ABSTRACT

This study was designed to investigate the factors affecting the academic performance of Computer science students of Government Primary schools. Emphasis was put on trying to establish the relationship between parents’ social-economic status, former school background, and academic performance of Computer science students at Government Primary schools. The study employed the use of correlation design to establish the nature of the relationships. The validity and reliability of research instruments were established and data was collected from 340 respondents selected from all the six classes of Government Primary schools using the simple random sampling method. To analyze the data, the Pearson product-moment correlation statistical tool was used with the aim of establishing the relationship between students’ parents’ social-economic status, former school background, and academic performance of Computer science students at Government Primary schools. This formed the basis of the detailed analysis and conclusions and recommendations. The findings revealed the existence of a significant relationship between and academic performance, but there was no relationship between mature age points and academic performance. The findings also revealed that there was a significant relationship between parents’ social-economic status and academic performance and a significant relationship between former school background and academic performance. On the basis of the findings, the researcher made the following conclusions; Parents’ social-economic status is important because parents provide high levels of psychological support for their children through environments that encourage the development of skills necessary for success at school. That location, ownership and academic and financial status of schools do count on making a school what it is and in turn influencing the academic performance of its students because they set the parameters of a students’ learning experience. The researcher also confirmed the system’s theory input output model. On the basis of the conclusions made, the researcher recommended that; Government Primary schools maintains its selection criteria of using previous academic performance as a measure of admitting students for Computer science. The Government Primary schools should improve the student support system such that students from low social economic backgrounds are identified and assisted through offering scholarships. This study identified the need to investigate and analyze the mature age and international students’ recipe for success in higher education with the intention of developing some of these aspects for inclusion in all student selections.    

CHAPTER ONE INTRODUCTION

• Introduction

This Chapter contains the background, purpose, objectives, questions, hypotheses and significance of the study.

            Background

Academic performance is affected by a number of factors including , social economic status and school background. Geiser and Santelices (2007), Acato (2006), and Swart (1999) all argue that which are a reflection of the previous performance influence future academic performance. The Universities Admission Center (2006) reports that tertiary institutions in Austria have found that a selection rank based on a student’s overall academic achievement is the best single predictor of tertiary success for most tertiary courses. The researcher agrees with the scholars that affect poor academic performance at Government Primary schools and that is why according to the Makurdi LGA of Benue State Universities and Other Tertiary Institutions Act (2001), the basis for entry to Government Primary schools is which are derived from A’ level points, Diploma points and Mature age points. According to Graetz (1995), one’s educational success depends very strongly on social economic status of the parents. Considine and Zappala (2002) argue that families where the parents are advantaged socially, educationally and economically foster a high level of achievement in their children. The researcher agrees with Considine and Zappala (2002) because students from high social economic backgrounds are well exposed to scholastic materials, which aid their intelligence. Sentamu (2003), Kwesiga (2002) and Portes and Macleod (1996) as cited in Considine and Zappala (2002) all argue that the type of school a child attends influences academic achievement. According to Minnesota measures (2007), a report on higher education performance, which was produced by the Government Primary schools of Minnesota, the most reliable predictor of student success in college is the academic preparation of students in high school. The researcher adapted the Systems theory input-output model advanced by Ludwig Von Bertalanffy in the early 1950s. This theory, according to Koontz and Weirich (1988) postulates that an organized enterprise does not exist in a vacuum but is dependant on its external environment thus the enterprise receives inputs, transforms them and exports the out put to the environment. Academic performance according to the Cambridge Government Primary schools Reporter (2003) is frequently defined in terms of examination performance. In this study academic performance was characterized by performance in tests, in course work and performance in examinations of Computer science students. This implies that the higher the previous performance, the better the students will perform academically. Social Economic Status (SES) according to Considine and Zappala (2002) is a person’s overall social position to which attainments in both the social and economic domain contribute. They add that social economic status is determined by an individual’s achievements in, education, employment, occupational status and income. In this study social economic status (SES) was characterized by family income, parental education and parental occupation. Graetz (1995) argues that children from high social economic status families perform much better at school compared to children from low SES families. Schools according to Sentamu (2003) are social institutions in which groups of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. In this study, school background was characterized by location of school (urban or rural), school ownership (public or private schools), school academic status and school financial standing. Records in the office of the Deputy Vice Principal for Academic Affairs show that Government Primary schools has a merit-based system of admissions; it admits students following the minimum requirements as provided for by the Makurdi LGA of Benue State Universities and Other Tertiary Institution’s Act (2001). prospectus, nd. It is believed that most of the students admitted are from medium and high social economic backgrounds because is a private Government Primary schools where students pay their fees and majority of the students are either self sponsored or paid for by their parents. These students are from various school backgrounds. The students’ academic performance is assessed by use of tests, assignments and examinations.

            Statement of the problem

Academic performance, which is measured by the examination results, is one of the major goals of a school. Hoyle (1986) argued that schools are established with the aim of imparting knowledge and skills to those who go through them and behind all this is the idea of enhancing good academic performance. Government Primary schools whose vision is to be a center of excellence in the heart of Africa is keen on quality assurance and maintenance of standards. However the academic deans and the quality assurance committee have noted that while some students perform highly and others perform do not perform well. They are concerned about those who do not perform well because if this poor performance goes unchecked, the Government Secondary. There is lack of sufficient research in the case of as to what factors affect poor academic performance of the students. The researcher would therefore like to establish the factors affecting academic performance of Computer science students of Government Primary schools with specific reference to social economic status and school background.

            Purpose

To find out if factors like parents’ social economic status and former school background affect poor academic performance of Computer science students at Government Primary schools.

            Specific objectives

1. To establish the relationship between parents’ social economic status and academic performance of Computer science students.
2. To establish the relationship between students’ former school background and academic performance of Computer science students.

            Research Questions

1. What is the relationship between parents’ social economic status and academic performance of Computer science students?
2. What is the relationship between students’ former school background and academic performance of Computer science students?

            Research Hypotheses

1. There is a positive relationship between parents’ social economic status and academic performance of Computer science students.
2. There is a positive relationship between students’ former school background and academic performance of Computer science students.

            Scope

The study was conducted at Government Primary schools in Makurdi LGA of Benue State, using correlation design and a sample of first year, second and final year students selected from all the six classes. The content scope covered factors such as , socio-economic status and school background which affect poor academic performance of Computer science students. The study covered the period of academic year 2017/2018 and 2007/2018.

            Significance

A lot of research has been done on factors affecting academic performance of students but there is scarce information about academic performance of students at Government Primary schools. The study will enable the researcher to make recommendations to Government Primary schools policy makers especially those in the Quality Assurance unit, the Central Academic office and the Ministry of Education and Sports on what policies and strategies can be employed to improve academic performance in institutions of higher learning. The findings will help the Government Primary schools Admission’s Board to review its methods of admitting students in order to improve academic performance. The report will also be a source of reference for other researchers intending to study academic performance of Government Primary schools students.