European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.62062
Volume 2│Issue 4│2016
EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT
STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS SUBJECTS
IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
Ezenwafor, J. I.1i, Amobi, S. C.2
1,2
Department of Vocational Education,
Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria
Abstract:
Poor students’ results in business subjects in Awka Education Zone in internal and
external examinations informed the need for this on parental and student-related
factors that affect students’ academic performance in secondary schools in the area.
Two research questions guided the study with two hypotheses tested at 0.05 level of
significance. Survey research design was adopted. The population was 316 principals
and business teachers from the 61 secondary schools in the zone. A structured
questionnaire comprising 18 items with 5-response options which was face-validated by
experts in the field was used to collect data. The reliability coefficient of 0.81 and 0.77
were obtained for the 2 clusters of the instrument after it was administered to 10
principals and teachers from Otoucha Education zone and analyzing the data collected
with Cronbach Alpha. The application of Cronbach Alpha on the obtained data yielded
an overall reliability coefficient of 0.92. Mean and standard deviation were used to
analyze the data in respect of the research questions while ANOVA and z-test were
used in testing the null hypotheses. Findings revealed among others that parental
factors affect secondary school students’ academic performance in business subjects at a
moderate extent while student-related factors affect their performance to a high extent.
Based on these findings, it was concluded that parental and student-related factors all
contribute to determine students’ academic performance in business subjects. It was
recommended among others, that school authorities should encourage parents to be
involved in their children’s academic activities by supporting them financially and
morally to enhance their academic performance and that business students should be
encouraged to adopt effective study habits to improve their academic performance.
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
44
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
Keywords: student’s performance, student related factors, secondary schools
Introduction
Education is the foundation for growth in any country. It is believed that education is
the key to national development of any nation. It is in light of the above that Battle and
Lewis (2002) asserted that education plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living.
Education ensures the acquisition of knowledge and skills that enable individuals to
increase their productivity and improve their quality of life. Similarly, Saxton (2002)
noted that increase in productivity also leads towards new sources of earning which
enhances the economic growth of a country. Nigeria, just like any country in the world
is dependent on her graduates from the tertiary institutions to form the core part of the
human capital that will help develop it economy. These believe is echoed by the FRN
(2004) goals of the national policy on education for secondary education which
stipulated that secondary education is an instrument for national development that
fosters the worth and development of the individual, for further education and
development. The role of secondary education is to lay the foundation for further
education and if a good foundation is laid at this level, there is likely to be no problem
at subsequent levels. Business subject are subjects offered by students in secondary
schools at the junior and senior secondary level of education. Omosewe and Akanmu
(2013) opined that that under the new basic education curriculum, business and prevocational
subjects
offered
at
the
junior
secondary
school
level
include
entrepreneurship, business studies, agricultural science and home economics. Omosewe
and Akanmu listed business subjects at the senior secondary school level to include
accounting, insurance, office practice and commerce.
Quality of students’ performance in business subjects remains a top priority for
business educators and it appears that in most secondary schools in Nigeria and
Anambra State in particular the quality is on the low. In support, Nwogu (2011) noted
that business students continue to perform poorly both in internal and external
examinations in Nigeria. This view is accentuated by Aremu (2000), Aremu and
Oluwole (2001) and Aremu and Sokan (2003) who at different times have passed the
blame for poor performance in secondary school to students’ low retention, association
with wrong peers, low motivation and parental factors, among others.
According to Crosnoe, Monica and Glen (2004), the socio economic status of the
parents affect their children’s’ academic performance. In consonance, Morakinyo
indicated the existence of a relationship between socio-economic status and academic
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
45
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
achievement. In another argument, Aremu (2000) observed that the nature of parental
discipline affects academic output of children. Parents, in their bid to discipline their
children, have been found to be authoritative and democratic or permissive. Children
whose parents are authoritative more than not live in constant fear of such parents and
may most likely transfer such fear to significant others in the school environment. Such
children have low self-worth, insecurity and may find it difficult to consult with
teachers. Aremu and Oluwole (2001) reported that the degree of self-efficacy and
anxiety manifest in learners determine their academic performance.
However, these factors are either theoretical assumptions and have not been
empirically proven to affect academic performance of business subject students in
secondary schools in Awka education zone. It is against this background that the
researchers empirically assessed parental and student-related factors that affect
students’ academic performance in business subjects in secondary schools in Awka
Education Zone.
Statement of the Problem
Academic performance, which is measured by the examination results, is one of the
major goals of a school. Schools are established with the aim of imparting knowledge
and skills to those who go through them and behind all this is the idea of enhancing
good academic performance. Secondary schools in Awka Education Zone are expected
to be a cradle for state and national development with high standards for quality
assurance. Regrettably, Sam (2011) observed that academic excellence has since
departed the land while failure has taken over unleashing itself on students year after
year.
This is evident in the below average performance of students in external
examinations like the West African Examination Council (WAEC), National Business
and Technical Examinations Board (NABTEB), National Examination Council and the
Joint Admission and Matriculation Board (JAMB) where only about 30 per cent of
students pass at acceptable levels. Nwogu in Okolocha and Onyeneke (2013) reported
that out of 296 students that sat for office practice in selected schools, 14 percent got
credit while 86 percent got pass, failed or had their results withheld. In another school,
211 sat for examination in the same office practice out of which 46 percent got credit
and distinction while 54% were made up of those who got pass, failed or were absent.
These records are appalling and do not reflect the expectations of government,
parents, business educators and other stakeholders in secondary education in Awka
Education Zone. The problem of this study, therefore, was that although several factors
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
46
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
are known to affect academic performance of students, those responsible for the poor
performance in business subjects in Awka Education Zone are not clearly known. It was
against this background that this study was conducted to determine the extent parental
and student-related factors affect students’ academic performance in business subjects
in Awka education zone.
Research Questions
The following research questions guided the study. In the opinion of secondary school
principals and business teachers:
1. To what extent do parental factors affect the academic performance of senior secondary
school students in Awka Education Zone in business subjects?
2. To what extent do student-related factors affect the academic performance of secondary
school students in Awka Education Zone in business subjects?
Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
1. There is no significant difference between the mean ratings of the respondents on
the extent parental factors affect the academic performance of secondary school
students in business subjects in Awka education zone as a result of academic
attainment (1st degree, Masters degree, Doctorate degree).
2. There is no significant difference in the mean ratings of the respondents on the
extent student related factors affect academic performance of secondary school
students in business subjects in Awka education zone as a result of gender
(male/female).
Method
Descriptive survey research method was adopted for the study as recommended by
Ezeji (2004) for studies that use questionnaire to collect data from a given population or
its representative sample on existing phenomena. The study was carried out in
secondary schools in Awka Education Zone of Anambra state. The choice of the area for
the study was informed by the fact that the state had been recognized among the
educationally advantaged states in Nigeria and the status needs to be maintained at all
times.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
47
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
The population of the study was 316 principals and business subject teachers
from the 61 public secondary schools in the zone. Instrument used for data collection
was a validated five point rating scale questionnaire with a total of 18 items in two
clusters according to the research questions guiding the study.
The data collected were analyzed with Cronbach Alpha and coefficient values of
0.81 and 0.77 were obtained for clusters A and B respectively with an overall reliability
co-efficient value of 0.92 which was deemed reliable for the study. Arithmetic mean was
used to analyse the research questions while the standard deviation was used to
ascertain the homogeneity or otherwise of the respondents’ mean ratings. Any items
with mean between 4.50- .
affects business students’ academic performance to a very
high extent, an item with mean ratings of 3.50- . 9 affects the students’ academic
performance at a high extent and an item with mean ratings of 2.50-3.49 affects
students’ academic performance at a moderate extent.
Furthermore, items with mean ratings of 1.50-2.49 and 0.50-1.49 affect the
students’ academic performance to a low and very low extent respectively. ANOVA
and z-test were used to test hypothesis one and two respectively. For the hypotheses
testing, where the calculated z or F value is less than the critical value of z or F, it means
that the variable does not significantly affect respondents’ mean ratings and the
hypothesis was retained. Conversely, where the calculated z or F value is equal to or
greater than the critical z or F value, it means that the variable has a significant effect on
the respondents’ mean ratings and the hypothesis was retained.
Results
Research Question 1
To what extent do parental factors affect academic performance of senior secondary school
students in Awka Education Zone in business subjects?
To answer this research question, data relating to it were analyzed and presented
in Table 1.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
48
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
Table 1: Respondents’ mean ratings on the extent parental factors affect academic
performance of secondary school students in business subjects
N = 316
S/NO
Parental Factors
X
SD
Remarks
1.
Parent’s academic background
2.95
1.48
Moderate Extent
2.
Parent’s socio economic status
4.03
2.01
High Extent
3.
Parent’s interest in education
3.66
0.81
High Extent
4.
Parent’s academic abilities
3.76
0.38
High Extent
5.
Parent’s jobs
2.47
1.09
Low Extent
6.
Parent’s ability to use technology
2.56
1.32
Moderate Extent
7.
Student’s discipline at home
4.01
1.81
High Extent
8.
Home environment
3.59
0.98
High Extent
9.
Family size
3.75
2.53
High Extent
10.
Parental attitude to discipline
4.01
2.27
High Extent
Grand Mean
3.48
Moderate Extent
The data presented in Table 1 reveal that the respondents mean ratings ranged from
2.47 to 4.03 with a grand mean of 3.48. Seven items, 2, 3, 4, 7, 8, 9 and 10 had mean
ratings of 4.03, 3.66, 3.76, 4.01, 3.59, 3.75 and 4.01 respectively. This means that they
affect the students’ academic performance in business subjects at a high extent. Two
items;
and
with mean ratings .9 , and .
affect the students’ performance at a
moderate extent while item 5 with mean rating of 2.47 affects them at a low extent. The
grand mean of 3.48 indicates that the respondents rated parental factors as affecting
students’ academic performance in business subjects in secondary schools in Awka
education zone at a moderate extent.
Research Question 2
To what extent do student-related factors affect academic performance of secondary school
students in Awka Education Zone in business subjects?
To answer this research question, data relating to it were analysed and presented
in Table 2
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
49
Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
Table 2: Respondents’ Mean Ratings on the extent student-related factors affect
academic performance of secondary school students in business subjects
N= 316
S/NO
Student Factors
X
SD
Remarks
11.
Student’s learning ability
4.25
2.15
High Extent
12.
Student’s self-efficacy
4.15
0.48
High Extent
13.
Student’s family background
3.01
1.33
Moderate Extent
14.
Peer group influence
4.02
1.89
High Extent
15.
Student’s learning style
4.00
2.75
High Extent
16.
Student’s age
2.07
1.18
Low Extent
17.
Student’s attitude towards school
4.15
0.48
High Extent
18.
Student’s ability to use technology
2.85
1.40
Moderate Extent
Grand Mean
3.56
High Extent
Data presented in Table 2 reveal that five items; 11, 12, 14, 15 and 17 with mean ratings
of 4.25, 4.15, 4.02, 4.00 and 4.15 respectively affect students’ academic performance in
business subjects at a high extent and two items; 13 and 18 with mean ratings 3.01 and
2.85 affect them at a moderate extent while item 16 with mean rating of 2.07 affects
them at a low extent. The grand mean of 3.56 indicates that the respondents rated
student-related factors as affecting students’ academic performance in business subjects
in secondary schools in Awka education zone at a high extent.
Null Hypothesis 1: There is no significant difference between the mean ratings
of the respondents on the extent parental factors affect the academic performance of
secondary school students in business subjects in Awka education zone as a result of
academic attainment (1st degree, Masters degree, Doctorate degree).
Table 3: ANOVA summary of respondents mean ratings on the effect of parental factors on the
academic performance of students in business subjects based on qualification
Source of Variance
Sum of Squares
df
Mean Square
Between groups
7049.7
2
3524.85
Within groups
14565.2
12
1213.76
Total
21614.9
14
4738.61
F-cal
1.94
Sig.
3.89
The result in Table 3 indicates that the calculated F-value is 1.94 and the F- critical is
3.89 at 2 and 12 degrees of freedom. Since the calculated F-value is less than the Fcritical, the null hypothesis is accepted. On the basis of this analysis, it can be concluded
that there is no significant difference in the mean ratings of principals and business
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
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Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
teachers on the extent parental factors affect the academic performance of secondary
school students in business subjects in Awka education zone as a result of their
academic attainment.
Null Hypothesis 2: There is no significant difference in the mean ratings of the
respondents on the extent student related factors affect academic performance of
secondary school students in business subjects in Awka education zone as a result of
gender (male/female).
Table 4: z-test analysis of respondents’ meaning ratings on the extent student related factors
affect academic performance of secondary school students in business subjects based on gender
Variable
N
X
SD
Male
176
3.80
1.00
Female
140
3.69
0.94
df
ά
314
0.05
z-cal
z-crit
9.17
1.960
Decision
Significant
Data in Table 4 show that the calculated z-value is 9.17 at 314 degrees of freedom at 0.05
level of significance is greater than the critical value of 1.960. This shows that there is
significant difference in the respondents’ mean ratings based on gender, therefore the
hypothesis was not upheld.
Discussion
Findings of the study showed that parental factors affect academic performance of
secondary school students in business subjects in Awka Education Zone at a moderate
extent. This finding agreed with Morakinyo (2003) who indicated the existence of a
relationship between parents’ socio-economic status and academic achievement of
students. Tracy and Walter (1998) corroborated this when they submitted that
individuals at the lowest economic level are often the least well-served by the school
system. Considine and Zappala (2002) also noted that parental educational attainment,
housing type, ethnicity and student age are statistically significant variables and
predicators of academic performance. They also found that parents provide higher
levels of psychological support for their children through environments that encourage
the development of skills necessary for success at school.
Furthermore, findings of the study revealed that student-related factors affect
academic performance of secondary school students in Awka Education in business
subjects at a high extent. This agreed with Bakare (2011) who discovered that the
personality type of the students can affect their academic performance. Adeyemi and
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
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Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
Adeyemi
also noted that peer group has tremendous influence on adolescents’
pattern of behaviour especially on their interests, attitudes, value system, emotional
expressions and interaction patterns. Aremu and Oluwole (2000) also observed that the
degree of self-efficacy and anxiety manifest in learners determine their academic
performance. They noted that children from permissive homes are too complacent,
unmotivated, and lack personal will to succeed.
Results of the study also showed that the respondents’ did not differ significantly
in their mean rating on the extent parental factors affect academic performance of
secondary school students in business subjects in Awka education zone based on
academic qualification. However, male and female respondents significantly differed in
their mean ratings on the extent student-related factors affect academic performance of
secondary school students in business subjects in the area of the study. This is in line
with a general belief that the way men look at things is different from how women
would look at them.
Conclusion
Based on the findings of the study, it was concluded that secondary school students are
the major determinants of how well or poorly they perform in business subjects.
Recommendations
Based on the findings and conclusion of this study, the following recommendations are
made:
1. School authorities should encourage parents to improve their involvement in
their children’s academic activities by supporting them financially and morally
to enhance their academic performance.
2. Teachers of business subjects in secondary schools in Awka Education Zone
should guide their students to adopt effective study habits to improve their
academic performance.
3. Administrators of secondary schools in Awka education should adopt
motivational programmes that will increase students’ interest in the study of
business subjects.
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
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Ezenwafor, J. I., Amobi, S. C. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC
PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
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PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE
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