Home and School Factors as Determinants of Secondary School Students’ Academic Achievement in English Grammar in Ibadan North West, Oyo State
| dc.contributor.author | Riches Ekaete OYENIYI | |
| dc.date.accessioned | 2025-06-26T12:23:45Z | |
| dc.date.available | 2025-06-26T12:23:45Z | |
| dc.date.issued | 2024-12 | |
| dc.description.abstract | This research investigated home and school factors as determinants of academic achievement in English grammar among students in public secondary schools, Ibadan Northwest, Oyo State, Nigeria. Three research questions were answered, while two hypotheses were tested at 0.05 significance. Descriptive survey research design was employed. Target population comprised of one thousand, nine hundred and eighteen (1918) students in Ibadan Northwest, Oyo State, Nigeria. Two hundred and fifty (250) students were sampled using multi-stage sampling procedure. Two instruments–Home and School factors Questionnaire (HSFQ)(α = .886)”and “English Grammar Academic Achievement Test (EGAAT)(K20 = .881)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed low academic achievement in English grammar (x̅= 2.367) of students. Availability of learning amenities at home (x̅= 2.476), Parental socio-economic of the students (x̅= 2.492) and Parental educational background (x̅= 2.411) are of “low level by the students. In addition, availability of instructional materials (x̅= 2.405), school location (x̅= 2.152) and peer pressure of the students (x̅= 2.405) are of “low level”, while teaching methods of the teachers (x̅= 2.562) is at a “moderate level by the students. There was a significant joint contribution of home and school factors to students’ academic achievement in English grammar (F6; 249 = 1.728, R2 = .014 Adjusted R2 = .024, P<0.05). Home factors had a coefficient β of 1.314 with a p-value of 0.178 and school factors had a coefficient β of 0.778 with a p-value of 0.371 do have significant relative influence on academic achievement of students in English grammar at P<0.05. In conclusion, low academic achievement of students in English grammar, low level of home and school factors negatively affected academic achievement of students’ English grammar. It was recommended that Parents should support students by recognising and mitigating the impact of workload on students' ability to engage fully in academic activities by making flexible scheduling options. Keywords: School Factors, Home Factors, Academic Achievement, English grammar Word Count: 300 | |
| dc.identifier.citation | Kate Turabia | |
| dc.identifier.other | M.ED | |
| dc.identifier.uri | https://repository.lcu.edu.ng/handle/123456789/1016 | |
| dc.language.iso | en | |
| dc.publisher | Lead City University, Ibadan | |
| dc.relation.ispartofseries | M.ED | |
| dc.subject | School Factors | |
| dc.subject | Home Factors | |
| dc.subject | Academic Achievement | |
| dc.subject | English grammar | |
| dc.title | Home and School Factors as Determinants of Secondary School Students’ Academic Achievement in English Grammar in Ibadan North West, Oyo State | |
| dc.type | Thesis |