Project – The impact of home training on academic performance of pupils in primary school

ABSTRACT

The study examined the impact of home training on the academic performance of pupils in five selected primary schools in Yaba, Lagos. Recognizing that academic achievement is influenced not only by school-based learning but also by the home environment, the research explores how parental involvement, discipline, value orientation, and supervision contribute to pupils’ educational outcomes. The study adopts a descriptive survey design, with data collected through a structured questionnaire administered to 100 pupils from Primary 4 to Primary 6. The data were analyzed using simple percentages and mean scores. Findings revealed that a significant number of pupils receive consistent home training, including moral instruction, homework supervision, and value-based guidance. The results also show that these pupils generally perform well academically, completing assignments on time, understanding classroom lessons, and demonstrating confidence in academic activities. Furthermore, a strong relationship was established between home training and academic performance. Pupils who reported receiving structured home training exhibited better academic results and classroom behavior compared to those with limited parental involvement. The study concludes that home training is a crucial factor in shaping pupils’ academic success. It recommends increased parental participation in children’s education and collaboration between schools and families to reinforce positive behavior and learning habits. The study contributes to educational discourse by emphasizing the importance of early socialization and family support in academic development. It also suggests further research into home-school partnerships and the long-term effects of home training on learners’ educational trajectories.

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a critical catalyst for individual and societal development. It equips individuals with the skills, knowledge, and values necessary for meaningful participation in society. Particularly during the early years of a child’s life, education plays a pivotal role in shaping cognitive, emotional, and social development. In Nigeria, primary education represents the foundational level in the formal education system and is essential for preparing children for higher levels of learning and social integration. It is during this period that children begin to develop basic literacy and numeracy skills, critical thinking, and interpersonal behaviors that will influence their future educational outcomes and societal contributions.

Despite the central role that schools play in imparting academic knowledge, educational success at the primary level does not depend solely on school-based instruction. The learning process is significantly influenced by the child’s home environment. Increasingly, education researchers and practitioners emphasize the importance of home factors especially home training in determining academic outcomes. School systems may provide instruction and resources, but without reinforcement of discipline, responsibility, and values at home, the effectiveness of school learning may be compromised. Home training thus functions as a silent but powerful partner to formal education in developing a well-rounded learner.

Home training can be defined as the moral, social, and behavioral education imparted to children within the family setting by parents, guardians, or caregivers. This includes teaching children essential life values such as honesty, discipline, time management, respect for elders, cleanliness, politeness, and responsibility (Adeyemi, 2014). A child who is raised in a home where these principles are emphasized is more likely to demonstrate respect for teachers, follow school rules, engage meaningfully with peers, and complete academic tasks with diligence and commitment. These behavioral traits serve as a bridge between academic instruction and academic success (Okafor, 2016).

The family remains the first and most influential institution of socialization in a child’s life. Bronfenbrenner’s ecological systems theory (1979) highlights the significance of the child’s immediate environment—particularly the home—as the most direct determinant of development. Within this context, factors such as parental involvement, communication, discipline strategies, and emotional support serve as building blocks for a child’s academic growth. In Nigeria, however, the quality of home training is not uniform. Socioeconomic challenges, single-parent households, changing cultural norms, and work-related stress have all contributed to shifts in how children are raised. As a result, some children may enter the school system without adequate behavioral preparation, which can negatively affect their learning outcomes (Ogunshola & Adewale, 2012).

Yaba, a bustling locality in Lagos State, presents a unique setting to study the impact of home training on academic performance. The area is known for its diverse population and a high concentration of educational institutions, including both public and private primary schools. Pupils in this region come from a variety of socio-economic backgrounds, which in turn affects their home experiences and training. While some families maintain strong traditional values and structures that promote discipline and academic engagement, others may struggle with fragmented family dynamics or limited parental involvement. This diversity creates an ideal environment to examine how differences in home training influence academic outcomes among primary school pupils.

In light of the above, this study seeks to investigate the extent to which home training affects academic performance in primary schools located in Yaba, Lagos. It aims to assess whether children who receive structured and consistent behavioral and moral instruction at home are more likely to succeed academically compared to those who do not. By identifying specific elements of home training that correlate with high academic achievement, the study can offer valuable insights for educators, parents, and policymakers. The findings could also inform interventions that bridge the gap between home and school environments in the pursuit of holistic child development.

1.2 Statement of the Problem

In recent years, despite the implementation of numerous educational reforms and school improvement strategies in Nigeria, the academic performance of many primary school pupils, particularly in urban areas like Yaba, Lagos, remains inconsistent. While some pupils excel academically, a significant number continue to struggle with basic literacy and numeracy, as well as with classroom behavior and participation. Teachers and school administrators frequently report challenges such as inattentiveness, lack of motivation, inability to follow instructions, poor assignment completion, and behavioral problems, all of which negatively affect the learning environment and overall pupil performance.

Traditionally, when pupils underperform academically, the blame is often placed on the school system—ranging from poor infrastructure and overcrowded classrooms to insufficient learning materials and unqualified teachers. While these factors are undeniably important, growing evidence suggests that out-of-school factors, particularly those rooted in the home environment, may play an even more decisive role in shaping academic outcomes. One of these factors is home training—the values, behavior, and discipline instilled in children by their parents or guardians before and during their school years.

In Yaba, a socioeconomically diverse area of Lagos, pupils come from various family backgrounds. Some families provide structured and supportive environments where discipline, responsibility, and academic focus are emphasized, while others may struggle with economic hardship, broken homes, or parental absence, resulting in inconsistent or inadequate training at home. In such cases, children may lack basic moral guidance, social skills, and the ability to manage time or follow routines, all of which are critical for academic success. This variability in home experiences raises concerns about the extent to which home training influences a pupil’s readiness to learn and perform well in school.

The central problem this study seeks to investigate is whether there is a significant relationship between the quality of home training and academic performance among primary school pupils in Yaba. Specifically, it questions whether pupils who receive consistent moral and behavioral guidance at home are more likely to demonstrate positive academic behaviors—such as punctuality, attentiveness, task completion, and respect for authority—than those who do not. Moreover, it seeks to identify which components of home training—such as parental supervision, moral instruction, time management, and value orientation—have the greatest impact on academic performance.

Addressing this problem is essential for developing holistic educational policies and strategies that go beyond classroom instruction. If a strong link between home training and academic performance is established, it could inform parent education programs, home-school collaboration efforts, and community-based interventions designed to support both the moral and academic development of children. By understanding the root causes of academic underachievement from a family perspective, stakeholders can begin to craft more effective solutions that improve not only learning outcomes but also the broader educational experience of primary school pupils in Yaba, Lagos.

1.3 Purpose of the Study

The purpose of this study is to investigate the impact of home training on the academic performance of pupils in five selected primary schools in Yaba, Lagos. Specifically, the study aims to:

1. Examine the level and nature of home training pupils receive from their families.
2. Assess the academic performance of pupils in the selected schools.
3. Determine the relationship between home training and academic performance.
4. Identify specific aspects of home training that correlate with study habit.

1.4 Research Questions

To guide this study, the following research questions are posed:

1. What is the nature of home training received by pupils in the selected primary schools?
2. What is the level of academic performance among the pupils?
3. Is there a relationship between home training and academic performance?
4. Which aspects of home training significantly influence study habit?

1.5 Research Hypothesis

To validate the research findings, the following hypothesis will be tested:

H₀: There is no significant relationship between home training and academic performance of pupils in selected primary schools in Yaba, Lagos.

H₁: There is a significant relationship between home training and academic performance of pupils in selected primary schools in Yaba, Lagos.

1.6 Significance of the Study

This study is of great importance to a wide range of stakeholders within the Nigerian educational landscape. For parents and guardians, the findings will offer valuable insights into how their roles as primary caregivers influence their children’s academic performance. Many parents may be unaware of the extent to which home training—such as enforcing discipline, modeling good behavior, and providing emotional and moral support—can shape a child’s attitude toward learning. By highlighting these connections, the study encourages parents to become more intentional in fostering environments at home that are conducive to academic success.

Teachers and school administrators also stand to benefit significantly from this research. Understanding the impact of the home environment on pupils’ academic behaviors will enable educators to tailor their teaching strategies and behavioral interventions more effectively. Rather than perceiving underperformance solely as a school-based issue, educators will be able to adopt more holistic approaches that involve engaging parents and caregivers. This may include home visits, parenting workshops, or school events that emphasize the importance of collaborative efforts between the school and home in shaping student outcomes.

The study also holds significance for policymakers and educational planners. In many cases, educational reforms in Nigeria focus primarily on infrastructure, teacher training, and curriculum development, with limited attention to family dynamics and parental involvement. The findings of this study can help bridge that gap by offering empirical evidence on how home training influences academic performance. Policymakers may use this information to design policies that promote family engagement in education, such as parenting education programs, school-family communication frameworks, and incentives for parent participation in school activities.

For curriculum developers, this research underscores the need to integrate home-school collaboration into the educational experience. Curriculum planners can explore ways to embed value-based education and life skills in school curricula while creating opportunities for parents to reinforce these values at home. For example, school assignments and class projects could be designed in ways that require parental input or collaboration, thereby strengthening the link between home training and classroom learning.

In the academic field, this study contributes to the growing body of literature on the socio-cultural determinants of academic achievement in Nigeria. While much research has been done on school-related factors influencing learning outcomes, there is comparatively less focus on the influence of home-based moral and behavioral instruction. This study fills that gap by providing empirical data that supports or challenges existing assumptions, and by offering a culturally relevant perspective on child development and education within the Nigerian context.

Finally, this research is relevant to non-governmental organizations (NGOs), religious bodies, and community-based groups interested in promoting child welfare and education. These organizations can use the study’s findings to structure their community outreach programs, focusing on parent education, youth development, and moral instruction. Ultimately, the research has the potential to influence systemic change by promoting a more integrated approach to education—one that acknowledges and harnesses the power of the home environment in shaping a child’s academic future.

1.7 Scope of the Study

The study focuses on five selected primary schools in Yaba Local Government Area, Lagos State. It is limited to examining pupils in Primary 4 to 6, as these levels provide sufficient maturity to reflect the impact of long-term home training on academic outcomes. The study will not cover secondary schools or other local government areas outside Yaba.

1.8 Operational Definition of Terms

Home Training: Home training refers to the informal yet foundational education a child receives within the home setting from parents, guardians, or caregivers. It encompasses the moral, behavioral, cultural, and social values instilled in the child from an early age. This includes lessons in discipline, respect for authority, cleanliness, honesty, punctuality, empathy, obedience, responsibility, and communication. Home training helps shape a child’s character and influences how they interact with others, adapt to rules, and respond to challenges within and outside the school environment. It often reflects the family’s belief systems, parenting style, and socio-cultural background.

Academic Performance: Academic performance is the extent to which a pupil achieves set educational objectives and learning outcomes within the school system. It is usually measured through formal assessments such as continuous assessment scores, term examination results, standardized tests, and teacher observations. Academic performance reflects the pupil’s mastery of subject matter, cognitive development, class participation, and overall progress in core academic areas such as Mathematics, English, Science, and Social Studies. High academic performance is generally considered a sign of effective learning, while poor performance may indicate learning challenges or external influences such as poor home training or lack of support.

Pupils: Pupils refer to the young learners enrolled in primary schools, particularly those in the upper basic education classes — Primary 4 to Primary 6. These children are typically between the ages of 8 and 11 years and are in a crucial developmental stage where foundational academic skills and character traits are solidified. Pupils at this stage are expected to display a growing level of independence, responsibility, and academic engagement, which can be greatly influenced by their home background and training.

Primary School: Primary school is the foundational level of formal education in Nigeria, comprising six years of structured learning, usually from Primary 1 to Primary 6. This stage caters to children aged approximately 6 to 11 years and serves as a bridge between early childhood education and secondary education. The curriculum in primary schools focuses on basic literacy, numeracy, science, and social knowledge, while also nurturing moral and civic responsibility. It is during this stage that children’s academic behaviors, study habits, and attitudes toward education begin to form significantly.

Yaba, Lagos: Yaba is a prominent urban locality within Lagos Mainland Local Government Area of Lagos State, Nigeria. It is known for its educational, commercial, and residential significance, hosting a mix of public and private institutions, including primary schools, secondary schools, and tertiary institutions like the University of Lagos and Yaba College of Technology. Yaba’s population is diverse, cutting across various ethnic and socio-economic groups. This diversity makes it a suitable setting for studies on education and child development, as it reflects a broad spectrum of family types, parenting styles, and home training practices.

Project – The impact of home training on academic performance of pupils in primary school