Tuesday, 26 August 2014

THE EFFECT OF PARENTAL LEVEL OF EDUCATION AND THE ACADEMIC PERFORMANCE OF STUDENTS IN SELETED SECONDARY SCHOOLS IN CALABAR UBAN


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 Fullans 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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