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Format: MS WORD
| Chapters: 1-5
| Pages: 75
HOME FACTOR STUDENTS PARTICIPATION AND THEIR ACHIEVEMENT IN ACADEMIC ACTIVITIES IN SENIOR SECONDARY SCHOOLS IN EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
A home is where people are made and most great men are known to be inspired by their earliest models which are usually their parents. (Wesley, 1760) the famous hymn writer was known to have being inspired into spiritual attainment by his ever praying mother and brothers who ended up being clergy-men. The Home is the first social institution the child belongs to, where he/she is first taught the values of life. A Home prepares the child to face the outside world. Society expects parents to equip their children with the knowledge of his environment. The Home is the first point of contact for the child in preparation for the future challenges. (Walter and Cohall, 1993).
The Home is often viewed from various angles the type of family, parenting style, functionality of the home and so on. The home can also be viewed as a very serious factor in a student’s academic performance, especially when such students are not from impoverished homes. These types of family includes, single parents, divorced, merged family, two-parents family and so on. Parenting style has to do with authoritative parents, laissez-faire’s or democratic parenting style. (Baumrind, 1991).
Home work, television viewing, extra curricular activates, other types of structured after school groups and jobs all these and more contribute to the academic achievement of the child. (Mc Mahon, 2010).
Generally, more time in extra curricula activates and other structured groups and less time in jobs and tevelevision viewing where associated with higher test grades and class grades. More time on home work was associated with better grades. The point effects of all after school activates nearly doulbled the predictive ability of any single activates. (Psycinfo data base, 2010).
Many studies have examined parental involvement and their effect on students learning and behavior only few however have studied the factors that motivate parents to become involved. (Lanthier, wright and Edmonds, 2003).
Children receiving additional physical activities tend to show improved attributes such as increased brain function, nourishment, higher energy/concentration levels, changes in body building affects self esteem, increases self esteem and better behavior which may support cognitive learning. (Cocke, 2002) (Trembalay, Inman and Willms, 2000).
Studies have shown that children from dysfunctional homes have difficulty in forming healthy relationships with-in their peer-group usually due to shyness or a personality disorder and this could affect their academic performances and participation in class, school work, and examination. (W.Kaslow, 1990).
Measuring of academic achievement of student is challenging since student achievement is a product of socio-economic, psychological and environmental factors. In the last 25 years, education in Nigeria is growing as a profitable industry with prime objective of maximizing profit by delivery high quality education that produces well educated skilled mannered students according to needs and requirements of the dynamically growing market. But rather than achieving this on a great scale it appears as if the schools are more interested in maximizing profit at all cost of the students mental and emotional well-being that is the reason why the scope of this research is to find out what home factors affects the child’s academic participation in school.
Teacher known that engaged students are more likely to succeed with academic task. According to the center for comprehensive school reforms and improvement, students are engaged when they devote substantial time and effort to tasks. (Moser, 2011)
(Eric and show, 2011) says that engaged students care about quality of their work, student involved in extra curricular activities out side normal school hours are more engaged in classroom activities because the build self confidence and build additional support network of students and staff.
1.3STATEMENT OF THE PROBLEM
Some factors that have been known to affect students participation in academics includes; Students interest, teaching methods, marital status, divorce, parenting style, cultural factors, socio-economic factors, substance abuse and extra curricular activities.(Hammond,2006).
Students performance can be affected by different factors such as learning abilities, race, gender and sex. Students achievement, economic circumstances and the risk of dropping out of school are linked to family environmental factors which students might unconsciously emulate. (Hansen, Joe B.2000).
Studies have shown that children from dysfunctional homes have difficulty in forming healthy relationships with-in their peer-group usually due to shyness or a personality disorder and this could affect their academic performances and participation in class, school work, and examination. (W.Kaslow, 1990).
Teacher known that engaged students are more likely to succeed with academic task. According to the center for comprehensive school reforms and improvement, students are engaged when they devote substantial time and effort to tasks. (Moser, 2011).
Finally, this study seeks to find out the home factors, students participation and the effect these factors have on students achievement in academic activities.
1.3 OBJECTIVES OF THE STUDY
The main objective of this study is to identify the home factors, students participation and their achievement in academic activities in secondary school. These specific objectives are to.
1. Identify what these home factors are
2. Find out how students & teachers rate relevant /importance of these home factors.
3. Find out how home factors affect students academic participation in school activities.
4. Identify how home factor affect achievement
1.4 RESEARCH QUESTION
1. What are the effect of these home factors on students academic performance.
2. What are the relevance/importance of these home factors on students and teachers.
3. What are the home factors that can influence students academic participation in school activities.
4. In what way does home factors affect students participation and achievement.
1.5 RESEARCH HYPOTHESES
1. There is no significant relationship between home factors and student academic achievement.
2. There is no significant difference in teachers and students perceptions of home factors relevance.
3. There is no significant relationship between home factors and student’s classroom participation
1.6 SIGNIFICANCE OF THE STUDY
This study will enlighten parents on the need to adopt the proper and best parenting style, reward good academic performance and make the home comfortable for the child since it is the first learning point of the child.
Teachers should be able to equip themselves with various teaching skills and methods including making use of teaching aids to make learning more effective, clearer and interesting for the students. The teachers also should be able to help transfer some school actions to the home these school actions include home work, punishment and so on.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
A home is where people are made and most great men are known to be inspired by their earliest models which are usually their parents. (Wesley, 1760) the famous hymn writer was known to have being inspired into spiritual attainment by his ever praying mother and brothers who ended up being clergy-men. The Home is the first social institution the child belongs to, where he/she is first taught the values of life. A Home prepares the child to face the outside world. Society expects parents to equip their children with the knowledge of his environment. The Home is the first point of contact for the child in preparation for the future challenges. (Walter and Cohall, 1993).
The Home is often viewed from various angles the type of family, parenting style, functionality of the home and so on. The home can also be viewed as a very serious factor in a student’s academic performance, especially when such students are not from impoverished homes. These types of family includes, single parents, divorced, merged family, two-parents family and so on. Parenting style has to do with authoritative parents, laissez-faire’s or democratic parenting style. (Baumrind, 1991).
Home work, television viewing, extra curricular activates, other types of structured after school groups and jobs all these and more contribute to the academic achievement of the child. (Mc Mahon, 2010).
Generally, more time in extra curricula activates and other structured groups and less time in jobs and tevelevision viewing where associated with higher test grades and class grades. More time on home work was associated with better grades. The point effects of all after school activates nearly doulbled the predictive ability of any single activates. (Psycinfo data base, 2010).
Many studies have examined parental involvement and their effect on students learning and behavior only few however have studied the factors that motivate parents to become involved. (Lanthier, wright and Edmonds, 2003).
Children receiving additional physical activities tend to show improved attributes such as increased brain function, nourishment, higher energy/concentration levels, changes in body building affects self esteem, increases self esteem and better behavior which may support cognitive learning. (Cocke, 2002) (Trembalay, Inman and Willms, 2000).
Studies have shown that children from dysfunctional homes have difficulty in forming healthy relationships with-in their peer-group usually due to shyness or a personality disorder and this could affect their academic performances and participation in class, school work, and examination. (W.Kaslow, 1990).
Measuring of academic achievement of student is challenging since student achievement is a product of socio-economic, psychological and environmental factors. In the last 25 years, education in Nigeria is growing as a profitable industry with prime objective of maximizing profit by delivery high quality education that produces well educated skilled mannered students according to needs and requirements of the dynamically growing market. But rather than achieving this on a great scale it appears as if the schools are more interested in maximizing profit at all cost of the students mental and emotional well-being that is the reason why the scope of this research is to find out what home factors affects the child’s academic participation in school.
Teacher known that engaged students are more likely to succeed with academic task. According to the center for comprehensive school reforms and improvement, students are engaged when they devote substantial time and effort to tasks. (Moser, 2011)
(Eric and show, 2011) says that engaged students care about quality of their work, student involved in extra curricular activities out side normal school hours are more engaged in classroom activities because the build self confidence and build additional support network of students and staff.
1.3STATEMENT OF THE PROBLEM
Some factors that have been known to affect students participation in academics includes; Students interest, teaching methods, marital status, divorce, parenting style, cultural factors, socio-economic factors, substance abuse and extra curricular activities.(Hammond,2006).
Students performance can be affected by different factors such as learning abilities, race, gender and sex. Students achievement, economic circumstances and the risk of dropping out of school are linked to family environmental factors which students might unconsciously emulate. (Hansen, Joe B.2000).
Studies have shown that children from dysfunctional homes have difficulty in forming healthy relationships with-in their peer-group usually due to shyness or a personality disorder and this could affect their academic performances and participation in class, school work, and examination. (W.Kaslow, 1990).
Teacher known that engaged students are more likely to succeed with academic task. According to the center for comprehensive school reforms and improvement, students are engaged when they devote substantial time and effort to tasks. (Moser, 2011).
Finally, this study seeks to find out the home factors, students participation and the effect these factors have on students achievement in academic activities.
1.3 OBJECTIVES OF THE STUDY
The main objective of this study is to identify the home factors, students participation and their achievement in academic activities in secondary school. These specific objectives are to.
1. Identify what these home factors are
2. Find out how students & teachers rate relevant /importance of these home factors.
3. Find out how home factors affect students academic participation in school activities.
4. Identify how home factor affect achievement
1.4 RESEARCH QUESTION
1. What are the effect of these home factors on students academic performance.
2. What are the relevance/importance of these home factors on students and teachers.
3. What are the home factors that can influence students academic participation in school activities.
4. In what way does home factors affect students participation and achievement.
1.5 RESEARCH HYPOTHESES
1. There is no significant relationship between home factors and student academic achievement.
2. There is no significant difference in teachers and students perceptions of home factors relevance.
3. There is no significant relationship between home factors and student’s classroom participation
1.6 SIGNIFICANCE OF THE STUDY
This study will enlighten parents on the need to adopt the proper and best parenting style, reward good academic performance and make the home comfortable for the child since it is the first learning point of the child.
Teachers should be able to equip themselves with various teaching skills and methods including making use of teaching aids to make learning more effective, clearer and interesting for the students. The teachers also should be able to help transfer some school actions to the home these school actions include home work, punishment and so on.
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