Age and Parental Variable Influence on Senior Secondary School Student’s Academic Performance in Biology
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain if age influence senior secondary school student’s academic performance in biology
- To ascertain if parents influence senior secondary school student’s academic performance in biology
- To ascertain how parental education influence senior secondary school students academic performance in biology
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
A theory is a rationalized set of assumptions or hypotheses that allows you to explain the past and predict the future. As such, theories may provide direction. The study will attempt to describe parental influence on subject selection and academic performance of secondary school students using three broad theories such as; the Cognitive theory of Cognitive Information Processing (Cognitive Information Processing theory), motivation theory of Self-determination (Self-determination theory) and Parental Attachment Theory. The study anchor on these three theories because of its significant role they played. The Cognitive Information Processing stressed on parental influence on career choice process especially among young children, the Self- determination theory stressed on how selfdetermination can help children in their academic performances, while the parental attachment theory anchor on the strong emotional bond a child have with another person which could be his/her parents, guidance or caregiver during childhood and frustration can occur when they expect things beyond the child’s capability, such as choosing subjects for the child
Cognitive Information Processing (CIP) Theory
The Cognitive Information Processing (CIP) theory is a theory propounded by Parrillo in the 2008. The theory provides a theoretical framework which was used to examine how parental variables influence career choice process especially among young children. Cognitive psychology sees the individual as a processor of information, in much the same way a computer takes in information and follows a program to produce an output. This theory illustrates how young-adults’ decisions on career are influenced by the environment created by their families. The young-adults’ perceptions and thoughts on future careers and occupational choices are shaped by their family environment, parents playing pivotal roles. This is because young adults get career and occupational orientations from their parents who they relatively spend most of their times with (Parrillo, 2008). Moreover, CIP theory points out that these thoughts about careers emerging from the family context have a great effect on career decision-making process. The CIP theory points out family variables are perceived cognitively by young adults as an external conflict (Peter, Punnet, & Rokeach, 2014). Peter, Punnet and Kecheach point out that these experiences and thoughts from family environment may be maladaptive, hence referring the condition as an external conflict. This is because young adults may experience difficulties in an effort to balance his or her career decision making ideas with those of their family. It should be noted that family variables have different impact on career choice. The family variables have an impact on the decision making part of the brain. The brain is fed with information from the immediate environment that is mainly made up of family that forms the immediate environment hence providing direct exposure to young adults on careers and career occupations. This CIP theory points out that young adults who experience love, high expectations from parents with parents with high income and educated parents are more likely to have less maladaptive career thoughts on decisions as compared to their counter parts that experience the reverse. This theory is supported by research studies conducted by Dodge (2001) and Van Ecke (2007) with link to CIP supporting the idea that parental variables influences the career decisionmaking process. This is because young adults are not autonomous in decision-making in their lives especially when making crucial decisions like career choice.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to Age and parental variable influence on senior secondary school students academic performance in biology
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on Age and parental variable influence on senior secondary school students academic performance in biology. 200 staff of selected secondary schools in Lagos metropolis was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Age and parental variable influence on senior secondary school students academic performance in biology
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 challenges of Age and parental variable influence on senior secondary school students academic performance in biology
Summary
This study was on Age and parental variable influence on senior secondary school students academic performance in biology. Three objectives were raised which included: To ascertain if age influence senior secondary school student’s academic performance in biology, to ascertain if parent influence senior secondary school student’s academic performance in biology and to ascertain how parental education influence senior secondary school students academic performance in biology. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Lagos metropolis. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
With the effort, parenting styles have been found to influence children’s well-being generally and their academic performance in specific. The findings in the study indicate that children from authoritarian family backgrounds (high in demandingness, but low in responsiveness) and those from uninvolved family background (low in both. responsiveness and demandingness) tend to perform poorly in school because they have poorer social skills, lower self-esteem and higher level of depression. On the other hand, children from authoritative parenting families (high in both demandingness and responsiveness) tend to perform well in schools while those whose parents are characterized with indulgent parenting style (high in responsiveness and low demandingness) tend to perform moderately well in schools since they tend to have higher self-esteem, better social skills and lower level of depression.
Recommendation
Based on the findings and discussion, the following recommendations are made: Since the parenting style adopted by the parents of the students influences the performance of the students, there is the need for the parents to adopt authoritative parenting style. This will enhance optimal performance of the students. There is also the need for training that will serve as parent training intervention so as to equip the parents with the skills an-dispensation required for being both responsive and demanding. Structures such as Parents Teachers Association should be strengthened. Enlightenment programmes on good parenting should be organized for the parents to expose them to different parenting styles and how they have contributed or influenced the performance of students in their school work.
References
- Arnette, J. J. (2001). Adolecense and Emerging Adulthood: A Cultural Approach. Prentice Hall, Upper Saddle River, NJ.
- Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents’ achievement strategies. Journal of Adolescence, 23 205-222.
- Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11,56-95
- Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65,1111- 1119.
- Maccoby, E. E., & Martin, J. (1983). Socialization in the context of the family: Parent child interaction. In R H.
- Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.) Handbook of Parenting Styles 32 child psychology: Vol. $. Socialization, personality, and social development. (4thed.,pp. 1).
- Mandara, J. (2006). The impact of family functioning on African American males’ academic achievement: A review and clarification of the empirical literature. Teacher College Record, 10,205-222.
- Micki, M. C. (2008). Parents’ Relationships and Involvement: Effects on Students’ School Engagement and Performance. RMLE On/me 31 (10). 1-11.
- Steminberg L, Dornbusch, S. M. and Brown B. B (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47 723-729.
- Steminberg, L., Lamborn, S. D, Darling, N., Mounts, N. S. and Dornbusch, S. M (1994). Overtime changes in adjustment and competence among adolescents fro authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65, 754-770.
