INFLUENCE OF HOME BACKGROUND ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
This study investigates the influence of home background on the academic performance of secondary school students in English Language. The purpose of this research is to examine the various factors within the home environment that may contribute to or hinder students’ performance in English Language.
The study adopts a quantitative research design, employing a questionnaire survey to collect data from a sample of secondary school students. The questionnaire is designed to gather information on students’ home background factors, including parental education levels, socioeconomic status, parental involvement in education, access to learning resources at home, and the use of English language within the household.
The collected data is then analyzed using statistical techniques such as correlation and regression analysis to determine the relationship between home background factors and students’ academic performance in English Language. The study also explores potential mediating or moderating effects of other variables, such as student motivation and self-efficacy.
The findings of this study are expected to contribute to the existing body of knowledge on the relationship between home background and academic performance. It is anticipated that the results will provide insights into the specific home factors that significantly influence students’ English Language performance in a secondary school context.
This research has practical implications for parents, educators, and policymakers. By understanding the influence of home background on academic performance, stakeholders can develop targeted interventions and support systems to enhance students’ English Language learning outcomes. It is hoped that this study will contribute to the overall improvement of English Language education in secondary schools by highlighting the significance of the home environment in shaping students’ linguistic competence.
In conclusion, this research aims to shed light on the influence of home background on the academic performance of secondary school students in English Language. By examining the various factors within the home environment, this study seeks to provide valuable insights that can inform educational practices and policies geared towards improving students’ English Language learning outcomes.
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