. It
measured by academic performance. Over the is obvious that families have substantial
years, the importance of students doing well in influence on a child's academic performance.
school has become the common concern of
parent, legislators, teachers, counselors and Akubue and Okolo (2008) defined family as a
psychologist. According to Bell (2002), parents small kinship structural group with the key
devote a lot of resources to their children‟s function of natural socialization of the new born.
education because they believe that good Similarly, Okunniyi (2004), family is defined as
academic performance will provide a stable a primary social group of parents, offspring and
future for them. Also, Wilkins (2001) opined possible other members of the household. The
that many educational authorities have sought to family has the potentials to influence academic
find out reasons for the downward trend in the performance. This is because it is the first
academic performance of secondary school environment of the child and the initial
students. experience. Family background of students
determines how the child views himself and the
Uwaifo (2008) attributed the cause of poor way he views others. The society is a function of
academic performance of children to a these two factors. In other words, the
combination of personal and institutional environment of the child at home determines his
factors. The Personal factors include the level of behavior as well as how he relates with others.
individual's intelligence, knowledge and ability, However, the essential factors inherent in a
while institutional factors are family or parental home or family are the socio-economic, cultural
influence. Olayinka (2004) pointed out that the and psychological factors. Family background
family is the bed rock of any society. Obayan refers to all the conditions and circumstances in
(2003) reported that a stable and well developed the family which influence the child physically,
childhood can be guaranteed by a stable family. intellectually and emotionally (Muola, 2010).
The current bad economic status of the country
has exposed children to undesirable challenges Children coming from different family
that have negatively affect their academic backgrounds are affected differently by such
performance in school. This observation agrees family condition, which is why some children
with the report of Adeyinka (2009) that have good family background while some have
maladaptive behaviour arise when parents lack poor background. Formal education therefore
responsibility of their parenthood and children remains the vehicle for human development
that were raised from economically which must start from the family. There are
disadvantaged background are more likely to different categories of families. The major
have poor academic performance because they categories of families according to Anderson
and Taylor (2000) includes: Traditional

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families–where the father is the major environmental factor is the structure of the
breadwinner and mother at home rearing family.
children; divorced families–families that have
been reconstituted following the breaking of Structurally, a family is either broken or intact.
marriage; single parent families–likely headed A broken family in this context is one that is not
by women; step families–with new siblings and structurally intact for various reasons; such as
new parents stemming from re-marriage. A death of a parent, divorce, separation, desertion
family could also be categorized as extended or and illegitimacy in which case, the family is
nuclear. Extended families are those in which never complete. Life in a single parent family
large group of related kin in addition to parents can be stressful for both the child and the parent
and children live together in the same and such families are faced with the challenges
household. This is the type of families prevalent of diminished financial resources, assumptions
in African countries. Nuclear families are of new roles and responsibilities, establishment
families where married couple resides together of new pattern in interfamilial interactions and
with their children. This type of family is reorganization or routines and schedules, In
common in Western countries (Andersen & single parent families, children may suffer some
Taylor 2000). psychological and social problems which affect
Eamon (2005) emphasized that the size of the their academic performance.
family determines to a great extent the relative
amount of physical attention and time which According to Jeynes (2002), the socio-economic
each child gets from his parents. Large families status (SES) of a child is most commonly
are more common among the lower class of the determined by combining portent‟s educational
society. Children in large families may suffer level, occupational status, and income level.
poverty and lack parental encouragement and Social class and economic status of the parents
stimulus which motivate their academic determine the type of school and the standard of
performance (Eamon, 2005). Family training they desire for their children. The
environment affects children intellectually occupation or profession of the parents, the
because a child from a small family (nuclear) educational level and whether the mothers are
would be different from a child from a large working or non-working mothers places them at
family (polygamous) intellectually vice-versa. an advantage or disadvantage to evaluate their
The implication is that a proper stimulating children‟s academic work and monitor their
family environment with intellectual potential progress. Status is often determined by the
and appropriate teaching methods will definitely individuals‟ economic attainment, though it is
enhance maximum performance of the child. sometimes ascribed on the individual. Okunniyi
The economic implication of large family size is (2004) identified three distinct socio-economic
better explained in Okunniyi (2004) who groups or statuses which are common in many
observed from his study that as families get countries. They are: upper class- which is made
larger, parents cannot give their children the up of rich business men and top government
same amount of individual attention. They could officials among others; middle class which
not afford to provide them with so many of the consists of skilled workers, professionals and
things which will help them to make the best middle ranked government workers and the
possible use of their years at school such as lower class- which is made up of manual
educational aids, and quiet comfortable rooms in workers, petty traders and low income
which to do home-work undisturbed by the government officials.
television, outings to places of interest, leisure
time pursuits, and opportunities for traveling. Francis (2007) opined that the lower income
What is most probably important of all, families may be aware of the importance of
according to him is the fact that the parents of education in the society, but at the same time,
large families were found not to talk with their they are also aware of their limited resources to
children to the same extent as parents of small measure up with such educational demands.
families. Another aspect of family According to the author, a family that can

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scarcely provide for the basic needs of the the academic aspiration and language
family which include food, shelters and clothing development in their children to perform better
will hardly motivate the academic excellence of in their academic work. According to the
their children, instead they will pressurize their scholar, some children may come from homes
children to seek for job opportunities with the were academic is much valued, where there are
little education they acquired so far to support books around them and most of the time, they
the family. The implication of the agreement is see their parents reading. Their parents may give
that some families are likely to give their them books as Christmas presents. They
children poor academic background because of encourage them to read many books whether by
lack of financial support. organizing mini library for them at home or by
encouraging them to use the state library.
The socio-economic status of a family is capable Okwulanya (2003) went further to emphasize
of affecting the behaviour of the children and that some children may come from illiterate
determines their aspiration. Families with high homes, where no importance is attached to
socio-economic status often have more success books. In such families children scarcely see
in preparing their children for school because their parents at home. In all, the researcher‟s
they typically have access to wide range of conclusion is that motivated students are likely
providing their young children with high quality to engage in an activity more vigorously and
child-care, books and encourage children in more effectively than unmotivated one.
various learning activities at home. They also Motivation is always goal orientated. The
have easy access to information regarding their importance of parental level of education to
children‟s health, as well as social, emotional academic performance of students cannot be
and cognitive development (Ojo & Yilma, over emphasized. Students from professional
2010). and to a lesser extent managerial occupational
backgrounds exhibit higher academic
Samon (2005) reorganized seven ways of performance Gary and Ezeji (2001) noted that
motivating students viz: awareness on the part of parents like their children to take to their
the parents of the value of education whether occupation, like parents who are lawyers,
such parents are literature of illiterate; existence doctors, and musicians among others. Examples
of books, newspapers, comic books; good of such people in the country include Gani
nutrition and sleeping habit; adequate facilities fawehinmi, the prominent human right lawyer,
for sleep, for study and for rest; satisfaction of Oliver Akalite (Oliver De coque), Osita Osadebe
physical needs like food, shelter and clothing; who was famous musicians each of these great
objects in the home which challenges the child‟s men had one or more of his children in their type
curiosity, reflected throughout the secondary of occupation. Uwaoma (2006) asserted that
school. Samon (2005) suggested that during most vocational students were children whose
primary socialization, middle-class children parents were farmer or craftsmen.
receive greater attention and stimulus from their
parents. This forms basis for high performance In Nigeria most children whose parents cannot
in the educational system. Students from low afford to pay for high cost of formal education
socio-economic status families may not be enroll into apprenticeship programmes such as
strongly motivated to do well in school and may carpentry, bricklaying, petty trading and others.
not be knowledgeable about techniques of being In the study area, there is a seeming general poor
successful in school. High socio-economic status performance among secondary school students.
parents who have benefited in a variety of ways Evidences of the poor performances are seen in
from education serves as effective and both students‟ internal and external examination.
enthusiastic advocate of schooling (Carlson, For instance, the available records of WAEC
2003). result analyses from 2005 to 2011 indicate
downward trends in students‟ academic
In line with this Okwulanya (2003) opines that performance. According to the analyses, the
motivation from educated parents strengthens performance levels of students are as follows:

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2005-27.53%, 2006-15.56%, 2007-25.54%, background from the performance of students in

2008-13.76%, 2009-25.99%, 2010-24.94% and the school, (Joan & Smrekar, 2009). The reason
2011 -30.99% (source: WAEC Lagos). It is for this cannot be far-fetched. Out of the twenty
against this background that the researcher four hours in a day, and the seven days in a
investigated the influence of family background week, it is crystal clear that students stat in
on students‟ academic performance of senior school for an average of eight hours per day and
secondary school as expressed by teachers in five days a week. It then follows that students
Ilorin metropolis. spend more time at home that they do at school.
Thus, what transpires at home to a reasonable
2. Problem Statement extent may make or mar students‟ performance
(Salami, 2007).
The menace of academic failure among the
young school graduates has stared both the Many researchers have also studied this in the
government and stakeholders in the face. There recent past. Obideyi (2009) assessed the
is a consensus of opinion about the fallen influence of parental socio-economic status and
standard of education as a big problem that is family type on the academic performance of
hindering the posterity of the Nigerian nation in senior secondary school students in Epe Local
terms of quality man power resources. Most Government Area of Lagos State. The findings
students in secondary school experience revealed that parental socio-economic status and
academic problem that manifests itself in the educational qualification play a major role in
form of academic poor performance. Many academic performance of students. Oloyede
researchers have sought to find out the reasons (2015) examined the influence of home
for the downward trend in the academic background on students‟ academic performance
performance of secondary school students. in chemistry in Ilorin South local Government
Area, Kwara State. The findings of the study
Most students in Nigerian secondary schools are showed that there was significant relationship
at greater risk of poor academic performance in between home background and students‟
both internal and external examinations (WAEC academic performance. Oba (2016) assessed the
and NECO 2005-2011, source: WAEC Lagos). influence of parent educational background on
For instance, the available records of WAEC students‟ academic performance of senior
result analysis from 2005-2011 shows a secondary schools as expressed by teachers in
continuous decline in students overall Ilorin Metropolis. The finding revealed that
performance in school certificate examinations influence of parent educational background
(WAEC). Government, parents, teachers and plays a major role in academic performance of
students blame one another for student‟ poor students. The previous studies cited were not
performance in schools, parents blames teachers carried out in Ilorin Metropolis except the study
for lack of dedication to duties. The teachers of Oba (2016) but focused on parental
blame government for poor salaries hence they educational background which is not the aim of
are poorly motivated, parent also accuse this study. In view of this, perhaps, few studies
government for not equipping the schools with have been carried out on influence of family
learning materials, government blame parents background on student‟s academic performance
for not doing home works and the students are in Ilorin metropolis. This is the gap observed in
blamed for lack of discipline and dedication to the previous studies which this present study
their studies. filled by investigating the influence of family
background on secondary school student
The relationship between family background of academic performance as expressed by teachers
students in form of parental educational in Ilorin Metropolis.
background and students‟ academic performance
in secondary school has been of immense 3. Research Questions
interest to educators because one cannot
successfully divorce the influence of family

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The following research questions are raised to variables have any significant relationship on
guide the conduct of the study: academic performance on students.

- What is the influence of family background on The population of this study comprised all
the academic performance of senior secondary secondary school teachers in Ilorin metropolis.
school students as expressed by teachers in While the target population was senior
Ilorin metropolis? secondary school teachers from 10 selected
- Is there any difference in the influence of schools. The selection was done by stratified
family background on the academic performance random sampling technique. First, the list of
of senior secondary school students as expressed schools and the number of teachers in each
by the teacher in Ilorin metropolis on the basis school were collected from the Ministry of
of gender? Education. The method of random sampling
- Is there any difference in the influence of technique was used in the process of selecting
family background on the academic performance the respondents needed for the study. Two
of senior secondary school students as expressed hundred teachers were randomly selected from
by the teacher in Ilorin metropolis on the basis the ten selected schools. The sample is made up
of teachers level of qualification? of twenty (20) respondents from each school.
Those that were selected through random
4. Hypotheses sampling were considered due to the limited
scope of the study and it was however believed
The following null hypotheses are generated to that they represented the entire target population
guide the conduct of the study: of the area.
A researcher-designed questionnaire entitled
- There is no significant difference in the “Influence of Family Background on Academic
influence of family background on the academic Performance Questionnaire (IFBAPQ) was
performance of senior secondary school students developed and used to obtain necessary
as expressed by teachers in Ilorin metropolis on information for the study. The questionnaire
the basis of gender. administered contained two parts, that is, part
- There is no significant difference in the „A” which elicited information on the
influence of family background on the academic demographic data of the respondents, part B
performance of senior secondary school students elicited information on the influence of family
as expressed by teachers in Ilorin metropolis on background on secondary school student
the basis of teacher‟s qualification. academic performance in Ilorin Metropolis.

5. Methodology In order to validate the instrument the researcher

gave a draft to five lecturers in the Department
The research design that was adopted is of Counsellor Education for content validity.
descriptive survey. According to Burns and The corrections and suggestions made were
Grove (2005) descriptive research design is “a effected. In order to ascertain the reliability of
blueprint for conducting a study with maximum the instrument, test re-test method was carried
control over factors that may interfere with the out on the same set of scores within an interval
validity of the findings”. Research design is also of four weeks. The two sets of scores obtained
a plan that describes how, when and where data from the two administrations were correlated
are to be collected and analysed define a using Pearson Product Moment Correlation. The
research design as “the researcher‟s overall for correlation coefficient obtained was 0.63. This
answering the research question or testing the co-efficient indicates a high correlation between
research hypothesis”. Survey design requires the two set of scores and the instrument is
that data are typically collected through adjudged reliable enough for the study.
questionnaire, forms, interview or observation of
a particular time. Thus, the researcher uses the The data collected from the instrument were
survey design to ascertain whether the selected statistically analysed using descriptive and

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inferential statistics. Therefore, the demographic inferential statistics of t-test and Analysis of
data were analysed using percentages; while Variance (ANOVA). All the hypotheses were
data from Section B were analysed using tested at 0.05 level of significance.

Research Question 1: What is the influence of family background on the academic performance of
senior secondary school students as expressed by teachers in Ilorin metropolis?

Table 1
Mean and rank order on influence of family background on respondents‟ academic performance

Item As far as I know, students’ academic performance could be influenced by: Mean Rank
No.
12 Adequate monitoring of children home work by parents 3.40 1st
2 The motivation of parents 3.39 2nd
11 The nurture and care given at home by parents 3.27 3rd
17 The books and other educational materials given to children from home 3.24 4th
1 Level of literacy of parents 3.23 5th
18 Kind of social activities around the home environment of children 3.22 6th
16 The time spent with children at home 3.12 7th
7 Attitude of educated parents towards education 3.11 8th
6 Placement of students 3.10 9th
5 Educational attainments of parents 3.08 10th
20 The amount of leisure students are exposed to at home 3.03 11th
10 The socio-economic status of the family 3.02 12th
9 The resources committed to students education 3.01 13th
4 Social exposure of parents 2.95 14th
3 Nature of parents occupation 2.93 15th
13 The parent level of income 2.82 16th
19 The quality of food students eat at home 2.68 17th
14 The nature of family size 2.67 18th
15 Family type 2.66 19th
8 Number of children of educated parents 2.51 20th

Table 1 shows that the respondents identified all the items as family background influence academic
performance because they all have mean scores that are above the average mean (benchmark) value of
2.50 for identifying the most significant family background factors on students‟ academic performance.
However, items 12 (with mean value of 3.40), 2 (with mean value of 3.39) and 11 (with mean value of
3.27) took precedence over others and were ranked 1st, 2nd and 3rd respectively. On the other hand, items
14 (with mean value of 2.67), 15 (with mean value of 2.66) and 8 (with mean value of 2.51) were the
three least ranked items. Since all the items stated cannot be reported, the first three items with the highest
mean values will then be considered as the major findings. Hence, it is indicated that adequate monitoring
of children home work by parents, parental motivation of children and the nurture and care parents give to
the children are the significant influence family background can have on students‟ academic performance
as reported by teachers in Ilorin metropolis.

Hypothesis One: There is no significant difference in the influence of family background on the
academic performance of senior secondary school students as expressed by teachers in Ilorin metropolis
on the basis of gender.

Table 2: Mean, SD and t-test showing difference in respondents‟ views on influence of family
background on academic performance based on gender
Gender N Mean SD df Cal. t Crit. t p-value
Male 57 59.93 4.63
198 0.89 1.96 0.37
Female 143 60.69 5.68

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Table 2 shows that the calculated t-value of 0.89 is less than the critical t-value of 1.96, with a
corresponding p-value of 0.37 which is less than the significance value of 0.05. This indicates that there is
no significant difference in the respondents‟ view based on gender; hence, the hypothesis is retained.

Hypothesis Two: There is no significant difference in the influence of family background on the
academic performance of senior secondary school students as expressed by teachers in
Ilorin metropolis on the basis of teacher‟s qualification.

Table 3: ANOVA showing difference in respondents‟ view of influence of family background on

academic performance based on teacher‟s qualification
Source Sum of Squares df Mean Squares Cal. F-ratio Crit. F- p-value
ratio
Between groups 19.078 3 6.359 0.21 2.60 0.88
Within groups 5796.742 196 29.575
Total 5815.820 199

Table 3 shows that the calculated F-value of their academic endevours. Likewise when
0.21 is less than the critical F-value of 2.60, with parents motivate children and provide them with
a corresponding p-value of 0.88 which is greater adequate care, children will put up the courage
than the significance value of 0.05. This and confidence in all they do, they will respect
indicates a significant difference in the their parents, listen to their advices, and shun
respondents‟ view in the influence of family any form of influences that may distract them
background on students‟ academic performance from studying, thereby, performing well in their
based on teachers‟ qualification; hence, the academic pursuits. The finding of the study is in
hypothesis is not rejected. Therefore, there is no line with that of Topor, Keane, Shelton and
significant difference in the influence of family Calkins (2010) and Adegboyega (2018) which
background on academic performance of senior indicated a statistically significant influence of
secondary school students as expressed by parental monitoring and motivation a child's
teachers in Ilorin metropolis on the basis of academic performance, over and above the
teachers‟ qualification. impact of the child's intelligence. Also, Chohan
and Khan (2012) study showed that parental care
has a consistent and positive effect on academic
6. Discussion achievement and on the self-concept.

The finding of the study revealed that adequate The first hypothesis revealed that there was no
monitoring of children home work by parents, significant difference in the influence of family
parental motivation of children and the nurture background on the academic performance of
and care parents give to the children can senior secondary school students as expressed
influence students‟ academic performance as by teachers in Ilorin metropolis on the basis of
expressed by teachers in Ilorin metropolis. gender. This means that the views of male and
Parental monitoring of children is very female respondents are similar in response to the
important for students to achieve success in their influence of family background on academic
academic pursuits. This is because adolescents performance. This is because either male or
also wish to be independent, make decision of female adolescents is susceptible to family or
their own and usually relate more with peers parental influence since they are yet to gain total
rather than the parents. This however, usually control of their own activities. The findings of
lead them into bad gang that will eventually this study supports that of Ugwuja (2010) which
influence their academic performance revealed no significant difference in
negatively. In view of this, parental monitoring respondents‟ perception of influence of family
will help students understand the purpose for background on academic performance on the
which they are in school, thereby, concentrate on basis of gender.
their studies in order to achieve positively in

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Hypothesis two showed that there was no - Teachers should interact with parents of
significant difference in the influence of family the students to discuss the importance of
background on academic performance of senior providing adequate care they need for
secondary school students as expressed by their total growth and development and
teachers in Ilorin metropolis on the basis of for positive academic performance.
teachers‟ qualification. This implies that - School counsellors should encourage
educational qualification of the respondents has parents to relate and create interest in
no influence on their views of family their children studies so that they can
background influence on academic performance stimulate their interest to studying and
of students. This follows that teachers are aware improve on their academic performance.
and believe that family can contribute - School counsellors should educate the
immensely to the academic performance of school staff and parents through
students regardless of the educational organization of guidance programmes
background. The finding of this study agreed that will sensitize them of the influence
with that of Shute, Hansen, Underwood and family background can exert on
Razzouk (2011) which found no significant students‟ academic performance so that
difference in the relationship between parental adequate preparation could be taken to
involvement and academic performance on the prevent such influences and use it
basis of educational attainment. adequate to strengthening academic
performance of students.
7. Conclusion
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