Family size refers to the number of children in the reference family. The larger the family the less the attention and devotion of each child by the parents and the more the difficulties encountered by the parents in meeting the needs of the children both physically and emotionally particularly in this austerity period when the prices of food and commodities are skyrocketed. No wonder the federal government of Nigeria is making a move to limit the number of children by a female to four. It is a good move in the right direction although the populace themselves are regulating child bearing due to the present economic conditions. The fewer the family the better is the 'rule'.
The position a child occupies in a family equally plays a significant role in his development and academic achievement. generally, the first child enjoys most particularly among the middle class and the 'rich'. The parents are excited and determined to give him all he needs. They are generally over-protected and have tendency to become spoilt due to the type of family they come from. Due to some of the facts stated above, some of them that are undetermined achieve low academic excellence.
In few cases, particularly among the 'poor', they labour seriously to achieve academic excellence and hence pave way for those behind them. The last born are generally 'rotten' in that they are adequately provided for not only by their parents but equally by their brothers and sisters. The mere fact that their brother is a lawyer and their sister is a doctor; blindfold them to the extent that they themselves will not work hard. In other words, they are relaxed by their elders' achievements. However, there are exceptional cases to this.
Family Educational Background and Socio-Economic Status
These two are lumped together because they are related and one may rightly say that they are married and hence should not be 'divorced'. Kerlinger (1973) opines that socio-class or status could be defined more objectively by using such indices as occupation, income and education. It is assumed that the society is divided into different strata based on the possession of social and economic amenities. The stratum which an individual occupies in this socio-economic stratification represents his social class.
Status based on socio-economic factors represents one of the major systems of stratification. Social stratification arises out of the recognition that in all societies, people are ranked or evaluated at a number of levels. Social class is common to most societies, ancient or modern. Following the idea of Maxweber, socio-economic status is usually determined by wealth, power and prestige. Generally, when comparing and evaluating people we rank those who are wealthy in terms of material possession, type and size of house, area of residence, and number of cars, quality of clothes etc. Wealth is strongly correlated with education and occupation and when socio-economic status is measured these other factors are usually included. Hence in any society, there is social stratification that is the organization of society in hierarchical order which deals with inequality in society in terms of services, obligation, power and prestige (Morrish, 1977).
For the purpose of this study, attempt is made to divide the members of a society into two strata:
1. High Socio-Economic Status (HSES) – consists of upper and middle classes – the 'rich'.
2. Low Socio-Economic Status (LSES) – consists of lower class – the 'poor'.
In terms of rearing children, middle class parents are probably more permissive that is democratic while the lower class parents are more rigid that is autocratic. Reasons for these actions could be traced to the level of education and nature of work or personal experience.
Socio-Economic Status (SES) and Academic Achievement of Students
The value of socio-economic factors for predicting academic achievement seems to be especially supported by research. White (1986) and Morakinyo (2003) indicate the existence of a relationship between socio-economic status and academic achievement. White (1986) is a meta analysis of 620 correlation coefficient from 100 students indicates that a definite relationship exists between SES and academic achievement. He noted that the frequency obtained correlation ranged from 0.10 to 0.70 that is positive relationship which means as one factor increases the other also increases.
Types of Discipline at Home
Research works have shown that nature of parental discipline affect academic output of children (Aremu, 2000). Parents in their bid to discipline their children have been found to be authoritative, democratic and permissive. Children whose parents are authoritative more often than not live in constant fear of such parents and may most likely transfer such a fear to significant others in the school environment. Such children have low self-worth, insecurity, and may find it difficult to consult with teachers. Oluwole and Oluwole (2000) found that the degree of self-efficacy and anxiety manifest by learners determine their academic performance. On the other hand, children from permissive homes are too complacent, unmotivated, and lack personal will to succeed. The democratic style of parenting has been found to be very helpful to teaching-learning situation. Here, children receive punishment that is commensurate with the offence committed. Such children are strong willed and ready for success. Aremu (2000) observes from a study that undergraduates that receive democratic type of parenting perform better than their counterparts from autocratic homes.
Finance
Many individuals who might have done this nation proud in different fields have been forced into uninspired careers due to unavailability of finance resources. Such individuals are forced out of school and made to engage in hawking, selling packaged drinking water and the likes so as to save money for their school expenses. Most of the time, they cannot afford instructional materials, and are always at the mercy of examiners during examination period. The persistence of this in the life of an individual student may spell doom for his academic success. Tracy and Walter (1998) corroborate this when they submit that individuals at the lowest economic level are often the least well-served by the school system.
School Factors
School Location and Physical Building
The importance of these to a successful academic achievement cannot be overemphasized; where the school is located determines to a very large extent the patronage such a school will enjoy. Similarly, the entire unattractive physical structure of the school building could de-motivate learners to achieve academically. This is what Isangedighi (1998) refers to as learner's environment mismatch. According to him, this promotes poor academic performance.
Interpersonal Relationship among the School Personnel
Healthy interpersonal relationship among the personnel in the school setting will help to promote conducive environment for teaching-learning situation. The healthy relationships will attract and sustain the academic interest of the learners.
Quality of Teaching Staff
Adeyemo (2005) remarks that no profession in Nigeria has suffered reversal of fortune than teaching. This, they submit has affected the commitment expected of the teachers. This then implies that the quality of service rendered by an unmotivated teacher could affect academic achievement of learners. Or how does one explain a situation whereby primary school pupils or secondary school students receive an average of 125 hours and 150 hours of teaching as against 250 hours and 300 hours respectively per term?
Teachers' Method of Teaching
The mean or strategies employed by teachers in an attempt to impact knowledge to the learner is referred to as methodology. Osokoye (1996) sees teaching method as the strategy or plan that outlines the approach that teachers intend to take in order to achieve the desirable objectives. It involves the way teachers organize and use techniques of subject matter, teaching tools and teaching materials to meet teaching objectives.
The position a child occupies in a family equally plays a significant role in his development and academic achievement. generally, the first child enjoys most particularly among the middle class and the 'rich'. The parents are excited and determined to give him all he needs. They are generally over-protected and have tendency to become spoilt due to the type of family they come from. Due to some of the facts stated above, some of them that are undetermined achieve low academic excellence.
In few cases, particularly among the 'poor', they labour seriously to achieve academic excellence and hence pave way for those behind them. The last born are generally 'rotten' in that they are adequately provided for not only by their parents but equally by their brothers and sisters. The mere fact that their brother is a lawyer and their sister is a doctor; blindfold them to the extent that they themselves will not work hard. In other words, they are relaxed by their elders' achievements. However, there are exceptional cases to this.
Family Educational Background and Socio-Economic Status
These two are lumped together because they are related and one may rightly say that they are married and hence should not be 'divorced'. Kerlinger (1973) opines that socio-class or status could be defined more objectively by using such indices as occupation, income and education. It is assumed that the society is divided into different strata based on the possession of social and economic amenities. The stratum which an individual occupies in this socio-economic stratification represents his social class.
Status based on socio-economic factors represents one of the major systems of stratification. Social stratification arises out of the recognition that in all societies, people are ranked or evaluated at a number of levels. Social class is common to most societies, ancient or modern. Following the idea of Maxweber, socio-economic status is usually determined by wealth, power and prestige. Generally, when comparing and evaluating people we rank those who are wealthy in terms of material possession, type and size of house, area of residence, and number of cars, quality of clothes etc. Wealth is strongly correlated with education and occupation and when socio-economic status is measured these other factors are usually included. Hence in any society, there is social stratification that is the organization of society in hierarchical order which deals with inequality in society in terms of services, obligation, power and prestige (Morrish, 1977).
For the purpose of this study, attempt is made to divide the members of a society into two strata:
1. High Socio-Economic Status (HSES) – consists of upper and middle classes – the 'rich'.
2. Low Socio-Economic Status (LSES) – consists of lower class – the 'poor'.
In terms of rearing children, middle class parents are probably more permissive that is democratic while the lower class parents are more rigid that is autocratic. Reasons for these actions could be traced to the level of education and nature of work or personal experience.
Socio-Economic Status (SES) and Academic Achievement of Students
The value of socio-economic factors for predicting academic achievement seems to be especially supported by research. White (1986) and Morakinyo (2003) indicate the existence of a relationship between socio-economic status and academic achievement. White (1986) is a meta analysis of 620 correlation coefficient from 100 students indicates that a definite relationship exists between SES and academic achievement. He noted that the frequency obtained correlation ranged from 0.10 to 0.70 that is positive relationship which means as one factor increases the other also increases.
Types of Discipline at Home
Research works have shown that nature of parental discipline affect academic output of children (Aremu, 2000). Parents in their bid to discipline their children have been found to be authoritative, democratic and permissive. Children whose parents are authoritative more often than not live in constant fear of such parents and may most likely transfer such a fear to significant others in the school environment. Such children have low self-worth, insecurity, and may find it difficult to consult with teachers. Oluwole and Oluwole (2000) found that the degree of self-efficacy and anxiety manifest by learners determine their academic performance. On the other hand, children from permissive homes are too complacent, unmotivated, and lack personal will to succeed. The democratic style of parenting has been found to be very helpful to teaching-learning situation. Here, children receive punishment that is commensurate with the offence committed. Such children are strong willed and ready for success. Aremu (2000) observes from a study that undergraduates that receive democratic type of parenting perform better than their counterparts from autocratic homes.
Finance
Many individuals who might have done this nation proud in different fields have been forced into uninspired careers due to unavailability of finance resources. Such individuals are forced out of school and made to engage in hawking, selling packaged drinking water and the likes so as to save money for their school expenses. Most of the time, they cannot afford instructional materials, and are always at the mercy of examiners during examination period. The persistence of this in the life of an individual student may spell doom for his academic success. Tracy and Walter (1998) corroborate this when they submit that individuals at the lowest economic level are often the least well-served by the school system.
School Factors
School Location and Physical Building
The importance of these to a successful academic achievement cannot be overemphasized; where the school is located determines to a very large extent the patronage such a school will enjoy. Similarly, the entire unattractive physical structure of the school building could de-motivate learners to achieve academically. This is what Isangedighi (1998) refers to as learner's environment mismatch. According to him, this promotes poor academic performance.
Interpersonal Relationship among the School Personnel
Healthy interpersonal relationship among the personnel in the school setting will help to promote conducive environment for teaching-learning situation. The healthy relationships will attract and sustain the academic interest of the learners.
Quality of Teaching Staff
Adeyemo (2005) remarks that no profession in Nigeria has suffered reversal of fortune than teaching. This, they submit has affected the commitment expected of the teachers. This then implies that the quality of service rendered by an unmotivated teacher could affect academic achievement of learners. Or how does one explain a situation whereby primary school pupils or secondary school students receive an average of 125 hours and 150 hours of teaching as against 250 hours and 300 hours respectively per term?
Teachers' Method of Teaching
The mean or strategies employed by teachers in an attempt to impact knowledge to the learner is referred to as methodology. Osokoye (1996) sees teaching method as the strategy or plan that outlines the approach that teachers intend to take in order to achieve the desirable objectives. It involves the way teachers organize and use techniques of subject matter, teaching tools and teaching materials to meet teaching objectives.
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