Family Background Variables and Social Studies Students’ Achievement in Biase Local Government Area, Cross River State, Nigeria: Implications for Geography Education
Abstract
The study examined family background variables and Social Studies Students’ Achievement in Biase Local Government Area, Cross River State, Nigeria: Implications for Geography Education. To achieve the purpose of the study, two research questions and two null hypotheses guided the study. Descriptive research design was used in the study. The population of the study comprised 643 (337 female and 306 male) Upper Basic III students in the 18 public secondary schools in the Biase Local Government Area. While simple random sampling technique was used in selecting 200 Upper Basic III students for the study. A 20-item ‘Family Background Variable Questionnaire (FBVQ) and a 20-item Social Studies Achievement Test (SSAT)’ were used for data collection. Independent t-test statistics were used for data analysis at .05 levels of significance. The result showed that parental education and parental involvement significantly influence Social Studies Students’ Achievement in the study area. Based on the findings, it was recommended amongst others that parents should provide a conducive atmosphere for learning at home for their children.
Keywords
Family Background
Parental Education
Parental Involvement
Social Studies
References
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