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All Journal Journal of Research in Instructional Eureka: Journal of Educational Research
Nnalue, Henrietta Obioma
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Influence of parental attitudes towards basic education students academic achievements and motivation in basic science in Anambra state Christian-Ike, Nwanneka Oluchukwu; Chukwuemenam, Joel Patrick; Nnalue, Henrietta Obioma; Ibeh, Joseph
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.714

Abstract

A research on the influence of parental attitude towards students' motivation and academic achievement in Awka South Local Government Area, Anambra State. Four research questions guided the study. The study adopted a descriptive research survey design. The population used was 2,604 students from Upper Basic 8. The sample size used is 160 basic science students. The method of reliability is Cronbach's alpha. The instrument used was a structured questionnaire, which yielded a reliability coefficient of 0.91. The method of analysis used was the arithmetic mean. The study found that parental attitudes, such as encouraging children to excel academically, attending school events, providing support during academic struggles, discussing the importance of education, praising and reinforcing good academic performance, supplying educational materials, ensuring regular school attendance, dismissing their efforts in school, showing a lack of interest in children's academic performance, blaming them for poor results without offering help, and negatively comparing their performance with other students, significantly influence students' academic achievement and motivation. The study's findings recommend that schools and educational authorities should implement regular workshops and seminars to educate parents on the importance of their attitudes and involvement in their children's academic journey. Educational policymakers should formulate policies that encourage or require schools to develop programmes for increased parental involvement.
School locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school Obikezie, Maxwell Chukwunazo; Onyebuch, Ekoyo Destiny; Akachukwu, Esther Ebele; Nnalue, Henrietta Obioma
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.74

Abstract

This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (R, R²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.
Co-Authors Akachukwu, Esther Ebele Christian-Ike, Nwanneka Oluchukwu Chukwuemenam, Joel Patrick Ibeh, Joseph Obikezie, Maxwell Chukwunazo Onyebuch, Ekoyo Destiny