THE INFLUENCE OF HOME ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE IN IKA NORTH EAST LOCAL GOVERNMENT AREA, DELTA STATE
Abstract
This research investigates the influence of home on the academic performance of secondary school students in English language within Ika North East Local Government Area, Delta State. The study specifically examines three major home-related factors: parents’ socioeconomic status, parents’ educational level, and family structure. A survey design was employed, and data were collected from 100 students across selected public secondary schools using structured questionnaires. The results were analyzed using descriptive statistics and chi-square tests.
Findings revealed that students from financially stable homes perform better in English due to greater access to textbooks, internet resources, and a conducive study environment. Similarly, children of more educated parents benefit from increased academic guidance, encouragement, and literacy-rich home settings. Family size was also found to significantly affect performance, with students from smaller families achieving better results owing to more focused parental attention and adequate provision of learning resources.
The study concludes that home factors play a crucial role in students’ English Language achievement and recommends improved parental involvement, government-supported educational assistance for low-income families, and stronger school-home collaboration to enhance student performance.
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