An Examination Of The Factors Affecting Performances In Basic Science Among Secondary School Students In Ibadan South Local Government Area Of Oyo State

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Basic Science


The study examined the prediction of students’ achievement in Agricultural Science by parents’ socio-economic background in selected secondary schools in Ogbomoso South Local Government, Oyo State, Nigeria. It made use of 300 senior secondary school students drawn from ten secondary schools in Ogbomoso South Local Government, Oyo State, Nigeria. An agricultural achievement test containing fifty multiple choice items was used together with socio-economic pattern questionnaire these contain a section for students to fill in their demographic data was used to gather data. Five research questions were formulated to guide the study. Data analysis involved the use of descriptive statistics, pearson product moment correlation coefficient, and t-test.Basic Science

The result showed that fathers that have secondary school certificate dominated the group while fathers that have no educational qualification have the least. It was also revealed that secondary school certificate and primary school certificate dominated the group mothers that have secondary school certificate being the modal qualification. It was also showed that there is a significant difference between parents’ educational qualification and students’ achievement. It was also revealed that there is a significant difference between the nature of family and students achievement Nature of family.Basic Science

It was revealed that there is low negative relationship between students’ access to learning materials and their achievement in Agricultural Science. It was showed that there is a high positive correlation between socio-economic background and students’ achievement in Agricultural Science. The implication of the findings was also discussed, and suggestion for stakeholders in education industry. Keywords: Agricultural Science, impact, socio-economic background, students’ achievement.Basic Science

1. Introduction

Socio-economic background has a lot of roles to play in students’ achievements in Agricultural science just as in other subject or discipline. However, Demarest et al. (2001) agree that socio-economic background is measured with age, sex, occupation, residents and residential level as well as the social status in the community. Families that fall within high socio-economic status often have more access to a wide range of resources to promote and support young children’s development. Coleman (1966), cited in Wikipedia, the free encyclopaedia (2007), asserted that the influence of students background was greater than anything that goes on within schools. Researchers also believe that the socio-economic background of the students has a great effect on their performances.

The low educational and occupational status of many parents has been viewed as an influential determinant of students’ memory and academic achievement. Some research reports (Akinsola and Tijani, 2004; Broody and Dowker, 2006) also suggest that students who come from economically poor families are more likely to forget materials and perform poorly in school than those from more economically stable families. Tella et al. (2007) investigated parental education, peer and gender effects on academic achievement of secondary school students in Botswana and found that academic achievement correlated with parental education. The same study revealed that students from parents with high educational qualifications performed better than those from parents with lower educational qualifications.

The value of socio-economic factors for predicting academic achievement seems to be specially supported by research. Adedeji (2008) found out that parents that are rich show more concern over their children’s academic achievement. White (1986) and Morakinyo (2003) indicate the existence of a relationship between socio-economic status (SES) and academic achievement. White (1986) in a Meta analysis of 620 correlation coefficient from 100 students indicates that a definite relationship exists between SES and academic achievement. Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics. Ononuga (2005) asserted that education of the parents has an impact on the level of the performances of the students

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