Influence of Culture on Academic Performance of Secondary School Students
Chapter One
Objective of the study
The primary objective of this study is to comprehensively examine and understand the multifaceted influence of culture on the academic performance of secondary school students. Specifically, the study aims to:
- Identify and analyze the cultural factors that impact secondary school students’ academic performance.
- Examine the role of cultural stereotypes and identity in shaping students’ academic self-concept and performance
- Investigate how different learning styles and pedagogical approaches align with or diverge from the cultural backgrounds of students impact on academic achievement.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
DEFINITIONS OF CULTURE
This paper draws on a perspective of culture with roots in Vygotskian learning theory (Vygotsky, 1978). In this perspective, culture can be described as the shared way of living of a group of people. It is used to encompass commonly experienced aspects of the group’s lives, such as shared knowledge, backgrounds, values, beliefs, forms of expression and behaviours that may impact classroom interactions (Bishop, 2002; Bourdieu, 1984). This means that the cultural practices that we engage in as we move across everyday, school and professional contexts both shape and constitute our learning. However, this can become a complicated concept in schools, where school and classroom cultures exist within broader cultural contexts (Clark 2001; Meaney, 2002). For some students, home and school cultures may be very different, so they need to operate differently in these contexts; for other students, these cultures may be more compatible (Bourdieu, 1984). The above definition of culture resonates with principles of socio-cultural theories combined with elements of constructivist theory which provide a useful model of how students learn statistics. Constructivist theory in its various forms is based on a generally-agreed principle that learners actively construct ways of knowing as they strive to reconcile present experiences with already existing knowledge (Confrey & Kazak, 2006; von Glasersfeld, 1993). This active construction process may result in misconceptions and alternative views as well as the students learning the concepts intended by the teacher. From the above ideas, it can be argued that informal statistics is firmly established in common culture. As such, there is a potential for conflict and interaction between the knowledge of statistics and probability which students acquire informally, usually outside school, and the formal knowledge that schools present (Amir & Williams, 1999; Kazima, 2006). Indeed, in our pedagogical work we may be building models of statistics and probability on a weak foundation.
The cultural traits on school performance
Culture is the characteristics of knowledge of a particular group of people defined by everything from language religion, cuisine, social habits music and arts. A close look at the school culture to student learning is needed however; this study identifies three categories of schools based on student performance and achievements. These categories are exemplary schools, recognized school and acceptable schools, as measured by state of Texas, accountability rating system Limmerman( 2010) There is substantial evidence in literature to suggest that school principal must first understand the school’s culture before implementing change Leithwood et al (2001). The local government act and manual has the provision of allocating funds in Bulambuli prepared by Chief administrative officer who some times may be from a different district and cuture who have adopted this culture “Embalu” Bulach (1999), stated that a leader must identify a school’s existing culture before attempting to change it. This for example is seen in Bugisu where every school knows circumcision as a culture and will encourage those who have reached circumcision age to go and participate during rituals.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Influence of culture on academic performance of secondary school students. Selected secondary schools in Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Influence of culture on academic performance of secondary school students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the Influence of culture on academic performance of secondary school students.
Summary
This study was on Influence of culture on academic performance of secondary school students. Three objectives were raised which included; Identify and analyze the cultural factors that impact secondary school students’ academic performance, examine the role of cultural stereotypes and identity in shaping students’ academic self-concept and performance and investigate how different learning styles and pedagogical approaches align with or diverge from the cultural backgrounds of students impact on academic achievement. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the influence of culture on the academic performance of secondary school students is a multifaceted and dynamic phenomenon. By recognizing and understanding these influences, we can work towards creating an educational system that empowers all students, regardless of their cultural backgrounds, to excel academically and contribute meaningfully to society. This study underscores the importance of continued research, cultural sensitivity, and evidence-based policies to achieve these goals.
Recommendation
- Educators should undergo training in culturally responsive teaching practices that accommodate diverse learning styles and backgrounds. This includes adapting curriculum materials, teaching methods, and assessments to be more inclusive.
- Policymakers should develop and implement policies that promote inclusivity and cultural diversity in schools. This may include integrating multicultural perspectives into curricula and creating supportive environments for students from diverse backgrounds.
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