CHAPTER ONE

INTRODUCTION
1.1 Background to the Study

Education has long been recognized as the bedrock of national development and

the most powerful instrument for social, economic, and political advancement. Globally,

it provides individuals with knowledge, skills, and competencies necessary to function

effectively in society and contribute to nation building. According to UNESCO (2015),

education plays a central role in shaping the intellectual and social capabilities of

learners, which in turn determines their potential to contribute meaningfully to the

development of their communities. In many countries, the quality of education is

measured not only by infrastructure or policies, but also by the academic performance of

students who are the primary beneficiaries of educational systems.

Academic performance is influenced by multiple variables, ranging from personal

attributes of the learner to the broader socio-economic and cultural environment in which

learning takes place. Among these factors, the home environment has been widely

acknowledged as one of the most critical determinants of student achievement. Research

in the United States and Europe suggests that family background, including parental

education, occupation, income level, and the availability of educational resources at

home, has a significant impact on students’ learning outcomes (Coleman, 1988; Hill &

Tyson, 2009). The family, being the first socializing agent, establishes the foundation

upon which children’s educational attitudes, aspirations, and behaviors are built.

In developed countries such as Germany, France, and Britain, studies have shown

that children from stable and supportive home environments perform better academically

compared to those from disadvantaged or disorganized families (Schnepf, 2007).

1
Similarly, in the United States, Fan and Chen (2001) demonstrated that parental

involvement, including monitoring homework, attending school meetings, and providing

educational materials, is positively correlated with student achievement. In China, rapid

socio-economic transformations have also highlighted the role of parental support, as

children from homes with high academic expectations often outperform their peers (Li &

Qiu, 2018). These findings reinforce the global consensus that the family setting directly

influences educational success.

In many African contexts, the influence of the home environment on student

performance has been documented with mixed results. For instance, studies in South

Africa and Kenya reveal that poverty, illiteracy, and large family size often limit

children’s access to adequate educational resources, thereby reducing their academic

achievement (Zulu et al., 2004; Mutiso, 2013). Moreover, cultural factors and traditional

roles within households sometimes limit the extent of parental involvement in education,

particularly among rural families. Despite these challenges, there is growing evidence

that even in low-income contexts, positive parental engagement and supportive home

environments can mitigate the adverse effects of poverty on learning outcomes (Oketch

& Rolleston, 2007).

In Nigeria, the situation is particularly complex due to the wide socio-economic

disparities that exist between urban and rural areas. The home environment in Nigeria is

largely shaped by parental income, level of education, type of occupation, and the ability

to provide children with school-related materials. Studies conducted in Lagos, Ibadan,

and Enugu, for instance, show that students whose parents are educated and financially

stable tend to perform better than those whose parents have little or no education and

2
limited resources (Eamon, 2005; Uwaifo, 2008). Furthermore, the rise of single-parent

households and economic hardship has been associated with poor academic performance

among secondary school students (Omoegun, 2007).

Nasarawa State, located in north-central Nigeria, is not exempt from these

challenges. Although the state has invested in educational development, many families

still grapple with poverty, illiteracy, and unemployment, which in turn affect children’s

educational experiences. Studies in the state indicate that socio-economic constraints,

lack of parental supervision, and inadequate educational facilities are significant

contributors to low academic performance among secondary school students (Agbo,

2010). These issues are compounded by cultural practices that sometimes place less

emphasis on formal education, especially for girls, thereby creating disparities in

academic achievement.

Akwanga Local Government Area, the focus of this study, reflects these broader

challenges but also presents unique dynamics. The area is predominantly agrarian with a

mix of commercial activities, and many households depend on farming for livelihood.

Consequently, parents may not have sufficient financial resources or time to invest in

their children’s education. Reports from the Ministry of Education in Nasarawa State

show that academic performance in Akwanga has fluctuated in recent years, with many

secondary school students struggling to meet national standards. Factors such as

inadequate parental guidance, low income levels, illiteracy, and unconducive home

environments have been frequently cited as contributors to this problem (Ministry of

Education, Lafia, 2017).

3
 Given these realities, it becomes imperative to systematically investigate the

extent to which the home environment influences the academic performance of

secondary school students in Akwanga Local Government Area. By focusing on

variables such as parental education, income, occupation, family size, and parental

involvement, the study seeks to provide evidence-based insights into how the family

setting shapes student outcomes. This will not only contribute to academic literature but

will also provide practical recommendations to parents, educators, and policymakers on

how to enhance the educational performance of students in the area.

1.2 Statement of the Problem

Academic performance is widely recognized as a key determinant of future

opportunities for young people, influencing their career prospects, socio-economic

mobility, and overall quality of life (Coleman, 1988; Li & Qiu, 2018). However, despite

numerous reforms aimed at improving the quality of education in Nigeria, students’

performance in secondary schools continues to present a mixed outcome, particularly in

Nasarawa State (Ministry of Education, 2017). While some students excel, others

consistently perform below expectations, raising questions about the underlying factors

responsible for such disparities. One critical variable often highlighted in research is the

family background of students (Eamon, 2005; Mutiso, 2013).

Globally, scholars have long established that family background—measured

through parents’ education, occupation, income, and family structure—significantly

influences children’s academic success (Hill & Tyson, 2009; Fan & Chen, 2001). For

instance, children from educated and economically stable homes are more likely to

receive academic support, access quality learning materials, and develop aspirations that

4
align with high performance in school (Schnepf, 2007; UNESCO, 2015). In contrast,

students from disadvantaged households may face limitations such as poor nutrition, lack

of school fees, or minimal parental involvement in their studies (Oketch & Rolleston,

2007).

In the African context, evidence indicates that socio-economic challenges such as

poverty, large household sizes, and unstable family structures undermine students’

ability to perform academically (Zulu et al., 2004; Mutiso, 2013). In Nigeria, Omoegun

(2007) and Uwaifo (2008) observed that children from single-parent or low-income

families tend to record poorer academic results compared to their counterparts from

stable, better-resourced households. These findings suggest that family background is not

only a matter of economic resources but also of parental guidance, care, and

psychological stability.

Specifically, in Nasarawa State, poor student performance has been repeatedly

reported in internal and external examinations (Ministry of Education, 2017). Many

secondary school students in the state face challenges linked to their family environment

ranging from parents’ low educational attainment, unstable sources of income, weak

parental supervision, to marital instability. These challenges often manifest in low school

attendance, poor study habits, and increased vulnerability to social vices, all of which

negatively impact academic outcomes (Agbo, 2010).

Despite these realities, there remains a paucity of empirical research in Nasarawa

State that systematically examines the extent to which family background affects

students’ academic performance. Without such evidence, interventions by educators,

government agencies, and policymakers may continue to overlook the most pressing

5
familial factors that shape educational outcomes in the region. Therefore, it is against this

background that this study seeks to investigate the influence of family background on

students’ academic performance in selected secondary schools in Nasarawa State.

1.3 Research Questions

The study was guided by the following research questions:

i. What was the relationship between parental socio-economic status and students’

academic performance in secondary schools in Akwanga Local Government

Area?

ii. How did parental involvement affect students’ academic performance in

secondary schools in Akwanga Local Government Area?

iii. To what extent did the availability of learning resources at home influence

students’ academic performance in Akwanga Local Government Area?

iv. How did family structure influence the academic performance of secondary

school students in Akwanga Local Government Area?

1.4 Objectives of the Study

The main objective of this study was to examine the influence of home environment on

the academic performance of secondary school students in Akwanga Local Government

Area of Nasarawa State. The specific objectives of the study were to:

i. Assess the relationship between parental socio-economic status and students’

academic performance in secondary schools in Akwanga Local Government Area.

ii. Determine the influence of parental involvement on students’ academic

performance in secondary schools in Akwanga Local Government Area.

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iii. Examine the extent to which the availability of learning resources at home

affected students’ academic performance in Akwanga Local Government Area.

iv. Investigate the influence of family structure on the academic performance of

secondary school students in Akwanga Local Government Area.

1.5 Significance of the study

The findings of this study are significant to teachers, students, parents, guidance

counselors, educational administrators, Parents Teachers Associations (PTA), and society

in general. For teachers, the study emphasizes the importance of adopting flexible

teaching methods and instructional resources that take into account the diverse family

backgrounds of students. This approach encourages patience with slow learners and

promotes positive academic outcomes.

Students also benefit by realizing that academic difficulties may not solely be

their personal fault, particularly for those from low socio-economic backgrounds. Such

awareness helps reduce frustration and the likelihood of school dropout. Instead, students

are motivated to take responsibility for their learning through hard work, good study

habits, and effective use of available learning materials. Parents, on their part, are

reminded of the role their educational and socio-economic status plays in shaping their

children’s performance. They are also encouraged to provide motivation, resources, and a

supportive home environment.

The study is equally relevant to guidance counselors, PTAs, and educational

administrators. Counselors can use the findings to guide students in academic and career

choices, while PTAs can foster stronger collaboration between home and school.

Educational administrators can rely on the insights for policies that ensure fairness and

7
equal opportunities in education. On a broader level, society gains a better understanding

of how family factors such as parental education, occupation, income, motivation, and

family size influence students’ academic performance.

1.6 Scope of Study

The study is limited to the influence of home environment on the academic

performance of secondary schools’ students in Akwanga Local Government Area in

Nasarawa State, Nigeria. The study will cover all the public Senior Secondary Schools in

the area and the variables of measurement include: parents’ economic status; parents’

educational background, parental marital styles and home location of parent. The

geographical location of the study is Akwanga Local Government located in the centre of

Nasarawa State. The region is situated between latitudes 7 0 North and 11015 North and

longitude 40 and 120 East of the Prime Meridian. In terms of the landmass, it covers an

area of approximately 142, 190km2 or 7 percent of the total land area of Nasarawa State.

The study has limited time of maximum six months.

1.7 Definition of Terms

Home Environment: This referred to the physical, social, and psychological conditions

within the family setting that influenced the learning process of students, such as parental

involvement, socio-economic status, family structure, and availability of learning

resources.

Academic Performance: This denoted the measurable outcomes of students’ learning

efforts, usually expressed in terms of test scores, grades, or overall school achievement in

their various subjects.

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Parental Socio-Economic Status: This referred to the social and economic position of

parents as determined by their level of education, type of occupation, and income, which

had a bearing on the educational opportunities and support available to their children.

Parental Involvement: This implied the active participation of parents in their children’s

education, including supervising homework, attending school meetings, providing

encouragement, and supporting academic activities at home.

Learning Resources at Home: These included all educational materials and facilities

made available by parents or guardians to aid students’ learning at home, such as

textbooks, reading materials, internet access, and a conducive study environment.

Family Structure: This referred to the composition and organization of the household in

which the student lived, such as nuclear, extended, single-parent, or polygamous families,

which could affect the level of support and stability available to the student.

Secondary School Students: This specifically referred to male and female students in

Senior Secondary School Two (SS2) in Akwanga Local Government Area of Nasarawa

State, who formed the population of this study.

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 CHAPTER TWO
LITERATURE REVIEW

In this chapter discusses the conceptual framework, empirical studies, theoretical

framework and summary of literature review

2.1 Conceptual Framework

2.1.1 Home Environment

The home is the primary environment of a student and exerts a significant

influence on academic achievement (Hoover-Dempsey et al., 2005). As the first agent of

education, the home shapes the child’s lifestyle, habits, and outlook on learning. The

type of family system to which a child is exposed can strongly affect academic

performance (Keith, 1993). In today’s fast-paced society, however, many families find it

increasingly difficult to remain actively connected with their children’s education

(Epstein, 2001). With more parents working outside the home, and in many cases single

parents leading households without extended family support, parental involvement in

schooling has declined (Benson, 2002; Alberta’s Commission on Learning, 2003).

In traditional family structures, a stay-at-home parent often monitored children’s

academic progress, ensuring that homework was completed, tests were studied for, and

assignments were submitted on time. Such involvement fostered positive engagement,

10
attendance, and achievement (Deslandes & Bertrand, 2005). Report cards were valued as

reliable reflections of academic performance (Guskey, 2002), and communication

between parents and schools was consistent. By contrast, modern households often

experience difficulties in monitoring schoolwork, even when parents are present, as

homework can become a source of conflict and tension (Allen, 2000; Public Agenda,

1997).

Parental involvement has been consistently linked to positive academic outcomes

across early childhood, adolescence, and secondary education (Henderson, 1990;

Epstein, 2001). Parents who assist children with homework contribute to improved self-

esteem, better school attendance, enhanced behavior, and stronger academic achievement

(World Bank, 1999). Although changing family dynamics have weakened direct parental

oversight, technological tools such as web-enabled school management programs and

online communication platforms present new opportunities for parents to stay engaged

(Statistics Canada, 2004).

Nonetheless, the central question remains whether different forms of parental

involvement directly influence high school student performance in terms of engagement,

achievement, attendance, and attitude toward school. While some scholars argue that

active parental participation fosters motivation and academic success (Epstein, 1992;

Allen, 2000), the extent of its impact at higher levels of schooling requires further

examination. Research consistently suggests that the home environment, whether

through traditional monitoring or modern forms of involvement, continues to play a

critical role in shaping students’ educational outcomes.

2.1.2 Academic Performance

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 Academic performance refers to the progress and accomplishments of students

as they advance from one phase of learning to another or as reflected in scores from

tests, assignments, and other assessments (Henderson & Mapp, 2002). It is commonly

evaluated through report cards, grade point averages, attendance, promotion to the next

stage, participation in advanced courses, and improved behavior. In this study,

academic performance specifically refers to students’ scores in school examinations.

Stiggins (2017) views academic performance as what learners achieve in academic

settings such as classrooms, laboratories, or fieldwork. Wentling (2018) defines it as

the outcome of individuals’ efforts in relation to knowledge and skills, shaped by their

age, prior learning, and capacity.

The measurement of academic performance serves multiple purposes.

According to Ukwuije (2019), it helps to assess the effectiveness of educational

programs, determine student growth, evaluate teaching techniques, and motivate

students by tracking their progress, and guide parents and administrators in

understanding student achievement and school needs. Annie, Howard, Stoker, and

Mildred (2006) further describe academic achievement as the extent to which learners,

teachers, or institutions have attained their educational goals. Similarly, Bossaert,

Doumen, Buyse, and Verschueren (2011) see it as the successful attainment of short-

and long-term academic goals, while Lassiter (2005) identifies it as strong performance

in a specific subject area. Trowel (2005) refers to it as the knowledge and competence

demonstrated in school tasks, often measured by standardized tests. Good (2009)

defines academic achievement as knowledge or skills acquired in school subjects,

typically reflected in test scores or teacher-assigned marks. Mehta (2006) expands this

12
by including both curricular and co-curricular performance, emphasizing that true

achievement also results in behavioral change and the development of systematic study

habits.

Other scholars have highlighted broader interpretations of academic

achievement. Stinebrickner and Stinebrickner (2009) describe it as the relative position

of students’ outcomes in relation to curriculum objectives. Santrock (2006) adds that it

reflects skills acquired through education, typically measured by standardized or

performance assessments. DeBerard, Spielmans, and Julka (2004) suggest that beyond

examinations, indicators such as classroom participation, engagement, and portfolio

assessments also serve as reliable measures of achievement.

A student’s academic performance is influenced by various factors, including

parental educational status and socio-economic background. Parent education is one of

the most stable components of socio-economic status and is closely linked to

involvement in a child’s schooling (Sirin, 2005). Families with higher levels of

education, income, and occupational status tend to be more involved in supporting their

children’s education, thereby improving student outcomes (Katsilis & Rubinson,

1990). Beyond financial capacity, non-monetary factors such as parental expectations,

attention to children’s learning, and the availability of learning resources at home also

play a critical role (Bradley et al., 2001; Mayer, 1997; McLanahan & Sandefer, 1994;

Yeung et al., 2002).

Parenting styles further contribute to differences in academic performance.

Warmth, responsiveness, and control are key dimensions that affect children’s

outcomes (Coolahan, McWayne, & Fantuzzo, 2002; Querido et al., 2002). Research

13
generally indicates that an authoritative parenting style, which balances responsiveness

with reasonable control, fosters better academic achievement compared to authoritarian

or permissive styles (Reitman, Rhode, Hupp, & Altobello, 2002; Baumrind, 1991;

Ingoldby, Schvaneveldt, Supple, & Bush, 2003). However, cultural variations exist.

2.2 Empirical Review

Research across different countries has consistently shown that the home

environment significantly influences students’ academic performance. In the United

States, Hill and O’Neil (1994) observed that an increase of $10,000 in family income

was associated with an improvement of 2.4 percentile points in student achievement,

while Grissmer, Kirby, Berends, and Williamson (1994) reported similar findings

linking income to mathematics and reading achievement. These studies suggest that the

socio-economic resources available in a household are directly correlated with

students’ academic success. Similarly, Hofferth and Sandberg (2001) found that the

amount of time American children spend at home reading, engaging in household

conversations, and participating in family meals positively influences their

achievement and behavior.

In Britain, Williams (1980) and Teachman (1987) established that students from

educated and intact families perform better academically compared to those from low-

educated or single-parent households. Steinberg et al. (1992) and Useem (1992) also

highlighted that British parents with higher educational levels are more likely to create

stimulating home environments and engage actively in their children’s schooling, thereby

fostering better performance. These findings reinforce the importance of parental

expectations, involvement, and supervision in shaping student outcomes.

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 Studies from Germany further emphasize the role of socio-economic status and

parental involvement. Jacob and Harvey (2005) found that German students from

educated families tend to achieve higher because of greater parental monitoring and

higher academic expectations. However, they also noted that not all children from

privileged homes excel, and some from disadvantaged backgrounds succeed

academically, suggesting that individual resilience and school factors can also play a role.

Similarly, Walberg (2001) emphasized that family participation remains critical to

educational productivity, even though parental involvement in Germany, as in many

countries, often declines as children progress to higher levels of schooling.

In Austria, research has highlighted the challenges faced by immigrant and low-

income families. Zappala (2002) noted that while most parents desire academic success

for their children regardless of their background, parents from low-income or immigrant

households often face barriers such as language difficulties and limited knowledge of the

school system. Pappas (2001) reported that such barriers reduce parental engagement,

thereby affecting students’ learning at home and limiting their academic progress.

French studies also reveal the effects of family environment on schooling

outcomes. Coleman (1991) observed that divorce and family disruptions in France

increase the likelihood of poor academic performance, delinquency, and social

maladjustment among adolescents. Kohl (2000) added that family breakdown and single-

parent households in France and other European countries significantly heighten risks of

poor academic achievement and behavioral issues. These findings suggest that stable

family structures remain essential in supporting student success.

15
 In China, Greenberg (2009) stressed the importance of clearly defined family and

school roles in children’s learning outcomes. His findings emphasized that home

environment, including parental support, study time, and family structure, contributes

significantly to children’s academic development. Moreover, Anthony (2014), in a

comparative study in Tanzania, found that parental involvement significantly explained

variation in students’ academic performance, although other factors such as school type

and class size also contributed. These findings mirror results from China, where students

from highly supportive home environments perform better despite systemic challenges.

Nigerian studies align with these global findings. Uwaifo (2008) discovered a

significant difference in the academic performance of students from single-parent

households compared to those from two-parent families, with the latter generally

performing better. He attributed this to factors such as lack of parental encouragement,

poor financial resources, inadequate learning materials, and unconducive home

environments. Similarly, Epstein, Sanders, Simon, Salinas, Jansorn, and Van Voorhis

(2002) reported that parental involvement tends to decline across higher grades in Nigeria

unless schools deliberately foster partnerships with parents. Their work shows that

economic background, family structure, and parental engagement are crucial in

influencing students’ educational outcomes.

2.3 Theoretical Framework

For this research work to be intellectually grounded, it is necessary to adopt a

scientifically established theoretical framework that provides systematic guidance for

analysis. The following theories are therefore adopted for the study: Parental Attachment

Theory, Self-Determination Theory, and Maslow’s Motivational Theory.

16
2.3.1 Parental Attachment Theory

Parental Attachment Theory was proposed by Bowlby (1980). The basic tenet of

this theory is that children form strong emotional bonds with their primary caregivers

during early childhood, and these bonds have lifelong consequences for their

development and behavior. According to Bowlby, sensitive and emotionally available

parenting fosters secure attachment, which in turn supports healthy socioemotional

development and psychological well-being. Conversely, neglectful or unresponsive

parenting is likely to result in insecure attachment, which predisposes children to

emotional, behavioral, and academic difficulties (Ainsworth, 1989).

The relevance of this theory to the study lies in its emphasis on the role of the

family environment in shaping children’s outcomes. A secure attachment relationship

enables children to develop confidence, resilience, and emotional stability, which are

critical for effective learning and academic achievement. Parents and guardians who

build strong attachment bonds with their children create a home environment that

enhances both emotional growth and scholastic performance.

2.3.2 Self-Determination Theory

Self-Determination Theory was propounded by Deci and Ryan (1985). The

central tenet of this theory is that individuals are active organisms with inherent

tendencies toward growth, mastery of challenges, and the integration of experiences into

a coherent sense of self. The theory identifies three basic psychological needs that must

be met for optimal functioning: autonomy (the need to feel in control of one’s actions),

competence (the need to feel effective in one’s activities), and relatedness (the need to

feel connected with others) (Ryan & Deci, 2000). When these needs are supported by the

17
social environment, individuals are more likely to exhibit intrinsic motivation,

persistence, and enhanced performance.

The relevance of this theory to the study is that it highlights the importance of

motivation and self-determination in academic performance. A supportive home

environment that nurtures autonomy, competence, and relatedness will likely foster

determination in students, enabling them to stay focused on their educational goals and

succeed academically.

2.3.3 Maslow’s Motivational Theory

Maslow’s Motivational Theory was developed by Abraham Maslow (1970). The

theory is best known for the “hierarchy of needs,” which organizes human needs into a

five-level pyramid ranging from basic to higher-order needs. These include physiological

needs (food, water, shelter), safety needs (security and stability), love and belongingness,

esteem, and self-actualization. Maslow argued that unsatisfied needs motivate behavior,

and once a lower-level need is fulfilled, individuals strive to satisfy the next higher-level

need (Maslow, 1970).

The relevance of this theory to the study is its focus on motivation as a key factor

in learning. Students’ academic performance is influenced by the extent to which their

basic and psychological needs are met within the home environment. For instance,

children who lack adequate food, shelter, or safety may find it difficult to focus on

academic tasks. Conversely, when these needs are fulfilled, students are more motivated

to pursue higher-level goals such as esteem and self-actualization, which are directly

linked to academic success.

18
 Among the three theories discussed, Parental Attachment Theory serves as the

primary theoretical framework for this study. This is because the study focuses on the

influence of the home environment on academic performance, and Bowlby’s theory

directly explains how the quality of parental involvement, responsiveness, and emotional

availability shapes children’s socioemotional development and learning outcomes

(Bowlby, 1980; Ainsworth, 1989). While Self-Determination Theory and Maslow’s

Motivational Theory provide additional insights into motivation and the satisfaction of

needs, Parental Attachment Theory most directly addresses the parent–child relationship

that underpins the home environment.

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 CHAPTER THREE
RESEARCH METHODOLOGY

This chapter presents the methods and instruments employed in conducting the study. It

outlines the research design, population, sample size, and sampling techniques, as well as

the methods of data collection, presentation, and analysis. The focus is to provide an

empirical and systematic approach that ensures defensible solutions to the research

problem.

3.1 Location of the Study

The study was conducted in Akwanga Local Government Area (LGA) of Nasarawa State,

located in the northern part of the state. Like most LGAs in Nasarawa State, Akwanga

derived its name from its headquarters, Akwanga town. The LGA shares boundaries with

Nasarawa Eggon LGA to the southwest, Wamba LGA to the east (serving as a gateway

for travelers from Jos into Akwanga), Kokona LGA to the west, and Jaba LGA of

Kaduna State to the north.

Akwanga LGA consists of about twenty village areas. The dominant ethnic

groups are Mada and Eggon, while other groups such as Igbo and Yoruba are also

present. The area is culturally diverse, with each ethnic group showcasing its traditions

and festivals, making Akwanga culturally vibrant. According to the 2006 National

Population Census, the LGA had an estimated population of 92,550 people.

Economically, Akwanga is driven largely by agriculture and commerce. The area

experiences two climatic seasons typical of Nigeria’s Middle Belt region. The rainy

season lasts from April to early October, while the dry season spans from late October to

April. Rainfall in the area is often accompanied by thunderstorms and strong winds,

20
 while the dry season is characterized by intense dryness, cold harmattan winds, and low

humidity.

The soil in Akwanga is predominantly loamy, making it highly suitable for

tropical agriculture. This has encouraged farming as the major occupation of the

inhabitants. The area is well known for the production of both cash crops and food crops

in commercial quantities. Common crops include yam, cassava, millet, groundnut, guinea

corn, and rice, as well as cashew, banana, sugarcane, and maize. Beyond farming, the

people also engage in activities such as blacksmithing, trading, and mining, which

complement the agricultural economy.

3.2 Research Design

For this study, the research design adopted was the survey design based on the

quantitative approach, which dealt with the assigning of numeric values to data for easy

analysis. It provided the researcher with the opportunity to conduct a descriptive analysis

of data. This method was employed because it allowed the collection of large data from

different respondents within a comparatively cosmopolitan population while permitting

extensive comparison of results. The essence was to enable the researcher to draw

expansive conclusions which could be generalized in respect of key variables

investigated in the population.

3.3 Population of Study

The target population for this research comprises all Senior Secondary School Two (SS2)

students in Akwanga Local Government Area of Nasarawa State. According to records

obtained from the Ministry of Education, Lafia Headquarters (2017), the total population

21
 of SS2 students in the Local Government Area stands at 612, cutting across both male

and female students enrolled in public and private secondary schools.

This population was considered appropriate for the study because SS2 students are at a

critical stage of secondary education where they have already settled into the academic

environment and are preparing for senior school certificate examinations. At this level,

they are sufficiently mature to provide reliable information relevant to the variables under

investigation. Furthermore, they represent a suitable category for examining factors that

may influence academic performance and behavioural outcomes, since they are not yet

final-year students who may be overwhelmed with external examination activities.

3.4 Sample size and Sampling Techniques

The sample size was determined using Taro Yamane (1967) sample size determination

method which is given as;

N
n=
1+ N (e) 2

Where;

n= Sample size N= the population size (612)

e = is the level of precision. (0.10)

612
n=
1+ 612(0.10)2

612
=
613(0.01)

= 612

6.13

n= 100

3.4.1 Sampling Technique

22
The sampling technique adopted for this study was the cluster sampling method. The

researcher divided the town into clusters based on the locations of secondary schools,

from which 100 respondents were drawn out of the 640 SS2 male and female students in

Akwanga Local Government Area.

3.5 Method of Data Collection

The study relied primarily on data collected through a structured questionnaire designed

by the researcher. The instrument consisted of carefully prepared questions that were

directly aligned with the objectives of the study. For ease of administration and clarity,

the questionnaire was divided into two sections. Section A focused on the socio-

demographic characteristics of the respondents, such as age, gender, class level, and other

relevant background information. Section B comprised a set of closed-ended questions

that elicited responses to provide insights into the influence of the home environment on

the academic performance of secondary school students in Akwanga Local Government

Area of Nasarawa State.

This method of data collection was considered suitable because questionnaires enabled

the researcher to obtain responses from a relatively large number of participants within a

short period of time, ensured uniformity in the questions asked, and facilitated easier

coding and analysis of the data gathered.

3.6 Method of Data Analysis

The data obtained from the questionnaires were analyzed using tables, frequencies, and

simple percentage statistics. This enabled the researcher to ascertain the weights of

opinions on all questions relating to the influence of the home environment on the

23
academic performance of secondary school students in Akwanga Local Government Area

of Nasarawa State, Nigeria.

24
 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This study focused on the “Influence of Home Environment on the Academic

Performance of Secondary Schools’ Students in Akwanga Local Government Area of

Nasarawa State.” The research aimed at examining how different aspects of the home

environment, such as parental socio-economic status, parental involvement, family

structure, and availability of learning resources at home, influenced students’ academic

performance in the study area.

A total of 100 questionnaires were distributed to selected respondents within Akwanga

Local Government Area, out of which 94 were properly filled and retrieved, representing

a high response rate that provided reliable data for the analysis of the study.

4.2 Data Presentation and Analysis

The data obtained were analyzed, interpreted and presented as follows:

Section A: Socio-Demographic Data of Respondents

The socio-demographic data of the respondents are presented in the table as follows;

Table 4.1: Distribution of Respondents by Sex

Sex Frequency Percentage %

Male 40 42.6%
Female 54 57.4%
Total 94 100%
Source: Field Survey, 2025

Table 4.1: Distribution of Respondents by Sex shows that out of the 94

respondents, 40 were male (42.6%) while 54 were female (57.4%). This indicates that

there were slightly more female respondents than male respondents in the study. The

25
higher number of female participants suggests that the findings of this research may

reflect more of the female students’ perspectives on how the home environment

influences academic performance in secondary schools in Akwanga Local Government

Area. This implies that female students formed the majority of the study population,

which may influence how the results are interpreted in relation to gender dynamics in

learning.

Table 4.2: Distribution of Respondents by Age

Age Frequency Percentage %

12-14 20 21.3%
15-17 45 47.9%
18 years and above 25 26.6%
Prefer not to say 4 4.2%
Total 94 100%
Source: Field Survey, 2025

The table reveals that the majority of respondents were within the age range of

15–17 years, accounting for 45 (47.9%). This was followed by those aged 18 years and

above with 25 respondents (26.6%), while 20 respondents (21.3%) fell within the age

group of 12–14 years. A small proportion, 4 respondents (4.2%), preferred not to disclose

their age.

The distribution suggests that most of the respondents were in their mid-adolescent stage,

which is a critical period for academic development. This implies that the responses

provided reflect the experiences of students at a stage where parental support, family

structure, and availability of learning resources at home can strongly influence academic

performance.

26
Table 4.3: Distribution of Respondents by Class Level

Marital Status Frequency Percentage %

SS2A 25 26.6%
SS2B 20 21.3%
SS2C 23 24.5%
SS2D 26 27.6%
Total 94 100%
Source: Field Survey, 2025

Table 4.3 presents the distribution of respondents by class level. From the table,

25 respondents (26.6%) were from SS2A, 20 respondents (21.3%) were from SS2B, 23

respondents (24.5%) were from SS2C, while the highest number, 26 respondents

(27.6%), were from SS2D. This shows that although all classes were fairly represented,

SS2D had the largest share of participants, while SS2B had the smallest. The implication

of this finding is that the responses obtained in this study cut across all class levels in

SS2, thereby providing a balanced representation of students’ views on how the home

environment influences academic performance in Akwanga Local Government Area.

27
Table 4.4: Distribution of Respondents by Parent/Guardian’s Occupation

Occupation Frequency Percentage %

Farming 28 29.8%
Trading 25 26.6%
Civil Service 30 31.9%
Others 11 11.7%
Total 94 100%
Source: Field Survey, 2025

Table 4.4 shows the distribution of respondents according to the occupation of

their parents or guardians. Out of the 94 respondents, 28 (29.8%) reported that their

parents or guardians were engaged in farming, 25 (26.6%) indicated trading, 30 (31.9%)

stated civil service, while 11 (11.7%) fell under the category of other occupations. This

distribution suggests that civil servants formed the largest group among parents or

guardians, followed closely by farmers and traders. The relatively high representation of

civil servants and farmers highlights the economic diversity of the students’ households.

The implication is that students in Akwanga Local Government Area come from varied

socio-economic backgrounds, which may have different levels of influence on their

academic performance.

28
Table 4.5: Distribution of Respondents by Monthly Income of Parent/Guardian

Educational Qualification Frequency Percentage %

No Formal Education 16 17%
Primary Education 19 20.2%
Secondary Education 28 29.8%
Tertiary Education 31 33%
Total 94 100%
Source: Field Survey, 2025

From Table 4.4, the distribution of respondents by educational qualification

reveals that 16 respondents (17.0%) have no formal education, 19 respondents (20.2%)

have primary education, 31 respondents (33.0%) have secondary education, and 28

respondents (29.8%) possess tertiary education. This shows that a significant proportion

of the respondents have at least secondary education. The implication of this result is that

the relatively high level of education among respondents may influence their awareness

and perceptions of the rights, welfare, and abuse faced by domestic workers, potentially

contributing to more informed responses and deeper insights into the causes and

consequences of such abuse in Lafia LGA.

29
Table 4.5: Distribution of Respondents by Occupation

Income Level (Monthly) Frequency Percentage %

N Below N20,000 22 23.4%
N20, 000- N49,999 34 36.2%
N 50,000- N99,999 25 26.6%
N100,000 and above 13 13.8
Total 94 100 %
Source: Field Survey, 2025

Table 4.5 presents the distribution of respondents based on their parents’ or

guardians’ monthly income levels. From the table, 22 respondents (23.4%) indicated that

their households earned below ₦20,000 monthly. A larger group, 34 respondents

(36.2%), fell within the ₦20,000 – ₦49,999 income range. Furthermore, 25 respondents

(26.6%) reported a monthly income between ₦50,000 – ₦99,999, while only 13

respondents (13.8%) belonged to households earning ₦100,000 and above.

This distribution shows that the majority of respondents came from households with low-

to-middle income levels, particularly those earning below ₦50,000 monthly. The

implication is that economic constraints may limit access to educational resources and

create disparities in students’ academic performance in Akwanga Local Government

Area.

30
SECTION B: PARENTAL SOCIO-ECONOMIC STATUS AND STUDENTS’
ACADEMIC PERFORMANCE
Table 4.6: Who mainly provides your school fees and academic needs?

Response Frequency Percentage %

Father 38 40.4%
Mother 15 16.0%
Both parents 30 31.9%
Guardian/Relative 11 11.7%
Total 94 100%
Source: Field Survey, 2025

Table 4.6 shows the distribution of respondents based on who primarily provides

their school fees and academic needs. From the table, 38 respondents (40.4%) indicated

that their fathers were mainly responsible, while 15 respondents (16.0%) reported that

their mothers provided for them. Additionally, 30 respondents (31.9%) noted that both

parents jointly took responsibility, whereas 11 respondents (11.7%) relied on guardians

or relatives for financial support. The result reveals that fathers play the most significant

role in providing educational support, although a substantial proportion of students

benefit from the combined effort of both parents. The reliance on guardians and relatives

by some students implies that not all children live with or receive direct support from

their parents, which may influence their level of stability and performance in school.

31
Table 4.7: Which of these best describes your parent’s/guardian’s financial ability

to meet your school needs?

Response Frequency Percentage %

Can meet all needs 20 21.3%

Can meet most needs 40 42.6%
Can meet few needs 25 26.6%
Cannot meet needs 9 9.6%
Total 94 100%
Source: Field Survey, 2025

Table 4.7 presents respondents’ views on their parents’ or guardians’ financial

ability to meet school needs. The findings reveal that 20 respondents (21.3%) reported

that their school needs were fully met, while 40 respondents (42.6%) indicated that most

of their needs were provided for. On the other hand, 25 respondents (26.6%) stated that

only a few of their needs were met, and 9 respondents (9.6%) reported that their parents

or guardians could not meet their educational needs at all.

This result suggests that while a considerable proportion of students enjoy moderate

financial support, many others face challenges in meeting their school requirements. Such

disparities in financial ability may affect access to learning resources and, consequently,

students’ academic performance.

32
Table 4.8: Which level of education has the greatest influence on your academic
support at home?
Response Frequency Percentage %

Primary education 12 12.8%

Secondary education 20 21.3%
Tertiary education 50 53.2%
No formal education 12 12.8%
Total 94 100%
Source: Field Survey, 2025

Table 4.8 reveals that 12 respondents (12.8%) indicated primary education as the

level most influencing academic support at home, while 20 respondents (21.3%)

identified secondary education. A larger proportion, 50 respondents (53.2%), stated that

tertiary education had the greatest influence, whereas another 12 respondents (12.8%)

reported no formal education. The results suggest that students with parents or guardians

who attained tertiary education receive the strongest academic support at home,

compared to those whose parents only attained primary, secondary, or no formal

education. This implies that higher parental education provides students with greater

exposure, guidance, and motivation that enhance their academic performance.

Table 4.9: In your view, which factor affects your school performance most?

33
 Response Frequency Percentage %

Parent’s occupation 22 23.4%

Parent’s education 28 29.8
Parent’s 30 31.9%
Family background 14 14.9%
Total 94 100%
Source: Field Survey, 2025

Table 4.9 shows respondents’ views on the factor that most affects their academic

performance. According to the result, 22 respondents (23.4%) identified their parent’s

occupation, while 28 respondents (29.8%) pointed to their parent’s education. The

majority, 30 respondents (31.9%), considered their parent’s income as the most

influential factor, whereas 14 respondents (14.9%) emphasized the role of family

background.

The findings indicate that students perceive parental income as the strongest determinant

of their performance, followed closely by educational level. This highlights the crucial

role of financial and educational resources in shaping students’ academic outcomes in

Akwanga.

34
SECTION C: PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC
PERFORMANCE

Table 4.10: Who usually checks your homework?

Response Frequency Percentage %

Father 18 19.1%
Mother 25 26.6%
Both parents 30 31.9
No one 21 22.3%
Total 94 100%
Source: Field Survey, 2025

From Table 4.10, 18 respondents (19.1%) indicated that their father usually

checked their homework, while 25 respondents (26.6%) reported that their mother did so.

A larger number, 30 respondents (31.9%), stated that both parents were involved in

checking their homework, whereas 21 respondents (22.3%) revealed that no one usually

checked their homework.

This finding suggests that while both parents’ involvement is most common, a significant

proportion of students do not receive any homework supervision at home. The

implication is that parental involvement, especially when both parents participate,

contributes positively to academic monitoring and performance, while lack of such

support may hinder learning outcomes.

35
Table 4.11: How often do your parents/guardians attend school meetings?

Response Frequency Percentage %

Always 20 21.3%
Sometimes 40 42.6%
Rarely 18 19.1%
Never 16 17.0%
Total 94 100%
Source: Field Survey, 2025

As shown in Table 4.11, 20 respondents (21.3%) reported that their parents

always attended school meetings, while 40 respondents (42.6%) indicated that their

parents sometimes attended. On the other hand, 18 respondents (19.1%) stated that their

parents rarely attended school meetings, and 16 respondents (17.0%) disclosed that their

parents never attended. The findings reveal that although a considerable number of

parents sometimes attend school meetings, consistent attendance remains low. This

suggests that parental participation in school activities is irregular, which reduce the

effectiveness of home-school collaboration in enhancing students’ academic

performance.

36
Table 4.12: Who gives you encouragement most in your studies?

Response Frequency Percentage %

Father 18 19.7%
Mother 25 26.6%
Both parents 40 42.6
No one 11 11.7%
Total 94 100%
Source: Field Survey, 2025

From Table 4.12, 18 respondents (19.1%) indicated that their fathers mostly

encouraged them in their studies, while 25 respondents (26.6%) identified their mothers

as the primary source of encouragement. A larger proportion, 40 respondents (42.6%),

reported that both parents played an active role in motivating them academically, while

11 respondents (11.7%) stated that no one gave them encouragement. The results suggest

that parental encouragement is largely shared between both parents, which positively

impact students’ confidence and learning outcomes. However, the presence of students

who receive no encouragement highlights gaps in parental involvement that could hinder

academic performance.

37
Table 4.13: Who ensures you read or study at home?

Response Frequency Percentage %

Father 19 20.2%
Mother 25 26.6%
Both parents 33 35.1
No one 17 18.1%
Total 94 100%
Source: Field Survey, 2025

The table shows respondents’ views on who ensures they read or study at home. Out of

the 94 respondents, 33 (35.1%) indicated that both parents ensure they study,

representing the highest proportion. This suggests that when both parents are actively

involved in supervising their children’s study habits, it contributes to greater academic

guidance. 25 (26.6%) reported that their mother ensures they study, while 19 (20.2%)

identified the father as the one playing this role. A smaller group, 17 (18.1%), stated that

no one ensures they study at home, which could indicate a lack of parental involvement

and possibly a negative influence on academic performance.

Overall, the data highlights that joint parental involvement plays a significant role in

students’ study habits, and lack of supervision remains a challenge for some students.

38
SECTION D: AVAILABILITY OF LEARNING RESOURCES AT HOME AND
ACADEMIC PERFORMANCE

Table 4.14: Where do you get most of your textbooks and learning materials?

Response Frequency Percentage %

Bought by parents 37 39.4%

Supplied by school 25 26.6%
Borrowed from friends 19 20.2%
Not available 13 13.8%
Total 94 100%
Source: Field Survey, 2025

The table indicates that the majority of respondents, 37 (39.4%), reported that

their textbooks and learning materials are bought by their parents. This shows that

parental financial support is central to students’ access to educational resources. About 25

(26.6%) of the respondents receive learning materials supplied by the school, reflecting

institutional contributions to student learning. Additionally, 19 (20.2%) rely on

borrowing from friends, while 13 (13.8%) reported that learning materials are not

available to them at all.

The findings reveal that while parents remain the major source of textbooks, a notable

proportion of students still face challenges in accessing adequate learning materials,

which may affect their academic performance.

39
Table 4.15: Where do you usually study at home?

Response Frequency Percentage %

Personal room 29 30.9%

Shared room 21 22.3%
Sitting room 17 18.1%
No specific place 27 28.7%
Total 94 100%
Source: Field Survey, 2025

From the table, 29 respondents (30.9%) indicated that they usually study in their

personal room, while 21 respondents (22.3%) reported studying in a shared room.

Furthermore, 17 respondents (18.1%) study in the sitting room, and 27 respondents

(28.7%) do not have a specific place to study. The implication is that a significant

proportion of students lack a dedicated study space at home, which may negatively affect

concentration and consistency in their academic performance.

40
Table 4.16: Which of these learning resources do you have at home?

Response Frequency Percentage %

Textbooks 28 29.8
Computer/phone with 20 21.3%
Both 32 34.0%
None 14 14.9%
Total 94 100%
Source: Field Survey, 2025

The table reveals that 28 respondents (29.8%) reported having textbooks at home,

while 20 respondents (21.3%) indicated having a computer or phone with internet access.

Moreover, 32 respondents (34.0%) stated they have both textbooks and digital resources,

while 14 respondents (14.9%) reported having none. This suggests that while most

students have access to learning resources, a notable number still lack adequate materials

at home, which could hinder effective academic engagement.

41
Table 4.17: How do you usually get your school supplies (e.g., pen, notebooks,
uniform)?
Response Frequency Percentage %

Provided on time 31 33.0%

Provided late 21 22.3%
Provided irregularly 27 28.7%
Not provided 15 16.0%
Total 94 100%
Source: Field Survey, 2025

From the findings, 31 respondents (33.0%) indicated that their school supplies are

provided on time, while 21 respondents (22.3%) receive theirs late. Similarly, 27

respondents (28.7%) reported that their supplies are provided irregularly, whereas 15

respondents (16.0%) stated they are not provided at all.

This shows that while many students have timely access to supplies, a considerable

proportion face irregular or late provision, which may negatively affect their

preparedness and overall academic performance.

42
SECTION E: FAMILY STRUCTURE AND STUDENTS’ ACADEMIC
PERFORMANCE

Table 4.18: What type of family do you come from?

Response Frequency Percentage %

Nuclear 28 29.8%
Extended 22 23.4%
Single-parent 18 19.1%
Polygamous 26 27.7%
Total 94 100%
Source: Field Survey, 2025

The result revealed that 28 respondents (29.8%) came from nuclear families,

while 22 respondents (23.4%) were from extended families. In addition, 18 respondents

(19.1%) belonged to single-parent families, and 26 respondents (27.7%) came from

polygamous families. The implication is that most of the students came from nuclear and

polygamous backgrounds, suggesting that differences in family structure may influence

the level of support and attention students receive, which in turn may affect their

academic performance.

43
Table 4.19: Who do you live with currently?

Response Frequency Percentage %

Both parents 31 33.0%

Father only 17 18.1%
Mother only 22 23.4%
Guardian/Relative 24 25.5%
Total 94 100%
Source: Field Survey, 2025

The findings indicated that 31 respondents (33.0%) lived with both parents, while

17 respondents (18.1%) stayed with their father only. Furthermore, 22 respondents

(23.4%) lived with their mother only, whereas 24 respondents (25.5%) lived with

guardians or relatives. The implication is that although a majority lived with both parents,

a significant number of students resided with single parents or relatives, which may have

varying effects on their academic support and stability at home.

44
Table 4.20: Who supports you most in your academics?

Response Frequency Percentage %

Father 19 20.2%
Mother 22 23.4%
Both parents 31 33.0%
Guardian/Relative 22 23.4%
Total 94 100%
Source: Field Survey, 2025

The results showed that 19 respondents (20.2%) were supported most by their

father, while 22 respondents (23.4%) identified their mother as the main source of

academic support. About 31 respondents (33.0%) reported receiving support from both

parents, and 22 respondents (23.4%) stated that their guardian or relative provided the

most support. This suggests that while both parents played a significant role in supporting

students’ academics, mothers and guardians were also strong contributors, indicating that

academic encouragement does not rest solely on fathers.

45
Table 4.21: Which family situation affects students’ performance most in your
opinion?
Response Frequency Percentage %

Lack of parental care 21 22.3%

Frequent conflicts at home 24 25.5%
Poverty in the family 27 28.7%
Absence of one or both 22 23.4%
parents
Total 94 100%
Source: Field Survey, 2025

The findings indicated that 21 respondents (22.3%) believed lack of parental care

most affects student performance. About 24 respondents (25.5%) pointed to frequent

conflicts at home, while 27 respondents (28.7%) highlighted poverty in the family as the

major factor. Additionally, 22 respondents (23.4%) emphasized the absence of one or

both parents as a significant influence. This shows that poverty was considered the most

critical family situation affecting students’ academic performance, although other home-

related challenges such as lack of care and parental absence were also strongly

recognized.

4.3 Discussion of Findings

The findings of this study revealed that parental socio-economic status played a

significant role in shaping students’ academic performance in secondary schools within

Akwanga Local Government Area. Students from families with better financial stability

tended to have greater access to learning materials, improved nutrition, and overall

support that enhanced their school performance. This finding aligns with earlier studies

which emphasized that parental income and occupation directly influence the ability of

parents to provide educational opportunities and resources to their children (Eamon,

46
2005; Omoegun, 2007). When parents struggle financially, the burden often translates

into poor academic outcomes for their children, as they may lack school fees, textbooks,

or conducive learning environments. According to the Parental Attachment Theory, the

ability of parents to meet their children’s needs fosters a sense of security that encourages

better focus and persistence in academics.

Conversely, children from low socio-economic households often face significant

challenges that limit their educational attainment. Some are forced to combine schooling

with menial jobs to support their families, while others struggle with psychological stress

that reduces concentration in class. This finding resonates with Adeyemo (2011) who

highlighted that poverty and limited financial capacity create emotional and cognitive

barriers to effective learning. Within the context of Akwanga, socio-economic differences

are particularly pronounced given the reliance of many households on farming and petty

trading, which may not always guarantee consistent financial resources. Thus, the

findings underscore the importance of improving parental socio-economic conditions as a

pathway to enhancing educational achievement among students.

Another major finding of this study was the strong influence of parental

involvement on students’ academic performance. Students whose parents actively

supervised their schoolwork, checked their homework, and encouraged them in their

studies were more likely to perform well academically. This outcome supports earlier

research by Fan and Chen (2001), who established that parental involvement has a

consistent and positive impact on children’s academic achievement. The Parental

Attachment Theory further explains this by stressing that a child’s bond with parents

fosters trust and motivation. When parents show genuine interest in their child’s

47
schooling, it builds self-confidence and a sense of responsibility, thereby improving

academic engagement.

However, the study also revealed that not all parents in the area were equally

involved in their children’s education. While some parents were committed to ensuring

daily follow-up of their children’s studies, others left the responsibility entirely to

teachers or the students themselves. This lack of involvement was often due to work-

related demands, low educational background, or lack of awareness about the importance

of parental support. Such findings corroborate the work of Hornby and Lafaele (2011),

who observed that cultural and socio-economic factors often limit parents’ engagement in

their children’s academic life. Therefore, strengthening parental involvement strategies in

Akwanga would contribute positively to students’ school performance.

The findings further indicated that the availability of learning resources at home

had a significant effect on students’ academic performance. Students with access to

textbooks, quiet study spaces, and learning devices such as phones or computers were

better equipped to meet academic demands. This finding is consistent with those of

Ogunshola and Adewale (2012), who observed that the presence of educational resources

at home provides an enabling environment that motivates and sustains learning. Within

the Parental Attachment Theory, such provisions demonstrate parental responsiveness

and commitment, which strengthens the child’s emotional security and drive to succeed

academically.

On the other hand, students who lacked these resources often faced greater

difficulties in completing assignments, revising lessons, or engaging in self-study. The

absence of conducive learning environments at home often forced students to rely heavily

48
on schools and peers for academic support, which sometimes proved inadequate. Studies

by Bradley and Corwyn (2002) also confirm that material and educational resources

within the home environment are strongly correlated with improved school performance.

Therefore, improving access to learning materials and ensuring a supportive home

environment remain crucial in bridging educational gaps in Akwanga.

The study equally established that family structure significantly influenced

students’ academic performance. Students from stable nuclear families where both

parents lived together appeared to perform better than those from single-parent,

polygamous, or disrupted families. This outcome corresponds with findings by Amato

(2005), who emphasized that children from intact families tend to have stronger academic

outcomes due to the stability and balanced support they receive. From the perspective of

the Parental Attachment Theory, consistent parental presence fosters a secure emotional

base, which is essential for cognitive and social development. Children from disrupted

families may experience feelings of neglect, insecurity, or divided attention, which

negatively affect their learning.

Furthermore, the findings highlighted that students living with guardians or

relatives often reported lower levels of academic support compared to those living with

their biological parents. This observation aligns with earlier research by Sun and Li

(2009), who noted that non-parental caregivers may not provide the same level of

academic and emotional support as parents. In Akwanga, cultural and economic

dynamics also mean that extended family responsibilities sometimes dilute the attention

given to individual students. Thus, family structure emerges as a critical determinant of

49
academic performance, reinforcing the central role of parental presence and stability in

children’s educational development.

50
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This section presents summary of the research, conclusion and recommendations.

5.1 Summary

This study examined the Influence of Home Environment on the Academic

Performance of Secondary Schools’ Students in Akwanga Local Government Area of

Nasarawa State. The study was guided by four specific objectives which sought to assess

the relationship between parental socio-economic status and students’ academic

performance, determine the influence of parental involvement on students’ academic

performance, examine the extent to which the availability of learning resources at home

affected students’ academic performance, and investigate the influence of family

structure on the academic performance of secondary school students in the study area.

The research adopted the survey design which allowed the collection of

quantitative data from a large population of respondents. This design was considered

suitable because it enabled the researcher to analyze responses in numerical form,

compare patterns across groups, and draw generalizable conclusions. The primary theory

underpinning this research was the Parental Attachment Theory by Bowlby, which

emphasizes the importance of secure bonds between parents and children in fostering

socio-emotional and academic development. The study also drew insights from the Self-

Determination Theory and Maslow’s Motivational Theory, but the Parental Attachment

Theory served as the main theoretical framework because of its direct link to the

influence of family relationships and home environment on learning outcomes.

Data for the study were collected through a structured questionnaire administered to

secondary school students in Akwanga Local Government Area. Out of 100

51
questionnaires distributed, 94 were successfully retrieved and analyzed, making the data

reliable for the conclusions drawn.

The major findings of the study revealed that parental socio-economic status

significantly affected students’ academic performance. Students whose parents had stable

income and occupations were better supported in meeting school needs and achieving

academically. Furthermore, the study found that parental involvement, such as checking

homework and offering encouragement, played an important role in improving student

outcomes. The availability of learning resources like textbooks, computers, and other

materials at home was also identified as a key factor influencing students’ ability to

perform well in school. Finally, family structure was found to be an important

determinant, as students from stable nuclear families appeared to have more consistent

academic support compared to those from single-parent or polygamous households.

5.2 Conclusion

This study examined the influence of family background on students’ academic

performance in secondary schools in Akwanga Local Government Area of Nasarawa

State. The findings have shown that family background remains a crucial determinant of

students’ educational outcomes, as the socio-economic position of parents, their

involvement in academic activities, the provision of learning resources, and the overall

family structure significantly shape students’ success in school. In line with Parental

Attachment Theory, students who receive care, support, and guidance from their parents

are more likely to excel academically, while those from disadvantaged family conditions

often face learning difficulties due to lack of support and exposure (Bowlby, 1969;

Ainsworth, 1989).

52
 The results revealed that parental socio-economic status plays a major role in

determining students’ academic success. Parents with higher socio-economic standing are

able to provide quality education, educational materials, and a conducive learning

environment, whereas students from poorer households often struggle due to financial

constraints. This aligns with the argument of Considine and Zappalà (2002), who found

that socio-economic disparities account for significant gaps in educational achievement.

Similarly, parental involvement emerged as a critical factor, with students whose parents

regularly monitor their academic activities showing higher performance. This is

consistent with Jeynes (2007), who emphasized that parental support positively impacts

students’ motivation, discipline, and overall achievement.

Furthermore, the study concluded that the availability of learning resources at

home, such as textbooks, reading spaces, and technological tools, is strongly associated

with students’ ability to perform well academically. This reinforces the findings of

Eamon (2005), who established that children with adequate learning resources at home

outperform those without them. Finally, family structure was shown to influence

students’ academic outcomes. Students from stable two-parent homes demonstrated

higher levels of performance compared to those from single-parent or conflict-ridden

families, a finding that echoes the observations of Amato (2005), who argued that family

disruption and instability negatively affect children’s academic and social development.

5.3 Recommendations

Based on the findings of this study, several recommendations are put forward to

improve students’ academic performance in secondary schools in Akwanga Local

53
Government Area. These recommendations are tied directly to the specific objectives of

the research.

First, with regard to the relationship between parental socio-economic status and

students’ academic performance, government at both state and local levels should design

and implement social support programs to cushion the effects of poverty on education.

Scholarships, bursaries, and other financial aid should be made available to children from

low-income families to enable them to compete favorably with their peers. In line with

Eamon (2005), targeted interventions for disadvantaged households can bridge gaps in

educational achievement. Parents should also be encouraged to engage in income-

generating activities through vocational training and micro-credit schemes to improve

their capacity to support their children’s education.

Second, considering the influence of parental involvement on academic

performance, it is recommended that schools create regular platforms such as parent–

teacher associations, workshops, and sensitization programs to educate parents on the

importance of monitoring their children’s academic activities. As suggested by Jeynes

(2007), consistent parental support increases students’ discipline, motivation, and

academic achievement. Teachers should strengthen communication with parents to

ensure that they remain active stakeholders in the learning process.

Third, regarding the availability of learning resources at home, parents should

prioritize providing their children with the necessary textbooks, writing materials, and

where possible, digital learning tools. Government and non-governmental organizations

can support this by establishing community libraries and resource centers, particularly in

rural areas, to give students equal access to educational materials regardless of their

54
 family background. This recommendation echoes the views of Eamon (2005), who noted

that resource availability strongly correlates with educational success.

Finally, in relation to family structure, efforts should be made to strengthen family

stability through counseling services, family life education, and conflict resolution

programs. Faith-based organizations, community leaders, and social welfare agencies

should collaborate to provide guidance to parents on the implications of broken homes or

persistent family conflicts on children’s education. Consistent with Amato (2005),

maintaining stable family environments enhances children’s academic and social

development. Where single-parent households exist, additional community and school-

based support systems should be introduced to fill the gap and ensure students receive

adequate care and supervision.

5.4 Suggestions for Further Studies

i. Expansion of Geographical Scope

Future studies should go beyond Akwanga Local Government Area to other parts of

Nasarawa State or Nigeria. This will allow for comparative analysis and a wider

understanding of parental factors affecting students’ academic performance.

ii. Adoption of Mixed-Methods Approach

Researchers should combine quantitative surveys with qualitative methods such as

interviews and focus groups. This will help capture deeper insights into students’ and

parents’ experiences.

iii. Investigation of Additional Parental Variables

55
 Further studies could focus on parenting styles, emotional support, and parental education

levels to provide a broader perspective on how parental factors shape academic

outcomes.

iv. Longitudinal Research Designs

Future research should track students over time to examine how changes in socio-

economic status, family structure, and parental involvement influence academic

trajectories in the long run.

56
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 APPENDIX

QUESTIONNAIRE ON INFLUENCE OF HOME ENVIRONMENT ON THE

ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS’ STUDENTS IN
AKWANGA LOCAL GOVERNMENT AREA OF NASARAWA STATE

Dear Respondent,

I am Allade Gwana Christian, an undergraduate student of the Department of

Sociology, Nasarawa State University, Keffi. I am carrying out a research on the topic:

“Influence of Home Environment on the Academic Performance of Secondary Schools’

Students in Akwanga Local Government Area of Nasarawa State.”

Your response will be used strictly for academic purposes. All information provided will

be treated with utmost confidentiality.

Section A: Socio-Demographic Data of Respondents

Please tick (✔) the option that best describes you.
1. Gender:
a. Male [ ]
b. Female [ ]
2. Age:
a. 12–14 years [ ]
b. 15–17 years [ ]
c. 18 years and above [ ]
d. Prefer not to say [ ]
3. Class Level:
a. SS2A [ ]
b. SS2B [ ]
c. SS2C [ ]
d. SS2D [ ]
4. Parent/Guardian’s Occupation:
a. Farming [ ]
b. Trading [ ]
c. Civil Service [ ]
d. Others (specify) __________ [ ]
5. Monthly Income of Parent/Guardian:
a. Below ₦20,000 [ ]

64
 b. ₦20,000–₦49,999 [ ]
c. ₦50,000–₦99,999 [ ]
d. ₦100,000 and above [ ]

Section B: Parental Socio-Economic Status and Students’ Academic Performance

6. Who mainly provides your school fees and academic needs?
a. Father [ ]
b. Mother [ ]
c. Both parents [ ]
d. Guardian/Relative [ ]
7. Which of these best describes your parent’s/guardian’s financial ability to meet
your school needs?
a. Can meet all needs [ ]
b. Can meet most needs [ ]
c. Can meet few needs [ ]
d. Cannot meet needs [ ]
8. Which level of education has the greatest influence on your academic support at
home?
a. Primary education [ ]
b. Secondary education [ ]
c. Tertiary education [ ]
d. No formal education [ ]
9. In your view, which factor affects your school performance most?
a. Parent’s occupation [ ]
b. Parent’s education [ ]
c. Parent’s income [ ]
d. Family background [ ]

Section C: Parental Involvement and Students’ Academic Performance

10. Who usually checks your homework?
a. Father [ ]
b. Mother [ ]
c. Both parents [ ]
d. No one [ ]
11. How often do your parents/guardians attend school meetings?
a. Always [ ]
b. Sometimes [ ]
c. Rarely [ ]
d. Never [ ]
12. Who gives you encouragement most in your studies?
a. Father [ ]
65
 b. Mother [ ]
c. Both parents [ ]
d. No one [ ]
13. Who ensures you read or study at home?
a. Father [ ]
b. Mother [ ]
c. Both parents [ ]
d. No one [ ]

Section D: Availability of Learning Resources at Home and Academic Performance

14. Where do you get most of your textbooks and learning materials?
a. Bought by parents [ ]
b. Supplied by school [ ]
c. Borrowed from friends [ ]
d. Not available [ ]
15. Where do you usually study at home?
a. Personal room [ ]
b. Shared room [ ]
c. Sitting room [ ]
d. No specific place [ ]
16. Which of these learning resources do you have at home?
a. Textbooks [ ]
b. Computer/phone with internet [ ]
c. Both [ ]
d. None [ ]
17. How do you usually get your school supplies (e.g., pen, notebooks, uniform)?
a. Provided on time [ ]
b. Provided late [ ]
c. Provided irregularly [ ]
d. Not provided [ ]

Section E: Family Structure and Students’ Academic Performance

18. What type of family do you come from?
a. Nuclear [ ]
b. Extended [ ]
c. Single-parent [ ]
d. Polygamous [ ]
19. Who do you live with currently?
a. Both parents [ ]
b. Father only [ ]

66
 c. Mother only [ ]
d. Guardian/Relative [ ]
20. Who supports you most in your academics?
a. Father [ ]
b. Mother [ ]
c. Both parents [ ]
d. Guardian/Relative [ ]
21. Which family situation affects students’ performance most in your opinion?
a. Lack of parental care [ ]
b. Frequent conflicts at home [ ]
c. Poverty in the family [ ]
d. Absence of one or both parents [ ]

67