Influence of the Society on Students’ Performance
Chapter One
OBJECTIVE OF THE STUDY
This study was conducted with the following objectives:
- To determine the nature of societal influence on students; performance.
- To determine the frequency of students’ use of the English language outside the school.
- To determine the factors responsible for students’ choice of English language outside the school.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter reviews the literature on the influence of society on students’ performance. It discusses issues arising from the topic of interest as viewed from different perspectives, with a view of giving a theoretical and empirical foundation to the study.
LITERATURE REVIEW
School population continues to increase the influence of school type, curriculum, language, sex, and location on academic performance is generating much research interest. Keeves (1978) for instance, has demonstrated that school type (Government, Catholic, or other independent schools) did not contribute to the academic achievement of a sample of Australian adolescents independently of the influence of their home backgrounds. William et al. (1980) in another study of Australian Seventeen years also revealed that other things being equal, students attending Catholic or other independent schools had higher levels of achievement than students from Government Schools. However, Keeves (1978) acceded that type of school did not contribute to academic performance while Ajayi (1999) in his study revealed that school type makes a difference in students’ academic performance. According to Carpenter and Hayden (1985), the question of whether the type of school attended affects, the academic performance of young people is one of continuing debate, both overseas and in developing countries. However, some studies have examined locational planning and their attendance consequence on examined performance of students in various states of the Federation. According to Mbaekwe (1986), the studies were intended to assist education authorities of various states to decide where a particular type of school should be located; the size of a school in each location; and whether a new school should be built or otherwise among others. Boylan and Mcswan (1978) reported that rural schools were inferior and lacking in the range of facilities with high staff turnover and suffered from a lack of continuity in their curriculum. Obe (1984) observed a significant difference in rural-urban academic performance of 480 primary six school finalists on the aptitude subtests of the National Common Entrance Examination into Secondary Schools. He concluded that children from urban schools were superior to their rural counterparts. Owoeye (2002) holds a similar view as Obe that there was a significant difference between the academic performance of students in rural and urban areas in public examinations performance. The environment in which the learner acquires knowledge should be reinforcing and learner-friendly. Nwagwu and Salami (2004), Fernster-Macher (2001), Onocha and Okpala (2001), and Bakare (2004) report that several factors including teaching methods, interpersonal relationships among the school personnel, nature of the curriculum, and the school topography could affect the academic performance of the learners. Edmonds (2001) cited in Good and Weinstein (2003) says that effective teachers are those who like their students. On the same note, the National Commission on Children (2001) has it that effective teachers are those who are highly involved with students. Be that as it may, the influence of teachers on the learner’s academic achievement cannot be over-emphasized. The influence of the society on academic performance should also be stressed. Obanya (2004) asserts that societal demands like political economy could determine the learner’s readiness to meet his environment’s expectations. Aremu (2006) and Bakare (2004), mention the following: social class influence, anti-intellectual value, inequitable distribution of resources, ethnic warfare, etc. as some of the factors that could hinder the good academic performance of learners. Arising from the above submission, Aremu (2006) highlights the following causative factors in government that could affect the academic performance of learners:
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 find out the influence of the society on students performance in GDSS Mararaba, Nasarawa State.
Sources of data collection
Data were collected from two main sources namely:
Primary source and
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 regarding palm oil trade and its socioeconomic impacts. Two hundred (200) students in GDSS Mararaba, Nasarawa State were 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 reiterate that the objective of this study was the influence of the society on students’ performance.
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 evaluating the influence of the society on students’ performance.
SUMMARY
This study was undertaken to examine the influence of the society on students’ performance. The study opened with chapter one where the statement of the problem was clearly defined. The study objectives and research hypotheses were defined and formulated respectively. The study reviewed related and relevant literatures. The chapter two gave the conceptual framework, empirical and theoretical studies. The third chapter described the methodology employed by the researcher in collecting both the primary and the secondary data. The research method employed here is the descriptive survey method. The study analyzed and presented the data collected in tables and the hypotheses were tested using the Spearman Rank Order While the fifth chapter gives the study summary and conclusion.
CONCLUSION AND RECOMMENDATIONS
Influence of the society on students’ performance is a topic with high priority. Language differs considerably, between countries and also between states. The home environment means the family background of the students; this includes all the human and material resources present at the home that affects the student’s education and living, such as the parent’s level of education, their occupation, socio-economic status and socializing facilities available in the house. Thus, the home is the basic institution for providing the child’s primary socialization and laying the educational foundation for the child upon which the other agents of socialization are built.
So therefore we conclude that students use English language improves the society and the society determines language choice in other domains apart from that of formal learning in schools.
REFERENCES
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- Adesehinwa, O. A. (2013). Effects of family type (monogamy or polygamy) on students’ academic achievement in Nigeria. Intl J of Psychology and Counselling, 5 (7), 153 – 156 DOI 10.5897/IJPC10.012 ISBN 2141 – 2499
- Adesehinwa O. A. and Aremu, A. O. (2010). The relationship among predictors of child, family, school, society and the government and academic achievement of senior secondary school students in Ibadan, Nigeria. Procedia Soc. Behav. Sci. 5, 842 –849.
