FAMILY CONFLICTS AND STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY EDUCATION IN TERTIARY INSTITUTION LOKOJA, KOGI STATE
Abstract
Abstract
The study examined Family Conflicts and Students Academic Performance In Biology Education In Tertiary Institution Lokoja, Kogi State, focusing on their benefits and challenges. This study is guided by four (4) research questions, and three (3) hypotheses. The research instrument used for this study is the questionnaire. Titled " Family Conflicts and Students Academic Performance In Biology Education In Tertiary Institution Lokoja, Kogi State" this research adopted the descriptive survey research design method. The instrument was validated by the project supervisor. Utilizing random sampling techniques, data's were collected from 217 respondents out of a distributed sample of 229. Reliability of the instrument was evaluated using the Pearson Correlation Coefficient, yielding a value of 0.68, which indicates satisfactory reliability. The data was analyzed with the mean rating, using the four likert scale of SA, A, D, SD with rating of 4,3,2, & l respectively, this study explored four main areas: the relationship between family conflicts and students' academic performance in Biology Education at Tertiary Institutions in Lokoja, Kogi State, types of family conflicts affect students' academic performance in Biology Education, family conflicts impact students' motivation and interest in Biology Education, and the family conflicts that affect students’ academic performance in Biology Education be resolved. Hypothesis testing confirmed that students perceive emotional stability and support at home as crucial to effective academic functioning, with a significant chi-square value indicating that there is a statistically significant relationship between family conflict and students’ academic performance in Biology Education. The study concludes that family conflict is a critical factor influencing students’ academic performance in Biology Education. The study recommends that tertiary institutions should establish fully functional counseling units staffed with trained professionals to offer emotional and psychological support to students facing family-related challenges.
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