ABSTRACT
The study sought to investigate on
how various family factors predict academic achievement motivation of students.
The study adopted a correlation research design. Six research questions were
formulated and six hypotheses tested at 0.05 level of significance guided the
study. The population for the study consisted 62,758 Senior Secondary II
students made up of 35, 744 males and 27,014 females in the area. The sample
for the study was 900 SSII students selected through a multistage sampling
procedure involving stratified random sampling techniques. The instrument used
for data collection was researcher’s designed questionnaire titled “Family
Factors and Academic Achievement Motivation Questionnaire”. The instrument was
face validated by three experts in Educational Psychology, Guidance and
Counselling and Measurement. The experts made their corrections based on
simplicity and clarity of language, item coverage of the content, clarity of
instruction and so on. The reliability coefficient of the instrument was also
determined, using the Cronbach alpha statistics to determine the coefficient of
internal consistency of the instrument. It yielded a consistency index of 0.89,
0.82, 0.82 and 0.72 for the clusters. The research questions were analysed
using Pearson Product Moment correlation coefficient while the null hypotheses
were tested at 0.05 level of significance using multiple regression test. The
findings show family type does not predict academic achievement motivation of
students because the prediction was of a low degree with the magnitude of only
4% variability.Similarly, family structure and family size do not predict
academic achievement motivation of students due to the low degree of
variability on the prediction. All these too have low degree of influence in
the region studied which may be based on the type of occupation commonly
practiced in the area under study. On the other hand, leadership styles of
autocratic, democratic and laissez-faire practiced by household heads predicts
academic achievement motivation of students. Based on the findings of the
study, recommendations were made. These includes that the family type that will
encourage the students to perform well should be adopted and that there should
be provision of awareness creation for parents on consequences of family
structure in promoting academic adjustment. Similarly household heads should
adopt democratic leadership style that positively motivates students to
achieve. The adoption of laissez- faire leadership style by family household heads
should be with caution as it may yield a negative outcome.
CHAPTER ONE
INTRODUCTION
Background of the Study
The
family is the main social environment for the child. In some countries such as
Australia, Malaysia, United States of America, Uganda and Nigeria some of the
socialization that takes place informally is now undertaken by modern secondary
organization of which family is an aspect. Murdock in Akubue and Okolo (2008)
defined family as a social group characterized by common residence, economic
cooperation and reproduction. Family, the author continued, includes adult of
both sexes two of whom maintain socially approved sexually cohabiting adults.
Murdock concluded that family is a universal institution and everywhere
performs four functions as economic, reproductive (sexual), educational and
socialization functions. Carter and Goldrick, in Onyia and Anichie (2002)
define the family as a small social system made up of individuals related to
each other by reason of strong reciprocal affections and loyalties,
compromising a permanent household (or cluster of household) that persists over
years and decades. Members, according to the authors, enter through birth,
adoption marriage, and leave only by death.
The
conception about family is varied depending on cultural and geographical
perspective. In Nigerian context, a family consists of the husband, wife,
children and the extended families of the couple (Owo, 1994). Nwobi (1997)
defined the family as a bio-social group, a network of persons intimately held
together by a bond of social and kinship relationship or blood relationships.
Nwobi goes on to state that in the Nigerian context, at least because of the
phenomenon of extended family system, the family is made up of the married
couple, their offspring and immediate kit and kin, brothers and sisters of the
bridegroom and his parents, relatives – in – laws and any other dependent, so
that the concept of nuclear families is a product of colonial experience in
most parts of Africa. In the context of this study, family will be taken to be
made up of members who live together under one roof having a single household,
and united together by ties of marriage, blood or adoption.
The
family is a fundamental social institution and its particular forms differ
substantially from place to place. Thus, there is nuclear and extended family.
According to Adjaero (1996), nuclear family refers to a group of people who have
biological and institutionalized social roles to each other and develop values
and beliefs that inform sets of expectation and roles which are specific to
them. Extended family consists of nuclear or polygamous families plus uncles,
cousins, ground parents and others. In all these type of families either single
or dual performs interrelationship roles or functions to keep the family
growing. According to Adjaero (1996), the functions include the establishment
of emotional, social and economic bonds between spouses and their children,
procreation and sexual relations between the spouses, giving names status to
the children provision of basic care of children, elderly and relatives with
disabilities or sick ones, socialization and education of children and even of
the parent, protection of the family members, emotional care and recreation of
the family members, exchange of goods and services among others.
The
family prepares future citizens, nurtures and sustains adults, engaged in the
day to day activities of the society. In fact, the family is an institution
that affects an individual throughout the rest of the individuals’ life (Akubue
& Okolo, 2008). The family is the first social institution in all human
societies and it acts as a foundation for the conception of human beings. The
family contributes` highly to the success of the society. Education function is
among the primary functions of the family. This has to do with the
socialization of infants and children. As noted by Murdock agencies and
relationships outside the family may share in the fulfillment of this function, but they never
supplement the family. This is an indication that family factors may have
fundamental roles to play in children education.
The
parents are expected to play fundamental roles within the family. As noted by
Shankar-Rao (2012) the family provides the basis for the child’s formal
learning. In spite of great changes the family still gives the child the basic
training in the social attitudes and habits important to adult participation in
social life. The manner in which he learn how to get along with his family will
be carried over to his or her interactions with school authorities and other
agents of social control. When the child grows up, he learns to manage
situations outside the home and family.
Consequently, among the
functions of the family, taking care of children is still the most important
function which is generally recognized as the primary social responsibility of
the family. In other word, the extent to which the family performs these
socialized and educative functions take care of the physiological needs of the
child determines the personality of the child, how motivated the child will be
to learn the kind of relationship the child keeps and how to adjust to certain
conditions or situation outside the home which are subject to family to family
background variables or family factors......
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