American Journal of Arts and Educational Administration

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Vol. 1(1), pp. 1-10, March, 2022Journal of Arts and Educational Administration Research
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Full Length Research

Family Background as an Indicator of Students’ Academic Achievement in

Science Subjects among High School Students in Nigeria
OHANYELU Charles N.
Turiba University, Riga,
Republic of Latvia
Email: deeperlife@hotmail.com

Accepted 28th February, 2022

Abstract: Research has shown that students' home background is a major factor to consider when assessing students' learning
outcome in science subjects among high school students. This paper therefore investigates how family background determines
students’ academic achievement in science among high school students in southeast Nigeria. Among the three research questions
raised by the study, the main one is- how does family background influence students’ academic achievement in science subjects
among high school students in Southeast Nigeria? A total N=220 randomly selected from a population of science students in senior
secondary schools in southeast Nigeria formed the sample size. Student’s survey questionnaire (SSQ) on a 5-point Likert scale was
used as an instrument for data collection. A quantitative research design was adopted while the collected data was descriptively
measured to establish the association between the two variables. The result shows that students whose parents acquired better
education and higher income levels would positively support their children’s education in science subjects compared to those with
lower education and income. The study concludes that the learning outcome of students in science subjects are pre-determined by
the kind of family background they have, this indicates that the socio-economic status (SES) of parents is a key determinant of
students’ academic achievement in science subjects in Southeast Nigeria.
Keywords: Family Background: Socio-Economic Status: Parents’ Education: Parents’ Employment Status: Academic Performance.
Cite This Article As: Ohanyelu, C. N. (2022). Family Background as an Indicator of Students’ Academic Achievement in Science
Subjects Among High School Students in Nigeria. American Journal of Arts and Educational Administration Research, 1(1): 1-10.
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1.0 Introduction of the Study

According to Abiriri (2010) education is seen as an instrument that promotes development. Besides intellectual capacity, academic
performance of the child can also be largely determined by the family background (Abiriri, 2010). Experts and researchers in the
field of sociology and education are of the view that school achievement is related to social background factors (Giddens, 1997). In
most cases, students from non-working-class and uneducated backgrounds perform poorly in science subjects. Science subjects are
considered more difficult than other subjects in the school. Therefore, students’ needs both intrinsic and extrinsic motivation to excel
in this subject area. Fleming & Gottfried (2001, p.110) supported this trend and observed that parental motivational practices
influence students’ intrinsic motivation and school achievement. The provision of learning resources and emotional stability are some
of the factors prone for consideration in this regard, only the home can provide such support for the child.

Many studies agree that students’ academic achievement is a ‘net result’ of their cognitive and non-cognitive attributes (Lee &
Stankov, 2016, p.551-552) as well as the socio-cultural context in which the learning process takes place (Liem & McInerney, 2018,
p.15-40). However, academic performance is the ability of students to demonstrate through writing or by oral communication that
which has been learnt in the classroom (Ohanyelu, 2021). Academic performance is the outcome of education, it is the degree to
which the student, teacher or institution has achieved their educational objective (Annie, Howard & Mildred, 1996). In the
development of a model of human development, for example, Ceci & Williams, (1997) featured that the adequacy of a family sway
on students' academic achievement is generally linked to the child’s family background. Their investigation reveals that parent-child
connections are the powers behind child scholastic success (Ceci & Williams,1997). In the same development, Levin (2001), states
that parents are most likely the propelling factors behind their children’s academic achievement. It is claimed that students from low-
income families tend to score lower on standardized science tests compared to their contemporaries with middle- or high-income
backgrounds. Furthermore, low-income parents lack confidence or courage to approach the school authority or teachers about their
child's performance (Mehan, 2012). Parental occupation, financial status and level of education have been used to investigate family
background.

2.0 Theoretical Background

The study adopted the family system theory as propounded by Bowen (1975). The family system according to Bowen (1975) is a
theory of human behavior that defines the family unit as a complex social system in which members interact to influence one
another’s behaviors as family members interconnect. The theory addresses the emotional forces that shape the functioning of nuclear
and extended families (Bowen, 1975). Family systems theory is a way of understanding human behavior that concentrates on
interactions within and between families. It is therefore imperative that children who live in a well-coordinated and interconnected
family have the tendency to perform academically well because the parents always show care and love to their kids. From the theory,
there is a great relationship within the family cycle. This study therefore adopted this theory as a guide towards linking students’
academic performance to family background.

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Parents
relationships

Sibling Parent-Child
Relationships relationships

Family
system

Figure 1. The family system theory (Bowen, 1975)

3.0 Review of Related Literature

3.1 Family Background
Giddens (1997) believes that success at school is linked to social background factors, as these factors can greatly affect young
children’s cognitive skills. It is further established that children with poor social background start schooling with significantly lower
cognitive skills compared to those with a higher social status (Brecko, 2004). In general, family settings have proven an ideal
foundation for molding children's success in schools; yet academic performance is most often a product of motivation that children
receive when interacting with people in their early years of life. Rouse & Barrow (2006) in their study observed that years of
schooling completed, and educational achievement of students varied widely by family backgrounds. To further buttress their
claims, Rouse & Barrow (2006) concluded that students from advantaged families had higher test scores on the average and as
compared to students from lower income families. According to Martin (1996), "several researches have established the presence of a
relationship between family background features and students' achievement," the student's home environment is an agency that
enables the building of a student's attitude and academic performance.

3.2 Parents Education Level

In most countries around the world, the claim that a parent's level of education has a significant impact on their children's academic
success is true. Students whose parents have a higher level of education do much better in science, reading, and arithmetic tests than
those whose parents had no or very basic learning (Pamela & Kean, 2010). In the same direction, Ryan & Deci (2000, p.227-268),
suggests that education level influences the beliefs and behaviors of the parents, leading to positive outcomes for children and youth.
Exploration on nurturing likewise has shown that parent schooling is identified with a warm, social environment in the home.
Gottfried et al. (2003) observed that both mothers’ education and family finances were major markers of the real environmental
condition and learning interactions in the home were significant indicators of the actual environmental condition and learning
encounters in the home, however mother's schooling alone was predictive of parental warmth. To support the view, Smith et al.
(1997) found that the association of family income and parents’ education with children’s academic achievement was facilitated by
the home environment. This therefore suggests that education might be linked to specific achievement behaviors in the home (Smith
et al. (1997). In the study of Corwyn & Bradley (2002) established that mother’s literacy has a dynamic coordinate impact on

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children’s cognitive and behavioral results with a few roundabout impact through a cognitively fortifying home environment. In like
way, it tends to be assumed that learners' capacity and achievement are more immovably associated to the socio-mental climate and
academic actuation within the home than they are to parental financial-related status with markers like occupation and level
of education.

3.3 Socio-Economic Status (SES)

The monetary status of parents/guardians may be a strong marker of students’ accomplishment within the school cycle. Records of
socio-economic status in the analysis of education strategy shows a minimum of one of these standards: school achievement,
occupation status and income (Buchmann, 2002). The pay level might be found out inevitably by home impacts just like the amount
of important books within the structure, learning assets and space given for learning which are utilized as a variable within the
context to overview social-economic status. Students from lower income, lower educated families are less likely to succeed
academically in high school (Honan, 1996; Noble et al., 1999). Some experts are also of the view that families with high financial
status have more achievement in setting up their children for schools because they are able and willing to provide learning resources
and materials which are needed for them to succeed in school.

3.4 Academic Performance

The students’ performance (academic achievement) is crucial in creating the most excellent quality students who will become great
leaders of tomorrow and manpower force, hence responsible for the country’s economic and social development (Ali et al., 2009,
p.82). Teachers or assessment boards, such as the West African Examination Council (WAEC) grant grades or marks based on
predetermined criteria of students' academic success. In most cases, the measurement of quality of education is centered on the
academic outcome of the students. According to Ohanyelu (2021), the better the academic performance of the students, the more the
system assumes that the quality of teaching is improving. Ohanyelu (2021) summarizes that Nigerians ultimately appreciate students
with better academic performance compared to the under-performing ones. In the same line, academic success is critical for an
institution's positive results, which may lead to potential promotions or job performance (Kuncel et al., 2004, p.151). In a related
development, as Ohanyelu (2021), cited Ali et al. (2009, p.82), academic success is one of the main factors considered by the
employer while recruiting workers. As students’ academic performance is measured by the Cumulative Grade Point Average (Ali et
al., 2009, p.82). It is believed that a country's political and socio-economic growth has a direct impact on students' success (Mushtaq
& Khan, 2012, p.17-22).

3.4.1 Research Objectives

1. To explore the connection between parents’ employment status and academic performance in students in physics.
2. To investigate the relationship between parents’ level of education and students’ academic performance in physics.
3. To investigate if family background is an indicator of student’s academic performance in science.

3.4.2 Research Questions

1. How does family background influence a learner's performance in science?
2. What are the relations between parental level of education and students’ academic performance in science?
3. Does parents’ employment status impact a student's academic performance in science?

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4.0 Research Methodology

This study adopted a descriptive survey design.

4.1 Participants and sample size

A total of 220 (109 males and 111 females) participants formed the sample size, they are made up of senior secondary school science
students randomly selected from the population. About 70% of the participants are within the ages of 16-18 of which 55% of them
are in senior secondary school (SSS) 3 class.

4.2 Instruments for the Study

The instrument for data collection was a student survey questionnaire (SSQ) comprising 3 sections. The first section is the
demographics, the second part contains (10) items about the students’ relationship with parents/siblings while the last part is made up
of (10) items on the learning resources provided by parents.

5.0 Result from the Study

Table 1: The Demographics
Category Classification Male Female Total Percent

Age 13-15 23 25 48 22%

16-18 74 80 154 70%

19-21 11 06 17 08%

22-Above 01 00 01 0.1%

Class Senior Sec. 1 12 14 26 12%

Senior Sec. 2 30 43 73 33%

Senior Sec. 3 67 54 121 55%

Subjects Mathematics, Physics, Chemistry & Biology 93 84 177 80%

All (above) plus Agric Science.

16 27 43 20%

School Type Private schools 29 35 64 29%

Public schools 25 26 51 23%

Unity schools 08 08 16 07%

Special science schools 27 18 45 21%

Mission schools 20 24 44 20%

Father No school 02 00 02 0.1%

Education
level FSCL (Primary school Certificate) 05 04 09 04%

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School certificate 23 17 40 17%

Bachelors/Masters 70 77 147 69%

PhD 09 13 22 10%

Mother No school 03 03 06 03%

Education
level FSCL (Primary school Certificate) 07 11 18 08%

School certificate 35 34 69 31%

Bachelors/Masters 59 57 116 53%

PhD 05 06 11 05%

Father Yes 109 111 220 100%

Employed
No 00 00 00 0%

Mother Yes 94 99 193 88%

Employed
No 15 12 27 12%

Father Job Trading 19 20 39 17%

Civil servant 17 18 35 16%

Self-employed. 34 36 70 32%

Professional e.g. (Doctor, Lawyer, etc.) 39 37 76 35%

Retired 00 00 00 00%

Mother Job Trading 18 16 34 18%

Civil servant 27 24 51 26%

Self-employed 22 26 48 25%

Professional 27 33 60 31%

Retired 00 00 00 00%

Note: Total participants males=109, total participants females=111.A total number of participants =220 students with age range 13-22. Class range=SSS1-SSS3.

Table 2. Items on students’ relationship with parents and how it impacts their academic performance.

Items N Agree Neutral Disagree Ave Remark

%

My performance seems to be better since my father 220 194 18 8 88 Accepted

started supervising and giving remarks about my
work.

I often discuss things that were taught in class with 220 175 11 34 79 Accepted
my parents or guardians

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Good relationship with my mother has impacted my 220 200 17 03 91 Accepted

studies.

My family helps me to keep good emotional 220 206 08 06 93 Accepted

stability

My parents regularly supervise my class work and 220 205 11 04 93 Accepted

help me solve academic problems

My father praises me when I perform well, and this 220 171 19 30 77 Accepted
motivates me

Both of my parents know the worth of education 220 212 06 02 96 Accepted

My mother teaches me whenever she is free. 220 184 18 18 83 Accepted

During a typical school week, I spend a lot of time 220 191 20 09 86 Accepted
doing my homework.

During holidays, my parents usually do not involve 220 189 18 13 85 Accepted

me with their business instead I attend summer
classes

Note: The average percentage = total agree (A) /total value (N) X 100.

Table 2 shows the spread of participants' response to questions as regards their relationship with parents. The personal relationship
with mothers, fathers’ supervision/ remarks on their class work, parent-parent relationship, parent-child relationship, sibling-sibling
relationship, child involvement in family business during holidays were among the items raised.

Table 3. Items on the extent to which parents provide learning resources to their children and its impact on their academic
performance in science.

Items N Agree Neutral Disagree Ave Remark

%

My tuition fees are paid regularly. 220 198 11 11 90 Accepted

Since the beginning of this academic year, either of 220 189 13 18 85 Accepted
my parents/ guardians have attended a school
meeting.

My school fees are paid on time, I have not been 220 200 13 07 91 Accepted
suspended from school due to late or non-payment
of school fees.

My parents encourage me to visit the public library 220 196 12 12 89 Accepted

any time I am free and during holidays too.

My home study teacher helps me improve on my 220 164 25 31 74 Accepted

science subjects.

I have a specific place to study in my home where I 220 169 11 40 76 Accepted

can do my homework, concentrate, and not be
distracted or interrupted by my siblings or music.

My parents provided a computer and internet in my 220 150 21 49 68 Accepted

home that I can use to source information for my
schoolwork.

My parents are furious with me whenever I perform 220 184 16 20 83 Accepted

poorly in science subjects

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My parents provide moral and financial support for 220 193 17 10 87 Accepted
me to attend education/science fairs.

My grade was over 70% in my last term 220 158 18 44 71 Accepted

examination.

Note: The average percentage = total agree(A) /total value (N) X 100.

Table 3 shows the extent to which parents provide learning resources to their children and its impact on their academic performance
in science subjects. The students gave their views about provision of internet facilities at home, specific study rooms, home tutor,
early and regular payment of tuition, parents’ relationship with the school in terms of meeting with school for feedback on child’s
conduct and performance status.

6.0 Discussion of the Study

As highlighted in tables 2 and 3 respectively, family background and learners' achievement highly depend on three factors, namely-
education of parents, socio-economic status as well as employment level of both parents. It is difficult to draw definitive conclusion
relating to students’ performance in science. Besides, numerous scholars and analysts observed that students learning progress and
accomplishment are profoundly instilled in the cycle of socialization, like learning through perception as kids effectively shape the
nurturing they get from immediate environment (Alomar, 2006). Table 1 shows that 69% of the respondents indicated that their
fathers had either bachelor/ master’s degree while 10% had PhD’s. In the same vein, the mothers had 53% and 5% respectively of the
same qualification. This is relatively high compared to parents of those without such level of education among the participants. This
index led to 93% of the participants agreeing that their parents supervise their work regularly. Furthermore, 96% indicated that their
parents know the importance of education while 85% indicated that their parents allowed them to partake in summer and holiday
classes as compared to some of their contemporaries that help their parents in business related activities during holidays.

Finally, it could be established as shown in table 3, where 71% of the participants scored up to 70% in science subjects in their last
school examination. According to the 2020 West African Examination council (WAEC) grading system, a score of 70% falls within
grade B2 (very good). This result shows that there is a significant relation between students’ academic performance and parents’
level of education. Highly educated parents understand the value of education by providing emotional, financial, and supervisory
support to their children which enhances their academic achievement. According to Robert et al. (2005, p.345-359) who opined that
for parents to become actively involved in their children’s learning process by creating a positive impact on their academic
performance, they must have had previous experience with the formal education system.

In the same development, Roberts et al. (2005, p.345-359) further concluded that mothers with higher education qualifications can
provide more support to their children in problem solving situations. As shown in table 1, all the fathers of the participants (100%)
and 88% of their mothers are gainfully employed. Analysis in this regard indicates that 35% of the fathers are professionals which
include medical doctors, engineers, surveyors, pastors, architects, lawyers, journalists etc. Furthermore, 32% of them are self-
employed while 16% are civil servants, only 12% are traders. On the other side, the mothers are 88% employed, 31% of them skilled
and professionals. Table 3 shows 90% of the students pay their tuition regularly, 68 % have access to internet facilities in their
homes. 76% have specific study places in their homes, while 74% have home study teachers. This shows that the employment status
and income level of parents’ impact students’ academic performance. The higher the parents’ income, the more financial support they
can offer to their children in terms of provision of learning resources and prompt payment of school tuition.

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7.0 Conclusion of the Study

There is a broad writing on the significance of family social background and financial assets on students' school accomplishment
(Chiu & Xihua, 2008). Students from low-SES background in most cases have the least grades (Magnuson & Duncan, 2006, p.365-
399). Financial status is regularly estimated by numerous markers, like parents’ education level, family income, parents’ conjugal
status, and number of siblings. These markers reflect components identified with social and financial assets accessible in the
student’s home. The education and pay levels of parents decide from a more extensive view the degree to which students can perform
with their scholastics in science subjects. Finally, this study established that home background is a key indicator which influences
academic performance in science among secondary school students.

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