CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
Education
can be seen as an indispensable factor of human and national development. But
this education came to us as the Western education was introduced in Nigeria by
the missionaries in the mid-nineteenth century. Although the first mission
school was founded in 1843 by Methodists, it was the Anglican Church missionary
society that pushed forward in the early 1850s to find a chain of missions and
schools, followed quickly in the late 1850s by the Roman Catholics. After this
era, the British politicians (Colonial masters) took over the government to
Westernize Nigeria in the full western culture of Politics, science and
technology, systemizing the way of schooling in primary, secondary and tertiary
institutions of learning. The government was led by ‘Lord Laggard’, the then
governor general during the colonial period.
Furthermore,
according to the Nigeria National Policy on education (1977) the secondary
education is said to be the stage of education that a child is engaged after
the primary education and before the tertiary stage. The Nigerians philosophy
of education advocates for the provision of equal opportunities for all
children at the primary, secondary, and tertiary levels of education.
In order to
implement this land able policy the Federal government had launched UPE in
1976. This made it possible so that all the children are opportune to enroll in
primary and secondary levels of education without any hindrances. It has been
learnt that the number of students who dropout after primary education seems to
be tremendous, that is why UPE was geared towards making secondary education
affordable for all children.
The parents
are expected to carryout some roles in their children education. This is
because their roles are very important in their children education. The roles
now include paying children school fees, having or being interested in knowing
how their children are being taught in school, buying their text books, note
books and other writing materials. The parents should also make sure that their
children are well fed since they cannot study in an empty stomach, they should
at times visit the schools where their classes and other extra-curricular
activities in school.
Parents are
still also experiencing obstacles in the cause of performing their roles in
their children education. These obstacles/hindrances could be attributed to the
poor socio-economic status, educational background and parental level of
income. This is because people in the society are grouped in various classes of
hierarchy as we have people of higher class, middle class, lower class etc. who
live according to their level of income. But people who earn lower income in
the family are faced with a serious problem that they can not meet up with some
educational needs of their children because of the following reasons:
1. Low income based of the parents.
2. Low educational background of the
parent.
3. Now lucrative occupation engaged by the
parents.
Education is vital, as compelling
evidence has shown that family involvement has a positive effect on learners‟ academic
achievement. The family plays a major role as a socializing agent by supporting
the individuals as they grow from childhood to adulthood. This role cannot be
adequately replaced by any other institution. However, parents need to be
informed about various and more effective ways of creating or developing
learning opportunities and stimulating experiences for their children through
their involvement in parenting programmes. Community involvement in school
activities has a positive effect on pupil performance. Fullan (2001) stresses
that parents and the wider community have largely untapped expertise essential
to the partnership.
However
well or badly parents do, they are the first educators. As part of community,
schools need to develop an „invitational‟
attitude towards parents and to do more to help parents assist their children.
Dustmann, Rajah and Soest (1998) support Fullan‟s
position about the impact parental level of education and the community have on
pupils‟ performance. But students are motivated to achieve not only
self-motivation but also through the involvement of their peers, their parents,
their teachers, and their communities.Emeka (2001) has attributed the causes of
poor academic performance to a combination of personal and intuitional factors
personal factors relate to the individuals. Intelligent, knowledge and ability
while the institutional factors are family or parental influences, societal
influence and school related factors among others.Ajila and Olutoa (2000) categories
problems responsible for students’ poor performance as it include availability
of suitable learning environment adequacy of educational infrastructure like
textbooks, laboratory, studio etc. There is evidence that parent’s education
will affect student’s academic achievement. According to Crasser (2003) parents
level of education is one of the most important factor affecting students
academic achievement,Taiwo (2000) submits that a child that comes from an
educated home would like to follow the steps of his/her family and work actively to his study, Iheke (1999) concludes that a child from a well educated
family with high socio-economic statues is more likely to perform better than a
child from above average as compare to average income family with well educated
parents who participate in the schools
education process and encourage their children to learns,they established that
their socio-economic statues of students affected their achievement.
However, parents’ place priority to
basic necessity likes housing, clothing, health care, educational toys and
games, this point was supported by bookcock (2002) and Iheke (2002) on the
relationship between school performance and parental socio economic condition.
Again, Academic achievement have
always been the centre of educational research and despite varied statements
about the aims of education, the academic development of the child continue to
be the primary and most important goal of education. It acts as an emotional
tonic. It advisable to laid good foundation in a child early years of life
because sound academic records are the pillars on which the entire future
personality stands. In a study considering the factors of school achievement,
one possibly ignores those aspects in which individuals differ from one another.
The starting point may be academic achievement itself where wide ranging
variations occur from the point of outstanding achievement. If we consider a
group of students a few students are found to be high achievers on the other
hand a few are low achievers while a sizable number of students always appear
as moderate achievers. The question arises why such a difference in achievement
appears. These questions often appear in the minds of educators, educationists,
and the psychologists, but with hardly satisfactory answers.
1.2 Statement of the Problem
In many
parts of the world educationists, sociologists, and schools can influence
educational attainment. Early researchers on the subject focus primarily on
what we called “Intellectual and ability factors. Recently, there have been
emphases in the conceptualization on the problem due to the gradual recognition
that some students perform worse than expected in ability tests. The search for
causes of the variations in academic performances led to the first
consideration of “Non-intellectual” characteristics.
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