The Family Effect On Academic Performance In School A Case Study Of Selected Schools In Kabale District

Academic Paper from the year 2017 in the subject Education - Educational Tests & Measurements, ( Atlantic International University ) (Education Foundations), course: Education Management, language: English, abstract: The study was carried out in selected schools of Kabale district to determine the effect of family background on the academic performance of students in secondary schools. Both random and purposive sampling techniques were used to select respondents. Primary data was collected using observation, interview and questionnaires whereas secondary data was collected from the statistical records from the education department.

Research Paper (postgraduate) from the year 2017 in the subject Pedagogy - School Pedagogics, grade: A, ( Atlantic International University ), language: English, abstract: This study was carried out in Kabale district to ascertain the factors responsible for poor academic performance in secondary schools. Both purposive and simple random sampling methods were used to select respondents. Both primary data and secondary data was collected and analyzed. A number of studies have found out that there are various factors that are responsible for a poor academic performance in secondary schools. However, there is a gap in studies of low academic performance in Kabale district. Academic performance is undoubtedly a research drive at the heart of educators, teachers, psychologists, policy makers, parents and guardians, social workers etc. in their attempts to investigate what determines academic outcomes of learners, they have come up with more questions than answers. In recent, prior literature has shown that learning outcomes (academic achievement and academic performance) have been determined by such variables as family, schools, society and motivational factors. National governments have tried to invest heavily in education in order to improve accessibility and quality of education both the secondary and primary schools. They have however not taken university education as a priority. The upper secondary education however has received little attention by governments and donor agencies a factor that could have contributed to the poor academic performance in secondary schools. The quality of education at primary section depends on the quality of teachers and their competence, their capacity the teaching and learning process and is widely recognized that the quality of teachers and teaching lies at the heart of all schooling systems intending to offer quality education.

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Studies the interactive effects of family status and family process on children's academic achievement, drawing on research with a group of students in two inner-city schools to illustrate how parenting style mediates the influences of family structure and socio-economic status on academic performance. Concludes that an integrated model is superior to the traditional view of family status and process as independent factors. Annotation copyrighted by Book News, Inc., Portland, OR

Diploma Thesis from the year 2016 in the subject Pedagogy - Pedagogic Sociology, grade: B+, Ahmadu Bello University (Institute of Education), course: Professional Diploma in Education, language: English, abstract: Education is key to national and sustainable growth but the family background hampers the educational productivity and attainment of students in training. This research project is an investigation of this problem. This work concentrates on looking at the causes of the problem as well as its effects and it proffers possible solutions to the problem it investigates. It is shocking to discover that the general public is aware of this problem and that it is eating deep into the lives of students from poor family backgrounds because they cannot compete favourably with their fellow students, they exhibit deviant behaviours, have personality and psychological problems, low self esteem/trauma, difficulty in personal and academic adjustment to mention just a few. For this reason this research work, recommended possible solutions as creating an enabling environment for discussion at home after school hours, government/non-governmental organizations to provide support that will augment the efforts of the parents in catering for their children, provision of better nutritional diets to their children, guidance and counseling units be made functional to help counsel students who come from poor family backgrounds among others.

Contributions come from authors spread around the globe, illuminating how the efficacy and ideologies of schooling variably unfold in differing national and historical contexts. Written by sociologists, anthropologists, economists, and cultural critics, this journal offers lively and accessible empirical work to a broad audience.

Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.

Family Factors and the Educational Success of Children addresses a wide range of family variables and a diverse array of family situations in order to understand the dynamics of the multifaceted relationship between family realities and educational outcomes of children. It provides research on building effective partnerships between parents and teaches the importance of parental style, parental involvement as a means of improving family life, the influence of family factors on children of color, and the role of religion in influencing family and educational dynamics. This book is a valuable resource for academics, family scientists, social workers, psychologists, parents, and students. The book contains research on a full variety of issues, which will provide insight into a wide range of practical matters regarding the influence of the family. The research methodology included in this book includes examining large data sets, case studies, research syntheses and other student surveys. As a result of reading this book, individuals will have greater insight into how a multitudinous number of family factors ultimately influence the educational success of children, whether that is experienced directly or indirectly. This book was published as a double special issue of Marriage and Family Review.