Abstract
This study looked at how students’ academic performance in secondary schools in Uyo was affected by their home and school environments. It started off by exposing the reader to the broad impact that the family and school environments have on secondary school children’ academic achievement. The study also highlighted the many facets of the home and school settings and their impact on the students’ academic performance in secondary schools in Nigeria. It further clarified the notions of home and school environments and student academic performance. In order to foster their children’s psychological and physical development, which would improve their learning development in school, parents were advised, among other things, to practice effective parenting. This would involve creating a happy home environment. Additionally, school administrators should adopt a flexible, democratic style of leadership, and the physical environment of the school should be well-planned, attractively built, and painted to appeal to the aesthetic values of the students. This includes providing adequate ventilation and lighting in the classroom, among other things. The study’s implications and conclusions were drawn growth that would improve their academic progress in the classroom
Chapter one
Introduction
1.1Background of the study
Education is the culmination of all procedures that allow a child, adolescent, or adult to acquire the skills, attitudes, and other facets of constructive values-based conduct. The result of an effective teaching and learning process, as well as the efforts of the teacher, the school, the students, the parents, and their various home environments, is quality education (Elujekwute, 2019). The issue of the learning environment and students’ academic performance is becoming more and more important due to the declining quality of the labor force and the detrimental effects this will have on Nigeria’s future generations. Lawal (2013) asserts that there is a connection between education and nation-building. According to Hassan (2013), secondary education is essential for the growth and development of human capital. In other words, secondary school shapes and creates the person who later advances society, making it a tool for national progress. Secondary schools are crucial because they attract students to tertiary institutions. Therefore, the purpose of secondary school is to create the groundwork for further higher-level studies. Obem (2015) notes that 93% of secondary school graduates in any given year do not meet the requirements for entrance to a higher institution for university study. This is because, according to Samase (2015), just 20% of candidates in Nigeria’s National Examination Council (NECO) and West African Examination Council (WAEC) examinations pass with a passing grade, which is below average performance for thousands of pupils. In addition to the failure rate, secondary schools are also being criticized for failing to produce quality pupils, which is the intended outcome. Numerous studies have identified a number of variables that significantly affect pupils’ performance on external exams.
Teachers, students, and the learning process are all impacted in different ways by the physical attributes of the home and school. Teaching and learning are challenging, according to Jihina (2013), because of poor lighting, noise, uncomfortable classroom conditions, and variable temperatures. Poor upkeep and inadequate ventilation systems cause kids’ and teachers’ health problems, which have a negative impact on both performance and absenteeism rates. These elements may negatively impact students’ conduct, increase teacher annoyance levels, and negatively impact students’ learning attitudes. Beyond the obvious negative effects that inadequate facilities have on students’ ability to learn, the combination of inadequate facilities, which make for an unpleasant and unwelcoming workplace for teachers, combined with annoying student behavior, such as lack of focus and apathy, creates a stressful work environment for teachers. According to Beera (2013), because stress and job dissatisfaction are frequent precursors to decreased teacher morale and enthusiasm, it is possible that the aforementioned school facility characteristics—such as the student-teacher ratio, school location, school population, classroom ventilation, poor lighting in classrooms, and inconsistent temperature in classrooms—have an impact on academic performance. These factors may also be linked to student health issues and behavior. The immediate surroundings of the kids make up their environment. According to Agba (2011), it also refers to the diseases that harm children physically and psychologically. These pupils’ parents and/or guardians are in charge of creating a home environment that will support effective learning for their charges.
The home environment includes the emotional warmth parents exhibit when engaging with their kids, the provision of interesting and educational experiences within the home, and the physical surroundings, such as the cleanliness and safety of the play places. Promoting and safeguarding child health and development requires a safe and healthy family environment. The home environment has a significant impact on how pupils develop personally. According to Chukwudi (2013), parents that foster an environment that is friendly, accommodating, and supportive of learning materials and encourages discovery help their kids’ intellectual progress. To promote students’ cognitive, emotional, and physical growth, stable, encouraging social environments and access to learning tools at home are necessary. On the other hand, a chaotic, noisy, and insecure home environment is bad for kids’ health and academic achievement. According to Douglas (2012), when children’s environments are filled with engaging activities that pique their curiosity and present moderate obstacles, they are driven to work on tasks and learn new information and abilities.
Resources in the educational environment include both tangible and intangible items. It encompasses the instructors, students, collegiality, subjects, and teaching style. A safe and appealing school setting fosters learning and increases students’ pride in their institutions and motivation to continue their education (Mgbodile, 2005). The school building and its surroundings, as well as factors like temperature, lighting, and noise, as well as physical, biological, and chemical agents, all make up the school environment. According to Chinyoka and Naidu (2014), the physical and conceptual context in which teaching and learning are carried out as consciously designed is the teaching and learning environment. Chinyoka Naidu goes on to say that the learning environment includes the surroundings of the classroom, the physical amenities there, and the teacher-student dynamic. Many parents and friends of any educational institution base their initial judgments about the caliber of what is taught there on the outward look and overall condition of the school’s physical facilities. They are frequently turned off by outdated school buildings with cracked and falling walls, thick grass, and overgrown hedges. Additionally, there are offensive messages on paths, lawns, and walls. According to Elujekwute (2019), the physical environment of a school is similar to a mirror that reflects the image of a school, and it is via it that the general public chooses whether or not to identify with a particular school. Any educational program’s ability to fulfill its goals depends greatly on the environment. The majority of knowledge is acquired by students through interaction with resources offered in the learning environment. The environment that people are exposed to has an impact on learning as well, and the amenities that are offered in such a setting facilitate experience. Furthermore, Codjoe (2007) asserts that a student’s academic success is significantly influenced by the surroundings, particularly the physical facilities. Ayodele (2005) and Ayodele and Adebiyi (2013) use school resources as supporting evidence for this claim. It is now known for a fact that the majority of secondary school pupils do not succeed on the placement exam for federal institutions or the universities of their choice..
Statement of the problem
Over the past years, concerns have been raised about poor academic performance among secondary school students, combination of factors relating to the school environment such as limited teaching and learning materials, inadequate textbooks and less professionally trained teachers. Other teacher factors include lateness to school, incidence of absenteeism and regularity in school, truancy, use of local language in the class room, lack of interest and joy in the teacher’s lessons and little help with studies at home to also cause poor academic performance. Parental support variables also cause pupil poor academic performance where their inability to provide breakfast, textbooks and basic school needs, less interaction children’s teachers and involvement in parent teachers association
Objective of the study
The objectives of the study are;
- To find out the school factors that influence students’ academic performance
- To find out the home factors that influence students’ academic performance
- To analyze the effect of home and school factors that influence student academic performance
Research Hypotheses
H1: there are no school factors that influence students’ academic performance
H2: there are no home factors that influence students’ academic performance
Significance of the study
The findings will help educate the ministry of education, schools and parents about the home and school factors which are the barrier to academic performance of student. The study will also serve as a reference to the researcher that will embark on the related topic
Scope of the study
The scope of the stud covers the influence of home and school on student academic performance. The study will be limited to selected schools in Uyo
Definition of terms
Home factors: This therefore, entails the objects, materials, parents, siblings, peers and social life that exists in the home in which the students find himself/herself. All the variables in the home that affect a person’s existence, behavior and performance constitute the home environmental factors.
School factors The critical external factors namely illumination, acoustics, thermal quality, colour and age of school building are typical conditions in determining the quality of a classroom.
Academic performance: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals.
This material content is developed to serve as a GUIDE for students to conduct academic research
THE INFLUENCE OF HOME AND SCHOOL ON STUDENTS’ ACADEMIC PERFORMANCE
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