IMPACT OF PERSONALITY TRAITS ON STUDENTS ACADEMIC PERFORMANCE 2

 

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Personality is something everybody knows that it exists, but nobody knows that what it is (Schneewind and Ruppert, 1998). It is certainly true that it is difficult to put human personality which Goethe (1970) called the greatest happiness for children of this earth into scientific terms. Personality determines a set of important characteristics and that how people interact with others. Human personality is the combination of a number of traits.

Personality can be measured as a set of items usually questions about behaviour and feelings to which the subjects have to respond by agreeing or disagreeing with that question or statements. (Kline, 1993). In 1930 personality psychology became an identifiable discipline in social sciences. During that time many separate lines of inquiry came together for the field generated by Allport (1937), Murry (1938) and Lewin (1935). Mary Laurence F. Fortu (n.d) described the following as the components of personality which are habits, attitudes, interests, values, principles and mental capacity or intelligence.

Academic performance is a major issue among students, teachers, parents, school administrators, and the community at large. Attempts have been made by researchers to unravel the complexities surrounding academic performance. Psychologists have put forward a lot of reasons why these disparities in performance exist. A lot of attention had been paid to external factors such as type of school, teaching methods, school location, instructional materials, teachers experience, and so on (WAEC, 2005). Many spend lots of money in order to secure good schools either for their children or themselves and those who can afford it even invest on education abroad as they believe this will enhance performance, and which in turn gives an added advantage in terms of securing gainful employment. Opinions vary as to why some students excel academically while others appear to be underachievers. Many psychologists have consistently attempted to identify the major predictors of individual academic performance. Factors such as intelligence, self concept, gender, study habit, maturation, home background, amongst others, just to mention a few, have been extensively explored as being responsible for academic performance. Other factors that have been researched into in the past include: child rearing patterns, peer group influence, socio-economic background and learning environment. Another major factor that is believed to be responsible for academic performance in students is their personality traits. Traits Theorists have tried to identify the major traits that characterize personality. Notable among these are Sigmund Freud in the early 1900’s, Gordon All port (1961), Cattell (1967), Hans Eysenck (1985) Feldman (1994), McCrae and Costa (1987) and a host of others. Personality has been defined in many ways by many psychologists who wrote on the concept. According to Feldman (1994) in Daminabo (2008), Personality is the sum total of the characteristics that differentiates people, or the stability of a person’s behavior across different situations. In other words it means those qualities the individual is noted for. Traits on the other hand are “enduring dimensions of personality characteristics which differentiates people from one another” (Colman, 2003). Traits are therefore the sum total of stable characteristics in a person across different times and situations, which make him or her unique or distinct from others. This agrees with the definition by Mischel 1981, (in Agbakwuru, 2000) which refer to personality traits as consistent differences between the behaviors characteristic of two or more people. It is also defined as “any distinguishable, relatively enduring way in which one individual varies from another” (Guliford, 1959 in Agbakwuru 2000).However, there has been an increasing interest in the big five personality traits and the role they play as regards academic performance of students. Of particular interest is the role that these traits play in the academic performance of students. These traits, popularly known as the ‘Big Five’ include conscientiousness, agreeableness, openness to experience, extraversion and locus of control. The acronym CAOEL is used to describe them. These personality traits affect academic performance in students, either positively or negatively. And so parents, educationists, psychologists, counselors, are all worried at the rate of decline of academic standard. Big Five otherwise known as CAOEL has therefore been explored in order to find possible solutions to the problem of underachievement amongst school students. The acronym CAOEL denotes the traits: conscientiousness, agreeableness, openness, extraversion and locus of control to experience. McCrae and Costa (1980) researched extensively on these traits.  A high score on Conscientiousness shows a student who is self disciplined, careful, thorough, organized and determined. Low scores on this trait portray indiscipline, carelessness, disorganization and indifference. That student who scores highly on this trait is expected to perform excellently well, academically and vice versa.

 

Agreeableness describes one who is sympathetic, trusting and cooperative. Students with high scores on agreeableness are selfless, flexible and pleasant. Such students work with others easily with little or no friction. Those scoring low on this trait however find it difficult to get along with others. McCrae and Costa 1988 in Daminabo, (2008) noted this to be psychotics, which refers to a person who is skeptical, unsympathetic, uncooperative and rude. Low scores are expected to affect academic performance negatively.

 

The researcher is therefore out to examine what influence these personality traits have on the academic performance of students.

 

 

1.2   STATEMENT OF THE PROBLEM

The problem of underachievement has assumed a worrisome dimension in the Nigerian educational system. Desperate to make it anyhow, students have devised various illegal means to succeed in examinations, even when they are not academically competent. And unfortunately, the system has buckled under the pressure. Examination malpractice has risen steadily to become a seemingly untamable monster. It is increasingly becoming difficult to equate competence of people with supposed academic performance as represented in their certificates. Many candidates are unable to defend the result they supposedly acquired honorably. And of course this has consistently led to inability to compete effectively in the job market which has become a serious issue. Several factors have been researched into in the past as to the cause of this social malaise, but there seem to be indications that some hidden factors may be responsible that needs unraveling. This desire to see this problem curbed gave rise to this study and the researchers’ aim is to see if there is a way in which the big five personality traits can help, especially from the perspective of the analytical and scientific approach of measurement and evaluation.

The researcher has consequently chosen to explore this problem among the students. This study is therefore aimed at an examination of the influence of personality traits on academic performance of the students.

 

 

1.3   OBJECTIVES OF THE STUDY

The objectives of the study are therefore to:

1.  Find out there is any significant relationship between personality trait and students academic performance.

2.  Determine the different types of personality trait that can influence students academic performance

3.  To examine the factors influencing students academic performance.

 

 

1.4   RESEARCH QUESTIONS

1.  Is there any significant relationship between personality trait and students academic performance?

2.  What are the different types of personality trait that can influence students academic performance?

3.  What are the factors influencing students academic performance?

 

 

1.5   HYPOTHESIS

HO: There is no significant relationship between personality trait and students academic performance

HA: There is significant relationship between personality trait and students academic performance

1.6      SIGNIFICANCE OF THE STUDY

This study will educate the stakeholders in the education sector on how the individual personality traits of students can influence their academic performance. This study will also enlighten them on different types of personality traits and how this traits can influence academic performance of students.

This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

 

 

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study on the impact of personality trait on the academic performance of students in Nigeria covers all the students in Edo state, Nigeria by carefully examining their different personality traits and its effect on student’s academic performance. The study will also cover an overview of factors hindering student’s academic performance.

 

 

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

 

 

1.7      DEFINITION OF TERMS

Personality: the combination of characteristics or qualities that form an individual’s distinctive character.

Performance: is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals

Trait: a distinguishing quality or characteristic, typically one belonging to a person.

REFERENCES

Agbakwuru, C. (2000). Teacher Personality traits and Characteristics and learning Effectiveness of Pupils. Psychological Perspective vol. 2 (22)-28

Blickle , B. Costa, G and McCrae (1992). The biological basis of personality. New York: Springfield

Colman, A.M. (2003). Dictionary of Psychology, New York: Oxford.

Daminabo, W. H. (2008). The Relationship between Personality Traits and Academic Achievement of Secondary School students in Rivers State. Unpublished M.Ed. dissertation, University of Pot-Harcourt.

Gulliford, M. Paul, C. (1999). Citation and Referencing : The 5th Edition Apa style. Onitsha: West and Solomon.

WAEC (2005). Variables affecting student achievement. Available at http://www.waec.org/resource/primer/variable.htm

 

 

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Impact of family background on career choice of secondary school students in Nigeria

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY 

Family is a place in which children learn to interpret realities (Wary and Passman, 1996) parents serve as significant interpreters to children for information about the world and children ability (Hall, Kelly, Hansen and Vulwein, 1996) family influence is an important force in preparing students for their role as workers. Young people form their attitude about work and career as a result of interaction with the family. Family background provides the basis on which a student’s career planning and decision making evolves. However, within each family, the level of involvement can very positively or negatively.

Family background factor found to be associated with career choice includes parents socio-economic status (SES), their level of education and bio-genetics factor such as physical size, gender, ability and temperament, Panic and Jepson (1992), in a study on adolescent vocational development reported that had the most effect on education plans and occupational aspiration was education. Mortime et al (1992) also reported that parents with post secondary education tend to pass along its importance in their children a finding reported by other studies. Montgomery (1992) votes that students talented in mathematics viewed their career choice as reflective on the interest that stem from early family influence and educational opportunities.

De Piddeo (1990) however, points out that the lower level of parents education can retard adolescents career choice. Being born to parents with limited education and income reduces the likelihood of going to college or achieving a professionally and occupational goals and essentially predetermined the child’s likely career choice. Family income is another aspect of family background that influences the career choice of a student. Mortimer et al (1992) one reason for this may be that family with limited economic resources may tend to direct children first the older children in the family giving less hope and encouragement to the younger children in the family. It is therefore understandable that the self efficacy of students with respect to career opportunities is linked to the economic support they can expect from their parents. Another family background factor found to be associated with career choice include the parents spiritual/health parents who love Jesus and want the best for their children will urge their children to pursue a career that will bring them joy in the future. Thus proverbs 22:6 admonished parents to pay attention to their children while the children in turn should prove themselves obedient (Ephesians 6:13).

1.2 STATEMENT OF PROBLEM  

The standard of education in Nigeria today is gradually falling thus leading to lots of arrangements amongst scholars civil servants, educational planners etc as to what is the immediate and remote causes of the failure and the factors hindering high standard of education, while we may blame governments, teachers, and children, the family which students comes from leave much to be desired. It is important to note that we cannot exonerate the family that a child came from when talking about the students choice of career in secondary school. Family background factors found to have influence the students choice of career is based on parents socio-economic status, parents educational level, parents love for Jesus and family size and parents temperament.

1.3 OBJECTIVE OF THE STUDY

The main objective of the study is to examine the impact of family background on occupational choice of secondary school students. Specific objectives of the study are:

1. To ascertain the degree in which socio-economic status of parents influence the career choice of students in secondary school.

2.      To examine the relationship between the level of education of parents and the career choice of students in secondary schools

3.         To determine if the size of a family have any influence on the choice of career of secondary school students.

4.         To examine the relationship between living condition at family and choice of career of students.

5.         To find out if the ability and temperament of parents affect the choice of career of students.

1.4 RESEARCH QUESTION

In order to deal with the influence of family background on the career choice of secondary school students the following questions were asked:

1.           To what degree does the socio-economic status of parents influence the career choice of students in secondary school?

2.           Is there any relationship between the level of education of parents and the career choice of students in secondary schools?

3.           Does the size of a family have any influence on the choice of career of secondary school students?

4.           Is there any relationship between living condition at family and choice of career of students?

5.           To what extend does the ability and temperament of parents affect the choice of career of students?

1.6 SIGNIFICANCE OF THE STUDY      

Students succeed in school when certain factors are put in place or put under control, some of these includes ensuring that the child feeds well at family, get enough rest, does his family work has his work checked by both his teachers and parents, has his school materials, gets adequate encouragement from their parents, useful information should be given the child to guide futures generation of choice of career. In the light of the above, the students will assist parents to have insight into the behavior and needs of their children. The study intends to reveal the factors that impedes or enhance the choice of students in secondary schools.

1.7 SCOPE OF THE STUDY

This study is restricted to secondary schools in Esan Central local government area of Edo State. In the realization of similar condition facing most students in other secondary schools in Edo State the survey shall focus on students in their first year and final year of studies.

1.8 DEFINITION OF TERMS

FAMILY: Is a unit comprising of husband, wife and children.

FAMILY SIZE: The number of people in the family.

FAMILY SYSTEM: This includes monogamy and may be nuclear or extended family.

HOME ENVIRONMENT: This refers to parental experience and aspirations for children, objects and material conditions in the home for comfort and also specific behavioral processes conducive to learning.

EDUCATIONAL UPBRINGING: This refers to education of children and how they perform in academics when subjected to test or examination.

EDUCATIONAL STATUS: This term is used for social processes in which one achieve social competence and individual growth, carried on in a selected, controlled sitting which can be institutionalized as a school or college.

OCCUPATIONAL STATUS: Person’s trade, vocation or principal means of earning living.

SOCIO-ECONOMIC STATUS: This refers to position of recognition which one finds him in the society. Such a position may not be hereditary but acquired through personal efforts like education, wealth, occupation and social class.

ACADEMIC PERFORMANCE: This refers to the students’ achievement, scores within the class and his position relative to all those subjected the same test.

EFFECTS: the result or outcome of anything be it positive or negative.

HOME SITUATION: This refers to prevailing atmosphere in the home whether violent, resentful or in disarray.

PARENTAL ATTITUDE: Parents disposition to respond in a characteristics way to some stimulus in their social environment. Some responses determine the way and manner their children are brought up by them.

 

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IMPACT OF WESTERN EDUCATION IN THE TEACHING OF ISLAMIC EDUCATION.

 

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND TO THE STUDY

Western education is a system originated from the west and penetrated to the world after Islamic education in the earliest 15th century. Its main approach was the modernization of social life through science and technological advancement (Farid, 2005). Western system of education was first propagated by the missionaries and promoted by colonialist to different part of the globe, in their view for westernization and globalization in the name of modernity. It is a complete secular system that differentiated life and religion and focuses on materialism.

 

It’s also rationalistic in its quest for knowledge as relied more on human ability of reason than spiritual inspiration. The preparation made to man in this system was very limited as it fall short in training only the body and the physique in this fair of life, therefore the modern western system does not consider the relationship between God and human as socially or intellectually relevance, hence revelation or the revealed knowledge, they are ignored even when modern secular subjects are introduced in the curriculum for the traditional older system (Rosnani, 2004).

 

However, Islamic education is simply translated as ‘tarbiyyah al Islamiyyah’. It contained a concept of “ta alim” (instruction), tahadhib (rear or sustain) and other sub concepts like hikmah (wisdom), Adl (justice) Amanah (trust) and as the extreme is Khilafah (vicegerancy) and Ibadat (worship). The main sources in this type of education are the Quran and Hadith. Islamic education connotes whole life approach and signifies complete integration into man’s life, it emanation can be trace to the existence of man on earth of the holy Quran. It is the true system that first takes man from the darkness of ignorance and illiteracy to the light of knowledge and education, it shapes so many relevance and advantages not only to Muslims but to entire humanity. Islam faces education as an act of worship and a life long process (Hashim, 2004). Therefore, its philosophy, method, content and general curriculum are towards human successful integrative life. Education is an art that allows humans to accumulate every leaving experience in their life and subsequently transmit to a new generation.

 

In Islam, the actual education which are required are the content of Quran and Hadith, because these are the motivations which derives the Muslim community so as to place due importance on advancement of knowledge which is borne out from the Quran and Hadith. Islamic education can also be defined as a process of nurturing and training of the mind, the physique and the spirit of human based on Islamic values which are sourced from the Quran and Sunnah. It is intended to bring forth humans who are God conscious and subservient only to Allah (Nor, 2012).

 

However, the Islamic education left many legacies to the west as it recorded a tremendous achievement in architecture, history, philosophy, medicine and all branches of liberal and natural sciences. The scientific and technological advancement of the modern world owe a lot to the research conducted by the Muslimscientist, Islamic education also predate the western education in Nigeria and Malaysia just as Islam has a longer history than Christianity in the world. In Nigeria, western education has greatly influenced the teaching of Islamic education considering the fact that most Islamic schools now adopt some western approach of education.

 

1.2   STATEMENT OF THE PROBLEM

The secular system considers education as an engine for development; it sees education as the instrument of life, and believed for education as a means of individual and national development. It also viewed education as an element of continuous and harmonious human existence and well-being just as the case in Islamic world view. However, we may wish to consider Islamic education as a system of education, which entails ideological concept expounding the very nature of life (here and after), and prescribing the position of man and his role on earth. It is important to note that Islamic education is not synonymous with Islamic studies, which is just a subject in the Nigerian western-oriented educational system. The basic discernible difference is that Islamic studies is an academic subject offered in a formal school setting. Western education started winning popularity as a result of the patronage. Nasiru (1977) advances some other reasons for the prosperity of the Western education in Nigeria, namely, the payment of a monthly salary to the teachers from the parent body of the mission abroad, as against the economically strapped Mallamswho depended on voluntary gifts from the public as a means for their survival.

 

Also the free education programme of the Christian missionaries towards western education development was elaborate than that of the Muslims, as they received financial and moral aid from Europe and could afford to give out books, slates, and writing materials freely to the students. In addition to this, appointments into government offices were made from the rank and file of school leavers and not the students of Islamic schools. On graduation, they could only perform at Islamic social gatherings like naming, marriage and burial programmes. However, the researcher seeks to analyze the impact of western education in the teaching of Islamic education.

1.3   OBJECTIVES OF THE STUDY

The general objective of this study is to examine the impact of western education on the teaching of Islamic education and the following are the specific objectives:

1.  To examine the impact of western education on the teaching of Islamic education.

2.  To identify the differences between western education and Islamic education.

3.  To examine the factors that favor western education over Islamic education.

1.4   RESEARCH QUESTIONS

1.  What is the impact of western education on the teaching of Islamic education?

2.  What are the differences between western education and Islamic education?

3.  What are the factors that favor western education over Islamic education?

1.5   HYPOTHESIS

HO: Western education does not influence the teaching of Islamic education

HA: Western education does influence the teaching of Islamic education

 

 

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1.  This study will be useful for the general public has it will enlighten on how western education has influenced the teaching of Islamic education by considering the factors that gave western education popularity over the Islamic education.

2.  This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied, it will go to an extent to provide new explanation to the topic.

1.7   SCOPE/LIMITATIONS OF THE STUDY

This study on the impact of western education on the teaching of Islamic education will cover all the activities that promoted the fast growth and adoption of western education by the general public. This study will also consider its impact on the teaching and general output of Islamic education.

LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8   DEFINITION OF TERMS

Education: the process of receiving or giving systematic instruction, especially at a school

Western: originating from the West, in particular Europe or the United States. “Western society”

REFERENCES

Farid S. A (2005). from Jamiah to University. multiculturalism and Christian Muslim dialogue. International sociological association, National University Singapore.

Hashim R. (2004). educational dualism in Malaysia. Oxford University Press, Kuala Lumpur Malaysia.

Nasiru, W.O.A. (1977), “Islamic Learning Among the Yoruba (1896-1963)”. An unpublished Doctoral Thesis of the Dept. of Arabic and Islamic Studies, University of Ibadan. Ibadan.

Nor. A, (2012), “The Impact of Colonialism on the Muslim Educational System”. Al-Tawhid, Vol. IV. No. 3.

Rosnani E.A (2004). The Missionary Impact of Modern Nigeria. London: Longman.

 

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HE EFFECT OF BIOLOGY PRACTICAL ACTIVITIES ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU EAST LOCAL GOVERNMENT AREA.

 

ABSTRACT

 

 

This project work was carried out to determine the effect of biology practical activities on academic achievement of senior secondary school students in Enugu East Local Government Area of EnuguState. Chapter one and two is the background of the study and the review of related literature respectively. The background of the study emphasized the use of practical activities in biology as stimulates learner’s interest in the science subject they are studying. In the review of literature, the need for the teaching and learning of biology in secondary schools were discussed.. The factors which affect the achievement of secondary school biology students were also reviewed which include: inadequate laboratory facilities, teacher factors, student factors and environmental factors. In chapter three, the area of the study, population for study, data collection and analysis were presented. The study was carried out in Enugu East Local Government Area of EnuguState; the target population includes all the ss1 students in all the ten (10) schools in Enugu East Local Government Area of EnuguState. The students were given tests and the test was marked and they were scored according to their performances, the score from the pre-test and post- test were used to find the mean and standard deviation. Chapter four dealt with the presentation and analysis of data to four senior secondary schools in Enugu East Local Government Area. And the analysis showed that the mean scores of the females are higher than that of male students in both pre-test and post- test. The discussion of the results, educational implications, recommendation, and conclusion were also treated in chapter five.

 

 

 

 

TABLE OF CONTENTS

COVER PAGE-         –        –        –        –        –        –        –        –        i

TITLE PAGE-    –        –        –        –        –        –        –        –        –        ii

CERTIFICATION-     –        –        –        –        –        –        –        –        iii

APPROVED PAGE-   –        –        –        –        –        –        –        –        iv

DEDICATION-  –        –        –        –        –        –        –        –        –        v

ACKNOWLEDGEMENT-  –        –        –        –        –        –        –        vi

ABSTRACT-     –        –        –        –        –        –        –        –        –        vii

CHAPTER ONE

Introduction-      –        –        –        –        –        –        –        –        –        1

Background of the study-     –        –        –        –        –        –        –        1

Statement of problem-          –        –        –        –        –        –        –        9

Purpose of the study-  –        –        –        –        –        –        –        –        10

Significant-         –        –        –        –        –        –        –        –        –        11

Research questions-     –        –        –        –        –        –        –        –        12

Research hypothesis-  –        –        –        –        –        –        –        –        13

Scope of study-  –        –        –        –        –        –        –        –        –        13

 

CHAPTER TWO

Literature review –       –        –        –        –        –        –        –        –        14

The need for teaching and learning of biology in secondary schools-14

Effect of biology practical activities on students in secondary school-17

Factors that affect the academic achievement of secondary school biology students-   –          –        –        –        –        –        –        –        18

Summary scope of the study-        –        –        –        –        –        –        24

CHAPTER THREE

Research method-        –        –        –        –        –        –        –        –        26

Research design-          –        –        –        –        –        –        –        –        26

Area of study-    –        –        –        –        –        –        –        –        –        27

Population of the study-       –        –        –        –        –        –        –        27

Sample and sampling techniques-          –        –        –        –        –        27

Research instrument-   –        –        –        –        –        –        –        –        28

Method of data collection-   –        –        –        –        –        –        –        29

Validation of the instrument-        –        –        –        –        –        –        29

Method of data analysis-      –        –        –        –        –        –        –        29

CHAPTER FOUR

Data presentation and analysis-     –        –        –        –        –        –        30

CHAPTER FIVE

Discussion of findings-        –        –        –        –        –        –        –        38

Educational implication-      –        –        –        –        –        –        –        41

Recommendation-       –        –        –        –        –        –        –        –        41

Suggestion for further study-        –        –        –        –        –        –        43

Summary of the finding-      –        –        –        –        –        –        –        43

REFERENCES- –        –        –        –        –        –        –        –        –        44

APPENDICES-  –        –        –        –        –        –        –        –        –        48

 

 

 

 

 

 

 

 

CHAPTER ONE

BACKGROUND OF THE STUDY

INTRODUCTIION

The words “science” is often misconstrued by many people. While some view it as a white man’s “juju”, others construe it as a kind of magic, like the tero blind men who went to see the elephant, many people who attempt to define science make valid but fragmentary definition of it. Little do people realize that many of man’s daily activities involve doing science? For example, when you wake up in the morning and take a glass of water and not kerosene you are doing science. When your mother strikes a stick of match, light a candle and watches it melts, she is doing science. When the baker adds yeast to floor to make it rise, he too is doing science. The barber in your village also does science when he applies soap solution to his customer’s hair to make it soft, for he is applying the knowledge of science. Thus, science is not magical as some people think. Science is all around us. Ofuebe (2007), defined science as a dynamic human activity concerned with understanding of the working of our world. Ali (2002) believes that the word science stands for a variety of information, abilities and operations about the natural environment. He believes that science is more concerned with various investigative processes and activities with regards to developing acquiring and controlling knowledge, skills, and capabilities attitudes about the natural factors of the environment. From these processes reliable and verifiable information are accumulated for use in science and other disciplines. According to Aniodoh (1991) viewed science as “a body of knowledge arrived at through systematic and procedural processes based on tentative observations and experiment”. In the sight of the above, science may be viewed as a way of thinking in the pursuit of understanding nature, a way of investigating and a body of established knowledge. Thus, science is a product as a well as a process. Ambuno, Egunifomi, Osakwe (2008) noted that, with science, the world today wouldn’t have been what it is. Technological advancement has completely changed the world. This has permeated into all spheres of our lives which include communications, health, agriculture, building etc. Exploration of the universe and improvement in conditions of living in our homes, schools, roads etc are all based on science in terms of modern equipment and materials. In fact, with the world changing very fast as a result of human activities and population growth, what may save our planet earth is scientific inquiring for solutions to prevailing problems and those we may face in the future. Some biological research has been carried out by scientists leading to many discoveries in medicine, technology, agriculture and genetics.

For further information on the positive impacts of science, Aniodoh (2001) supported the above view which he said that through science and the help of technological know-how, man is able to construct shelter of various kind as dwelling, markets, schools, hospitals etc.

Biology as one of the science subject is defined as the study of life and structure of living things. Biology is the study of living things and concerns itself with the study of the structure, behaviour, distribution, the origin of plants and animals and their relationship with their environments. Abugu (2007) stated that biology is a natural science in which we study living organisms – plants and animals. Furthermore Iloeje (1981) viewed Biology as the science in which we study living things. Based on the above statement, man lives in a novel world, there are animals, plants, rivers, oceans, deserts, mountains, and so on, all round him. Being a curious being, man takes delight in exploring his world, the seeks to have a world view of the universe, the strives to investigate all matter around him – their origin, nature, characteristics and other features, the inquires in his inquiry, he asks a lot of questions and in his search for answers to such questions, he needs to be systematic and unbiased. To achieve his goal, he engages in experimentation and observation, which are fundamental to science. Like other science subjects, biology in secondary schools is composed of practical activities. In all the sciences, biology geared towards simplifying the theoretical content, so as to enhance effective instruction and learning of the subject. Allan, Rob and Jonathan (2000), stated the reason for emphasizing practical activities in biology like a realization of practical; work to be predecessor to real science knowledge. Practical work stimulates learner interest in the science subject they are studying, when they are made to personally engage in useful activities; knowledge obtained through practical; work and experience, promote long term memory that theory alone cannot do, from this reason, it becomes obvious that a learner acquired more in any science lesson, if giving the opportunity to do activities, ranging from manipulating apparatus, classifying, designing, experimenting, hypothesizing to maker inferences and verifying results. Hence, there is an urgent and serious need to justify the exposition of the students biology practical activates as well as studying its effect on student’s achievement in biology. Unfortunately, the ugly situation observed in the majority of our secondary school and students in lack of exposure of the students to practical activities. This contributes to persistent poor performances in biology.

Eze (1995) stated that biology as one of the science subjects in all field of studies develops human thinking faculty to accurate observation, he also stated that practical are very necessary in teaching of biology but some teachers deliberately refuse the use of practical in teaching. Their reason is that the use of laboratory materials waste a lot of time. Biology education programme should be built on the skills, knowledge and experiences, developed by the students, through participation in practical; Biology practical work assist students in utilizing their knowledge and skills acquired in real field outside the classroom. Opul, Ezeh and Ezemagu (2008) reported that much stress has been placed upon practical work for there is no substitute for it, for practical experiment must be the basis of knowledge in biology. Hence, it become imperative at this point to find out the level of academic achievement in biology practical activities, taught to biology students in Enugu, East Government Area Eya, Eze and Ani (2003), and cry about the falling standard of the science education in Nigeria over the years, Researchers have pointed accusing fingers to several factors as being responsible and prominent among these factors is the teacher factor. The neglect of the practical aspect of biology in schools has been blamed on such factors as the inability of the school authorities to provide materials and equipment for practical work, teachers’ failure to recognize the importance of practical work in science teaching. Aniodoh (2001) in his study noted that a sound theoretical and practical knowledge of biology is needed for the management of our natural resources, provision of good health facilities, adequate food supply and favourable life environment. Thus, the teaching and learning of biology has to be encouraged in the school.

In the light of the above, it should be a general concern of every Nigerian including the researchers to view this backwardness with some seriousness. There is great need to look into the issue of teaching and learning of the core science subjects – biology etc. Biologists usually study all forms of life including ourselves, other animals, plants and microscopic living things such as bacteria which is too small to see with our naked eyes. Biology is needed in medicine, nursing, pharmacy, food technology etc.

Aniodoh (2001) observed that effective teaching and learning require accurate and exact observations, carefulness and thoroughness of technique and logical interpretation of data. He emphasized that practical work is the part of the study of biology and should go hand in hand with theory. The National Policy on Education (1981) stipulates that biology should be taught at the secondary school level. And in pursuance of the goals of the policy, the West African Examination Council (WAEC) in their syllabus (1998 – 2003) came up with the following aims and objectives in the teaching of biology in secondary schools:

v To understand the structure and functions of living organisms as well as to appreciate nature

v To acquire adequate laboratory and field skills in order to carry out and evaluate experiments and projects in biology

v To acquire necessary scientific skills, for example, observations, classification and interpretation of biology data

v To impart relevant knowledge in biology needed for future advanced studies in biology

v To acquire scientific attitude for problem solving

v To be able to apply biological principles in every day in matters that affect personal, social, environmental, community health and economic problems. It is of great importance in order to achieve the above objectives that there should be effective teaching and learning.

 

 

STATEMENT OF PROBLEM

Not much attention has been giving to the performance of the students in senior secondary school subjects most especially in biology and biology practical aspect of biology in schools has been blamed on such factors as the inability of the school authorities to provide materials and equipment for practical work, teachers failure to recognize the importance of practical work in science teaching.

`        According to Anidodoh (2001) in his study noted that a sound theoretical and practical knowledge of biology is needed for the management of our natural resources, provision of good health facilities, adequate food supply and favourable life environment. Thus, the teaching and learning of biology has to be encouraged in the schools. Moreover, this neglect, no doubt has relegated these subjects to the background in our senior secondary certificate examination. A close look at the 2008 – 2010 SSCE result records confirms that student’s performance has been very poor generally and particularly in biology practical, failure is a great problem as it

will effect the students performances in science senior secondary school; that is why the researchers have decided to look into the cause and effects of biology practical;. This increasing number of dropouts in the area of the study is a clear pointer to the theme.

In the light of the above, it should be a general concern of every Nigerian including the researchers to view this backwardness with some seriousness. There is great need to look into the issue of teaching and learning of the science subjects – biology etc. Biologists usually study are forms of life including ourselves, other animals, plants and microscopic living things such bacteria which is too small to see with our naked eyes. Biology is needed in medicine, nursing, pharmacy food technology etc

 

PURPOSE OF THE STUDY

The main purpose of this study is to find out the effect of biology practical on academic achievement of male and female senior secondary school biology students in Enugu East Local Government. Specifically, the study intends to find out

1.                Whether there is any significant difference in the mean scores of students taught biology using practical methods and theory methods.

2.                Whether there is any significant difference between the mean scores of male and female students taught biology using practical methods.

3.                Whether there is any significant difference between the mean scores of urban and rural schools students taught biology using practical methods.

SIGNFICANT OF THE STUDY

The result obtained from the study will benefit the following people: Government, Teachers and Students

Government: The study will help to motivate the Government to equip secondary schools with necessary practical equipment for the teaching of biology.

Teachers: This will assist classroom teachers in the organization of practical that would help to develop skills and knowledge in the students. It will also enable trained teachers to adopt those teaching and learning methods that would aid them in organization of their subjects matter for the students.

Students: When students understand more, the importance of biology practical skills, they are equipped to secure employment and this would in no small measure make them contribute meaningfully to the development of the society. Practical method of teaching can also increases the interest of the students to practical works.

RESEARCH QUESTIONS

The following three research questions guided the study

1.                Is there any difference in the mean scores of students taught biology using practical and theory methods?

2.                Is there difference between the mean scores of male and female students taught biology using the practical methods?

3.                Is there any difference between the mean scores of rural and urban students taught biology using practical method?

RESEARCH HYPOTHESIS

There is no significant difference in the scores of students taught biology using practical method and those taught using theoretical method.

SCOPE OF THE STUDY

The study is limited to secondary schools in Enugu East Local Government, to meet up with the cost…

 

 

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THE INFLUENCE OF HOME ENVIRONMENT ON THE ACADEMIC PERFORMANCE OF A CHILD

 

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ABSTRACT

The project work was carried out in Egor local government area of Edo state and the ten schools were randomly selected to look out for the influence of home environment on the academic performance of a child.

Some socio cultural problems which are likely to affect a child’s academic performance were examined with four research questions. The instrument used in the collection of data was the questionnaire, which were tested statistically using sample percentage scores.

The statistical analysis is that a child whose parents are educated performed better than those whose parents are less educated.

The study also shows that learning materials stimulate a child to learn and that a child who has cordial relationship with his/ her parents performs better in school than those who do not. It as also discovered that cultural factors can also influenced a child’s academic performance for instance; a child is likely to face conflict divergent cultures

 

 

TABLE OF CONTENT Chapter One

Introduction

Statement of the problem

Purpose of the study

Research questions

Basic assumptions

Delimitation of the study

Limitations of the study

Significance of the study

Definition of terms

Chapter Two- Literature Review

Chapter There

Methodology

Research Design

Population of the study

Sample and sampling procedures

Research instrument

Validity of the instrument

Method of data analysis

Chapter Four –          Data Analysis and Interpretation

Chapter Five

Summary

Conclusion

Recommendations

Suggestions for further research

REFERENCES       

QUESTIONNAIRES

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The academic performance of any child cannot be separated from the home environment in which the child grows up. A healthy home environment offers emotional security to a child.

The schools cannot simply provide a continuation of the home environment, but they can play an inestimable role in laying the foundation for the child learn how to read and write, however, this influence is characterized by various factors such as the parents home background learning facilities, levels of parents educational attainment and other socio cultural issues.

Over the years, the society had recorded a persisted increase in the rate of poor performance in the various schools examinations such as the senior secondary school examination (S.S.C.E). Comments from educators have shown that the blame from look of performance has been as a result of neglect and carefree attitude towards academic works by students and parents.

It is against this background that the researcher has decided to investigate on the academic performance of a child.

There are innumerable factors which affect a child academic performance as stated above.

It is obvious that a child academic performance is directly related to his her environment as well as learning facilities and other socio cultural issues. Every child is born with the same intellectual ability, but a good and conducive environment with adequate learning facilities will help to boost the intellectual and academic capability of the child.

 

Parents from good learning environment will always have good attitudes towards education and provide learning materials such as the television, instructional video tract, books and journals e.t.c that will facilitate the learning process. These as a matter of fact can give a child an edge over his or her counterparts in an environment with poor learning facilities.

 

Educated parents will always express the belief that it is important to help a child with his or her home work and to review the school work that the child had done but a child from a poor home environment to a large extent is deprived of such opportunities and thus, he or she struggles to service he teaching and learning process. A student in this category is therefore not confident and consisted. Hence he or she experiences how academic performance hence, the motivation of any intelligent child towards learning is being accelerated by the positive influence of his or her environment, while others are negatively affected in terms of their poor home environment.

 

 

STATEMENT OF PROBLEM

The importance of education in an individual cannot be over emphasized. Education has a long lasting impact on ones life. For example the acquisition of knowledge and skills and all other things that is worthwhile, which are transmitted to a person through formal and informal education determines his or her potential in future.

 

Basically, we understand that the home is the first school for a child where he or she is taught the basics norms and values by the parents before the child leaves for the formal education. Contrary to popular opinion. Learning and reading begins in school but the first foundation of the child begins in school but the first foundation of the child begins at home. (Binkley 1998)

Base on those facts, this research has to do with asking the following questions on why does student home environment affect student performance in school.

·        Unconducive learning environment reduces a child academic performance

·        Can the attitude of illiterate parents affect the child performance

·        Can the attitudes of illiterate parents of affect the child’s performance

 

 

PURPOSE OF STUDY

The purpose of this study is to carefully investigate the relationship between a child home environments, level of parent’s educational attainment, learning materials a child’s academic performance in school. In other words the research seeks to know how variation in the above aforementioned factors in a Child’s home can influence his or her performance in school, after which the research intends to suggest possible ways which these problems can be solved.

 

 

SIGNIFICANCE OF STUDY

Education is of immense importance to individuals and to the society at large. Educators have greatly assumed that the home environment, to a large extent determines the progress of an individual in learning situation. This study will therefore highlight the significant differences in various home environments. The study will enable educationist and curriculum planners to take full cognizance of individual difference among children in any teaching/ learning environment while planning. It will also help teachers to cater for the various classes of school children in the classroom.

 

Also, it will enable the teacher to adopt new dimensional approaches while teaching finally parents irrespective of their educational qualification should encourage the child at home, and also provide the maximum stimulation at all times.

 

 

RESEARCH QUESTIONS

As regard to the purpose of this research, the following research questions provide the focus of the study.

i)             Does the home environment have any influence on a Childs academic performance

ii)            Do the parents and their academic attainment have any influence on a Childs academic performance

iii)          Do the parents and their academic attainment have any influence on the academic performance

iv)          Is the academic performance of a child influence by his or her socio cultural background?

 

SCOPE OF STUDY

This study is mainly concerned with the influence of home environment on the academic performance of a child. However the researcher is limited to some selected secondary schools in Egor local government area of Edo state

 

DEFINITION OF TERMS

i) ACADEMIC PERFORMANCE: this can be define as the score a child or individual obtain in teat or examination based on hi or her learning experiences.

ii) HOME ENVIRONMENT: home environment in this context simply means the immediate surroundings and first institution where a child is taught the basic norms and values by the parents before he or she proceeds to acquire formal education

iii) SOCIO STATUS: this is the total state of an individual based on inequality in terms of occupation, level of education and other societal issues

iv) SOCIO- CULTURAL BACKGROUND: this is the social and cultural makeup of an individual in relationship with his or her environment

v) EDUCATION: formal instruction or training given to a child in school

vi) PARENT: any person (man or woman) with legal claim of a child

vii) EDUCATED PARENTS: owner of a female child or male child with formal education in addition to informal education

 

 

 

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