scholarly journals Academic Achievement of Primary School Pupils: Investigating Home Environment Factors Contributing to Low Academic Performance

2020 ◽  
pp. 49-57
Author(s):  
Olivia Akrofi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary School ◽  
Home Environment ◽  
Economic Status ◽  
Parental Style ◽  
Environment Factors ◽  
Socio Economic Status ◽  
Kwame Nkrumah ◽  
Primary School Pupils

Home environment factors affect the mental and psychological capability of the learner to attain academic feats. This study investigated home environment factors contributing to low academic performance in primary school pupils in Ghana focusing on the Kwame Nkrumah University of Science and Technology (KNUST) Primary School in Kumasi. Home environment factors include socio-economic status, parental style and family size. Qualitative and quantitative data were collected from 120 learners and 60 parents of the institution using questionnaires and interview respectively. The results revealed that a significant number of pupils described their homes as not conducive for learning and this was largely attributed to the parental socio-economic status. Again, lack of parental involvement negatively influences the academic work of learners. The study concluded that parents should be encouraged to participate in regular Parent-Teacher Association (PTA) meetings to learn more about parental styles and strategies to be more involved in their children’s education. Keywords: Home environment factors, academic achievement, academic performance, socioeconomic status, parental style.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals Influence of Socio-Economic Status and Classroom Climate on Mathematics Anxiety of Primary School Pupils

2015 ◽  
Vol 205 ◽  
pp. 693-701 ◽  
Author(s):  
Dorothy Ebere Adimora ◽  
Edith Nwakaego Nwokenna ◽  
Joachim Chinweike Omeje ◽  
Uchenna Nichodemus Eze
Keyword(s):  
Primary School ◽  
Mathematics Anxiety ◽  
Classroom Climate ◽  
Economic Status ◽  
Socio Economic Status ◽  
Primary School Pupils

scholarly journals The effect of socio-economic status and environmental factors on the academic performance of students at Asmara College of Education

2021 ◽  
Vol 4 (1) ◽  
pp. 51-72
Author(s):  
Solomie Yohannes ◽  
Tesfahiwet Yemane ◽  
Maekele Okbay
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Environmental Factors ◽  
Time Management ◽  
Economic Status ◽  
College Of Education ◽  
Study Data ◽  
Grade Point ◽  
Socio Economic Status ◽  
Chi Squared

This study examines whether various environmental factors and the socio-economic status of families influence academic achievement (cumulative grade point average) of students at Asmara College of Education (Asmara, Eritrea). A questionnaire survey was conducted among students to gather information on this subject. Descriptive statistics, crosstabs, Person chi-squared tests were used and analysis of variance was performed by the authors to study data. The results indicate that none of the variables examined, except gender of students and learning resources pro-vided by their families to them, affect cumulative grade point averages. Many students perceive that their academic achievement could be improved instead by building intrinsic motivation, plan-ning, and effective time management. Furthermore, Eritrea provides free education at all levels, including higher institutions, which thereby minimizes socio-economic constraints and provides equal opportunities to all citizens. However, parents should pay attention to their children to im-prove their academic performance, while colleges should also support students by providing a conducive environment for learning.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2019 ◽  
pp. 142-151
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils, male and female of age 12 and 14.5 years from both public and private primary schools in Nairobi city, participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables—intelligence, achievement, motivation—and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils (R = 0.693, P < .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P< .01) followed by achievement motivation (beta = 0.282, t – 5.042, P< .01) and type of school (Beta = 0.208, t = 3.615, P < .01). The results of t-test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

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