Project – Family and environmental factors as predictor of university students’ academic achievement in Science Education, Edo State

CHAPTER ONE

INTRODUCTION

• Background to the Study

The influence of family and environmental factors on university students’ academic achievement in Science Education in Nigeria has been a subject of interest for many researchers. A study by Aremu and Sokan (2003) found that family background, including parents’ educational level and socio-economic status, significantly influences students’ academic performance. They argued that students from more affluent families tend to perform better academically due to the availability of learning resources and a conducive learning environment at home.

Similarly, a study by Ezeudu, Obi, and Nwokenna (2016) found that the family’s socio-economic status significantly influences students’ academic performance in science subjects. They found that students from high socio-economic status families performed better in science subjects than their counterparts from low socio-economic status families. This is because high socio-economic status families can afford to provide their children with the necessary learning materials and expose them to learning experiences outside the school environment.

Environmental factors also play a significant role in students’ academic achievement. A study by Ogunshola and Adewale (2012) found that the school environment, including the availability of science laboratories and qualified science teachers, significantly influences students’ academic performance in science subjects. They argued that a conducive school environment stimulates students’ interest in learning and enhances their academic performance.

Furthermore, a study by Oyekan (2013) found that the home environment, including the availability of learning materials and parental involvement in children’s education, significantly influences students’ academic performance. The study argued that a conducive home environment encourages self-study and enhances students’ understanding of what is taught in school.

However, it is important to note that the influence of family and environmental factors on students’ academic achievement is not absolute. A study by Olatoye, Akintunde, and Yakasi (2010) found that individual factors, such as students’ attitude towards learning and their study habits, also significantly influence their academic performance. They argued that even in the presence of favorable family and environmental factors, students’ academic performance may still be poor if they have a negative attitude towards learning or poor study habits.

Family and environmental factors significantly influence university students’ academic achievement in Science Education in Nigeria. However, individual factors also play a significant role. Therefore, efforts to improve students’ academic performance should not only focus on improving family and environmental factors but also on enhancing students’ attitude towards learning and their study habits.

• Statement of the Problem

The problem of academic underachievement among university students in Science Education in Nigeria is a pressing issue that has been the subject of numerous studies. However, there is a gap in the literature regarding the specific influence of family and environmental factors on these students’ academic performance (Adeyemo, 2007).

Family factors such as parental educational level, socio-economic status, and family structure have been identified as potential predictors of academic achievement in general (Eamon, 2005). However, their specific impact on Science Education students in Nigeria remains largely unexplored. This lack of research is problematic as it hinders the development of effective interventions and policies aimed at improving students’ academic performance.

Similarly, environmental factors such as school environment, peer influence, and community characteristics are also believed to play a significant role in students’ academic achievement (Adeyemo, 2007). However, the extent to which these factors affect Science Education students in Nigeria is not well-documented. This gap in knowledge prevents educators and policymakers from fully understanding the challenges these students face and from implementing appropriate measures to address them.

Moreover, most of the existing studies on this topic have focused on primary and secondary education, with little attention given to university education (Adeyemo, 2007). This is a significant oversight as the transition from secondary to university education often presents unique challenges that can significantly affect students’ academic performance

Furthermore, the majority of the studies conducted in this area have used quantitative methods, with few employing qualitative approaches (Eamon, 2005). This methodological bias limits our understanding of the complex and nuanced ways in which family and environmental factors influence Science Education students’ academic achievement in Nigeria.

Furthermore, there is a clear need for more research on the influence of family and environmental factors on university students’ academic achievement in Science Education in Nigeria. Such research would not only fill a significant gap in the literature but also provide valuable insights that could inform the development of effective interventions and policies.

• Aim and Objectives of the Study

The aim of the study is to examine Family and environmental factors as predictor of university students’ academic achievement in Science Education, Edo State. The specific objectives are:

1. To examine the influence of family background on university students’ academic achievement in Science Education.
2. To investigate the availability of learning resources on the academic performance of students in Science Education.
3. To determine the correlation between students’ academic achievement in Science Education and their family’s socio-economic status.
4. To assess the role of familial support and encouragement in the academic success of university students.

• Research Questions

The research questions are buttressed below:

1. How does family background influence university students’ academic achievement in Science Education?
2. How does the availability of learning resources affect the academic performance of students in Science Education?
3. Is there a correlation between students’ academic achievement in Science Education and their family’s socio-economic status?
4. What is the role of familial support and encouragement in the academic success of university students studying Science Education?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Family background has no significant impact on university students’ academic achievement in Science Education

H1: Family background has significant impact on university students’ academic achievement in Science Education

• Significance of the Study

The study titled “Family and Environmental Factors as Predictors of University Students’ Academic Achievement in Science Education” holds immense significance in the field of educational research, particularly in Edo State. It aims to shed light on the intricate relationship between family and environmental factors and their impact on students’ academic performance in Science Education.

The family environment, including socio-economic status, parental support, and educational background, plays a crucial role in shaping a student’s academic journey. By examining these factors, this study can provide valuable insights into how they contribute to or hinder a student’s academic achievement in Science Education. This could help educators and policymakers design more effective strategies to improve student performance.

Furthermore, the study’s focus on environmental factors extends beyond the immediate family environment. It also considers the broader socio-cultural context, including the availability of learning resources and the influence of the community. Understanding these factors can help identify potential barriers to academic success and suggest ways to overcome them.

The significance of this study also lies in its potential to inform educational policies and practices in Edo State. The findings could guide the development of targeted interventions to support students from diverse family backgrounds and environments, thereby promoting educational equity.

Additionally, the study could serve as a valuable resource for parents and families. By understanding the impact of their socio-economic status, support, and encouragement on their children’s academic achievement, families can make informed decisions to foster a conducive learning environment at home.

Lastly, the study could inspire further research in this area. By highlighting the influence of family and environmental factors on academic achievement in Science Education, it could pave the way for more comprehensive studies exploring these relationships in other academic disciplines or geographical locations. 

• Scope of the Study

The study examines the family and environmental factors as predictor of university students’ academic achievement in Science Education, Edo State.

• Operational Definition of Terms

1. Family: This term refers to a group of individuals who share a legal or genetic bond. They may be related by blood, marriage, or adoption and may live together in the same household.
2. Environmental Factors: These are elements, conditions, and influences that surround and affect the behavior and development of individuals or communities. They can be physical (like climate or geography), social (like family structure or community resources), or cultural (like beliefs or customs).
3. Predictor: A predictor is a variable that can be used to forecast or estimate an outcome or result. In the context of this study, it refers to the family and environmental factors that might influence a student’s academic achievement.
4. University: A university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities typically provide undergraduate education and postgraduate education.
5. Students: Students are individuals who are enrolled in a school or other educational institution for the purpose of learning.
6. Academic Achievement: This term refers to the level of proficiency or mastery a student has achieved in their academic work. It is often measured through grades, test scores, and completion of educational milestones.
7. Science Education: Science Education is a field that involves teaching and learning about science concepts and processes. It aims to equip students with the knowledge, skills, and attitudes necessary for scientific inquiry and problem-solving.

Project – Family and environmental factors as predictor of university students’ academic achievement in Science Education, Edo State