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STUDENTS’ FAMILY BACKGROUND AND ACADEMIC PERFORMANCE IN JUNIOR SECONDARY SCIENCES IN SECONDARY SCHOOLS IN RIVERS STATE.

ABSTRACT

This study investigated the influence of family background on students’ academic performance in junior secondary sciences among junior secondary schools in Rivers State. Despite numerous interventions to improve science education, disparities in student achievement persist, and little empirical evidence exists on how specific family factors affect performance in this context. A descriptive survey design was adopted, with 200 students sampled using stratified and simple random techniques. Data were collected using the Family Background and Students’ Academic Performance Questionnaire and analysed with mean, standard deviation, t-test, and ANOVA at 0.05 significance. Results showed that parental education significantly influenced performance, with students whose parents held NCE (M = 58.73, SD = 13.81) and Degree (M = 56.06, SD = 14.00) outperforming those with WASC (M = 55.71, SD = 12.59) or FSLC (M = 48.79, SD = 16.98). Parental SES, gender, and marital status had no significant effects. The study recommends increased parental engagement and home learning support, highlighting the importance of informed parental involvement for improving student performance.

KEYWORDS: Students’, Family Background, Academic Performance, Junior Secondary Sciences, Secondary Schools, and Rivers State.

Joseph, Endurance Ayibatonye And Omoghoyan B.A. Walson

WORLD ATLAS INTERNATIONAL JOURNAL OF EDUCATION & MANAGEMENT. VOL 8 NO 1