PERSONAL FACTORS INFLUENCING UNIVERSITY STUDENTS’ STUDIES
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1. CHAPTER ONE
INTRODUCTION
Backgroundto the study.
Occupation is any legitimate activities in which people engage themselves, in
order to earn a living. Itcan also be referred to as a line of activities chosen by an
individual on whomtime and energy are exerted to earn living. (Anyaele, 2006).
Most occupations required training and tutelage before it can be practiced and
for any occupation to be productive, it mustbe either producing goods or
rendering services which can satisfy human wants or basic needs. These needs are
foods, clothing and shelters. (Ayodele, Asaolu 2005).
Parents occupation are the various activities in which parents are involved in, in
order to earn income to take care of their wards’ basic needs as well as their
academicals needs. Anyaele (2006), classified occupation into extractive,
manufacturing, commercial, constructive, direct and indirect services.
Extractive occupation whoseactivities are directed at the process of bringing raw
materials fromsea or soil. Examples are farming, fishing, mining, forestry; hunting
e.t.c. manufacturing occupation is the type in which raw materials are changed
into finished goods. This includes making of bags, shoes, clothes, pomade,
beverages and order goods in other to satisfy human wants.
2. Constructiveoccupation engages in assembling different components
manufactured into organized whole. This includes activities such as bricklaying,
roads and bridges construction, vehicle assembling works e.t.c. Commercial
occupation involves production and distribution of goods to those who need
them. Examples are buying and selling, advertising, finance and banking e.t.c. It
also involves exchange of goods and services for the satisfaction of man…
Direct services which involvegiving satisfaction, amusement, enjoyment and
rendering services to others like singers, actors, cooks, dancers e.t.c. while
indirect services that involves those who render services to the public and they
are paid by government. This includes police, arm forces, teachers, and civil
servants e.t.c…
Students’ performanceis the way students take part in all activities that can lead
to their personaldevelopment in future time. Itcould be measured by classroom
functioning, attendance, punctuality and participation in co-curricular activities.
Hence the study would identify the correlation of parent. Occupations and
students performancewhich include classroomfunctioning, attendanceof
students in school and other academic programmes, punctuality to school, co-
curricular activities etc.
Oluwole(2001) defines Classroomfunctioning deals with how active students are
in their classrooms. Somestudents respond to teacher’s questions during
3. teaching-learning programmes and always contributeas lesson goes on while
some students remain passiveduring lesson in classroomand find it difficult to
respond to teachers questions. Students who are active in the classroomduring
lesson and respond to teachers questions are measured to performbetter than
those who do not take an active partduring the lesson. (Adebule, 2004).
Attendance is one of the ways of measuring student’s performance. (Aremu,
2000). Itis basically concerned with how frequent students come to schoolfor
lectures and other educational programmes. Somestudents always attend
lectures and other educational programmes. Which improvetheir performances
while some students dodged under flimsy excuses caused by factors like
associating with truant friends, lack of family supportfor regular attendance,
emotional or health problems etc. There is always clear disparity in the
performanceof students who are regular in school and thosewho do not come to
schoolregularly. (Morakinyo, 2003).
Punctuality as one of the performanceof students is concerned with how early or
late students come to schooland other academic activities. Advanceserious
students leave their homes early to avoid missing classes and other important
programmes, activities or events which improvetheir performances and there are
4. tend to performbetter than their mates who prefer coming late for academic
works and other educational programmes. (Ajayi, 2000).
Co-curricular activities are thoseschool sponsored child activities which require
administrative provision thatare different fromthose made for normalclassroom
instructions. Students who participate well in co-curricular activities have the
opportunity for development of minds, physicalfitness, and character,
relationship with people, readiness and abilities to serveothers. Students who do
not participate in co-curricular activities are found to develop bad attitudes and
characters like taking part in cultism, armrobbery, stealing etc. and the attitudes
of those students who engage co-curricular activities haveclear disparity from
those that do not participate in co-curricular activities when measured.
(Adesenowo, 2005)
Some students whoseparents are always engaged due to high demand fromtheir
occupations do not find it difficult to do proper monitoring of their children. Some
parent leave their homes early and came late in the night, students fromsuch
parents have the opportunity of attending disco parties, prostitution, gambling
etc. which will adversely affect the students’ performancein the school and
outside the school (Aremu,2000). Moreso,themeager income fromsome parents
occupations like traders, farmers may notmeet up with the students needs. This
may causelow level of investment in their children education, such students will
5. have to engage in itinerant traders like hawking beforegoing to schoolwhich will
in turn have negative effects on their classroomfunctioning. (MBA, P. O. 2001)
In somecases students have to carry out domestic works likewashing clothes,
plates left by their parents who rushed to their differentoccupations especially
traders who have to meet up with their customers. Students fromsuch parents
have no alternative than to come late to schoolin order to complete the task
fromtheir parents will also haveeffects on their level of their punctuality
(Adeyemo, 2005). Sokan (2003),Opines thatstudents whoseparents prefer
occupation than their education, performpoorly becausetheir greater time will
be used on their parents occupation like going to farm, hawking and these
deprive them fromparticipating in co-curricular activities which help in
developing their psychomotor domain.
Other effects of parents occupation on the performanceof students according to
Ayodele (2005) areexposureto environmental hazards through hawking,
exposureto bad weather conditions like cold, intense heat of the sun etc. which
reduce the level of studentship performances, falling as easy prey for sex to man
who stuck in trade thereby resulting to early pregnancy etc.
6. This study will therefore examine the relationship between occupation of parents
and the performanceof students in Lagos Local Education District 1.
STATEMENTOF THE PROBLEMS
In recent past, it has been observed that has been a serious decline in
performanceof students, this trend affect the teachers as well as the parents who
bear the financial responsibilities of the students.
The nation is at a loss as a resultof decrease in the level of students’
performance. For example, due to non-challantattitudes of students toward their
studies have faked graduates like doctors, lawyers; engineers areproduced who
later contribute to the pulling down of the nation instead of building it.
Researches have been carried out on factors militating againststudents
performancelike child abuse, poor teaching method etc. but there have been no
clear cut position of parents occupation on students performance.
This study will therefore, investigates parents occupation as a factor as its affect
students performancein Education District 1, Lagos State and recommendation of
solutions to the problems that may arise.
7. RESEARCH QUESTIONS
This study was designed to address the following questions:
i. Is there relationship between parents occupation and performanceof students.
ii. Is thereany relationship between classroomfunctioning of students and
parents occupations.
iii. Is thereany relationship between students’ schoolattendance and parent
occupation?
iv. Is thereany relationship between students punctuality to schooland parents
occupation.
v. Is there any relationship between students participation in co-curricular
activities and parents occupation.
RESEARCH HYPOTHESES
The following hypotheses weretested in this study:
i. There is no significant relationship between parents occupation and
performanceof students.
ii. There is no significant relationship between classroomfunctioning of students
and parents occupation.
8. iii. There is no significantrelationship between students’ participation in co-
curricular activity and parents’ occupation.
iv. . There is no significantrelationship between students punctuality in the school
and parents occupation.
v. . There is no significant relationship between students attendance and parents’
occupation.
SIGNIFICANCEOF THESTUDY
Improved students performancehas tremendous valueon the educational system
of any nation. This research will therefore be of a great assistanceto education
administrators, planners, policy makers, parents even the society to know the
implication of parents occupation on the performanceof students.
Also, the study will educate parents on how to monitor and finance their children
in order to improvetheir performances. Itwillalso assiststudents in their choice
of carrier not to engage in occupations that will take up all their time and energy.
Finally, the study will serveas bases for further research.
Delimitation of the Study
9. This study was delimitated to the following:
1) Ten selected public schools in Lagos State Education District1.
2) Descriptivesurvey research design.
3) Randomly selected 250 teachers as samples.
4) Variable of:
i. Parents occupation.
ii. Students performance.
iii. Classroomfunctioning of students.
iv. Students School attendance.
v. Students punctuality school.
vi. Students participation in co-curricular activities.
5) Use of Self-developed and validated questionnaireas instrumentfor data
collection.
6) The researcher and oneself trained research assistantfor the purposeof
administering the instrument.
7) Use of descriptivestatistics of frequency counts and simple percentage and
inferential statistics of Chi Square(X2
) for the purposeof data analysis.
10. Limitationtothe Study
This study was limited by incorporativeof the respondents to fill the
questionnaireon parents occupation as the Correlation of students performances
in Lagos State Education District1 and this limitation was overcamethrough
persuasion. Theinformation collected will be used for educational purposeand
will be kept confidential.
OPERATIONAL DEFINITIONOF TERMS
The researcher found it necessary to define somemajor terms to aid the
understanding of the research work.
Some of the terms include:
Parents Occupation: Activities involved or jobs done by students’ fathers and
mothers to earn their living.
Correlates: The mutual or complementary relationship between parents
occupations and the performanceof students.
Students Performance: The way the learners carry out their activities within and
outside the school that can be measured.
ClassroomFunction: The ability of the students to perform well in the classroom,
relate and interact with their teachers and colleagues.
11. CHAPTER TWO
REVIEW OF RELATED LITERATURE
This Chapter deals with the review of related literature in respectof parents’
occupation as Correlates of performanceof Students in Lagos State Education
District 1, and will be examined under the following sub-topics:
a) Concept of occupation.
b) Classification of occupation.
12. c) Factors determining types of occupation people engage.
d) Concept of performance.
e) Classification of performance.
f) Factors affecting performance.
Concept of Occupation
Occupation is any legitimate activities in which people engage themselves in
order to earn a living. (Johnson Anyaele 2003). Healso defines it as any activities
in which the sole aim is to make profitor income in which there may be risk of
loss. Edward Iyere(2006), defined occupation as a line of productiveactivities
chosen by an individual on which time and energy are exerted to earn a living.
Most occupation requires training and tutelage before it can be practices as a
producer.
Classificationof Occupation
Johnson Anyaele (2003), classifiedoccupationintothe following groups:
Extractive Occupation: This occupation involves people whoseactivities are
directed as the process of bringing out natural resources fromsoiland seas.
Things extracted by people in this occupation are known as primary stageof
production. The following activities are carried out in this stage of occupation:
farming, fishing, mining and lumbering, forestry, hunting etc.
13. Manufacturing Occupation: Workers involvein this type of occupation engage in
changing the formextracted fromthe soiland sea by the extractive industry
workers. Thetransformation of raw materials into finished goods by workers in
this stage is also known as adding utility to raw materials. Economic activities
carried out in this type of occupation include shoeand bags making which involve
the changing of the form of hide and skin, leather, rubbers etc. Industrialwork for
the production of industrial productsuch as clothes, soap, pomade, beverages etc
also belong to manufacturing occupation.
Constructive Occupation: Workers involvein this type of occupation engage in
assembling different components extracted and manufactured by both the
extractive and manufacturing workers to constructthem into organized whole.
This includes the following activities: bricklaying, roads and bridges construction,
vehicle assembling work, welding, gold smiting, black smiting etc.
Commercial Occupation: This involves the activities of those who work in
different groups as a team in order to make production of goods and services to
be possibleand available to those who need them. This commercial economic act
invites includes: insurance, banking and finance, trade, transport, advertising,
warehousing etc.
Direct Services: This includes thosewhoseeconomic activities involvegiving
satisfaction, amusement, enjoyment and rendering personalservices to others.
This services rendered are regarded as part of production since they satisfy
human wants. The people that rendered these services are paid directly by those
who enjoy their services. They include: performing art like professionalsingers,
14. actors, dancers, cooks, stewards, drivers, lawyersin private practice, house maids,
gardeners, barbers, accountants in privatepractice etc.
Indirect Services: This involves thosewho earn their livings by rendering one type
of services or another to members of the public. There will be dis-order in the
society, if there no persons to make and enforcelaw. This indirect services worker
renders essential services to members of the public. One thing with the workers is
that they arenot paid directly by those who enjoy their services. Rather, they are
paid indirectly by the taxes paid by the members of the public. These indirect
serviceworkers include: Police, arm forces, teachers civil servants. State counsels,
doctors that work in state owned hospitals etc. AyodeleAshaolu (2005), classified
occupation into:
Primary Industrial Workers: This category performthe same function as primary
extractive workers, thatis taking mineral resources and raw materials fromsoil
e.g. farmers and miners. The product of Primary IndustrialWorkers aremainly
raw materials which are used at the secondary industrialworkers for the
production of goods for human consumption.
Secondary Industrial Workers: Theseclasses of workers areresponsiblefor the
transformation of the extracted raw materials into finished goods. Itincludes all
production firms who producegoods for the human satisfaction and add utility to
raw materials.
Tertiary Industrial Workers: This is the same as commercial workers who engage
in the distribution of goods to the final users. They bridge the gap between
manufacturers and consumers. However, itmustbe added that one person can
15. belong to two or moreoccupations. A good example is a professor, who is a
farmer and also a play writer.
Factors determining types of Occupation
The factors that determine type of occupation people engage are:
Climate and Weather difference: Climate and weather conditions determine to a
large extent the nature of occupation that will be practiced in such an area. While
lumbering is practiced in thick forestarea, fishing is being practiced in riverine
area.
Educational Skills and training: Normally, people engage in occupation in which
they have education, skills and training. This is why a trained doctor engages in
rendering medical services while unskilled workers areengage in extractive
occupations like farming, mining, quarrying etc.(Johnson, 2006). This kind of
training or education one receive, determines the kind of job one gets. E.g. those
trained in medicine practice as medical doctors, whilethose that went through
apprenticeship work as mechanics (Edward 2006).
Natural Resources: Thepresence of mineral resources in a particular area will
attract the attention of miners while the existence of pool of water or seaport
which are part of the natural will dictate the type of occupation that is
predominant in such area. The kind of natural resources found in a place also
affect the occupation of people in an area. This attracts miners and traders to the
area. Italso attracts facilities like road, rail, airports, labour and so forth (Ashaolu,
2005).
16. Salaries and Wages: The remuneration and conditions of serviceattached to a
particular occupation determine the number that will be interested in such an
occupation for example many people are running away fromteaching as an
occupation becauseof the poor condition of serviceattached to it. Many of the
workers tend to search for occupation with better remuneration which can
improvetheir standard of living and that of their families in general (Edward,
2006).
Government Policies: Thepolicy of governmentas regard the age of employment
determines the choice of occupation into which individual fits in. Old people are
denied to partakein somejobs which make them to go for other types of
occupation which their ages cope with. Therefore, the government policy
determines the choice of their occupation (Johnson, 2003).
Industrial Hazards: The risk involved in the performanceof certain occupations
that have less hazards and notinjurious to their health. They are influenced
nature and the type of people that will be engaged (Ashaolu, 2005). Many people
choice of occupation are thereby influenced by the risk in such a job.
Other factors that determine the choice of occupation include: interest, ability
and attitude of individual etc.
Concept of Performance
17. Performanceaccording to Aremu (2003) is variablethat is adjudged, examined or
tested which may fall or rise above expected standard. Theinterpretation of this
expected or desirestandard is better appreciated from the perpetual cognitive
ability of the evaluator of the performance. The evaluator or assessor can
therefore give different interpretation depending on somefactors. Bakare(2002),
described performanceas any attribute that falls below or rise abovestandard.
The criteria of excellence can be from40 to 100 depending on the subjective
yardstick of the evaluator.
Classificationof Performance withinSchool System
The performanceof students within the schoolsystemcan be classified into:
ClassroomFunctioning
This deals with how active students are in the classroomduring lesson. Some
students responds to listen attentively to teachers, answered questioned from
teachers and also ask questions fromthe teachers during teaching-learning
programmes and always contributeas the lesson goes on while some students
remain passiveor dormantduring the lesson in the classroomand find it difficult
to respond to teachers questions and cope with the class. Students who are active
in the classroomand always respond to teachers during the lesson are measured
to performbetter than those who do not take active part during the lesson.
(Isangedi, 1988).
Attendance
Attendance is one of the performanceand ways of measuring students’ activities
(Olotu, 2001). Itis basically concerned with how frequentstudents come to
18. schoolfor lessons and other educational programmes. Somestudents always
attend lectures, co-curricular activities which improvetheir performances while
some students dodged under flimsy excuses caused by factors like associating
with truant friends, lack of family supportfor regular attendance, emotional or
health problems etc. There is always clear disparity in the performanceof
students who are regular in schooland those who do not come to school
regularly. (Morakinyo, 2003).
Punctuality
Punctuality as one of the ways of measuring students’ performanceis concerned
with how early or late students come to schooland other academic activities.
Serious students leave their homes early to avoid missing classes and other
important programmes of activities or events which improvetheir performances
and they are tend to performbetter than their mates who prefer coming late for
academic works and educational programmes. (Morakinyo, 2003)
Co-Curricular Activities
Shittu (2004) defines co-curricular activities as those schoolsponsored child
centered activities which require administrative provisions thatare different from
those made for normal classroominstructions. Sokan (2003)opines that students
who participate well in co-curricular activities have the opportunity for
development of minds, physicalfitness, character, relationship with people,
readiness and abilities to serveothers. Students who do not participate in co-
curricular activities are found to develop bad attitudes and characters like taking
part in cultism, armrobbery, stealing etc. The attitudes of thosestudents who
19. engage in co-curricular activities have clear disparity fromthose that do not
participate in co-curricular activities. (Johnson, 2006).
Physical Fitness
Physicalfitness is an aspect of total fitness that is concerned well-being of an
individual. Ipaye(2001) defines itas the ability of an individual to havesufficient
energy to performhis work effectively without unnecessary fatigueand still have
little extra as a reserveto enjoy social activities and cope with emergencies after
work. Students with sound physicalfitness tend to performbetter than others
that may be suffering fromone sickness or the other when measured in all
ramifications of their activities (Danesty, 2004)
Attitude
Attitude of students deal with the way students think and feel about educational
activities, their teachers and their fellow students (Danesty, 2004). Students with
acceptable behaviours aremeasured to be good students and there is tendency
for them to performbetter in their academics and other educational activities
than those who are measured to have bad behaviours that havethe tendency of
poor performanceas a resultof their behavior to their teachers, educational
activities (Ajayi, 2000)
Interpersonal Relationship
20. This deals with way students behavetoward each other and which can be
measured. Students that relate easily with others are measured and rated as good
students while those who are boastfuland arrogantto interact with others are
regarded as bad students in the educational systemor environment (Olotu, 2001).
Some students’ even associate themselves with bad groups which corrupttheir
good characters and thereby affect their relationship with serious students.
Practical Knowledge
Practical knowledgeis the ability of students to make use of acquired skills and
experience in order to carry outa specific task or solveproblems (Aremu, 2000).
Some students who are good in practical use of knowledge are measured and
rated better than thosewho are not good in practical and they are even belief to
performbetter in academic works in their classrooms (Adebule, 2004).
Factors Affecting Performance
Morakinyo (2003) believes that the falling level of students’ performanceis
attributable to teachers’ non-useof verbal reinforcement strategy. Others found
out that the attitude of some teachers to their job is reflected in poor attendance
to lessons, lateness to school, unsavory comments aboutstudents’ performance
that could damage their ego, poor method of teaching and likes affects students’
performance. The socio economic factors affecting Secondary Students’
Performancein Lagos State Education District 1 can be classified as:
Home Background: Home background according to PISA (Programme
InternationalStudent Assessment, 2000) influences students’ performanceand
21. schoolwork, while socio-economic status reinforces the activities and functioning
of the teachers and students. For the above, it is revealed that the quality of
parents and home background of students goes a long way to predict the quality
and regularity of the satisfaction and provision of a child’s functionalsurvivaland
academic needs. Poor parental care with gross deprivation of social and economic
needs of a child usually yield poor performance. On the other hand, where a child
suffers dueto divorce, death or absconding of onf of the parents, the child’s
schooling may be affected (Shittu, 2004).
Learning Environment: the learning environment that is not free frombarriers, or
obstacles or distractions such as noise, gas smokepollution and so on can
constitute health hazard, which in turn affects students’ performance(SprintHall,
2001). Other factors according to Dansey (2004), complimentary environmental
and socio-economic factors that reduce the performanceof students including
poor teaching, lack of Counseling, bad administration, poor teaching, poor seating
arrangementand dilapidating buildings.
Poverty: The United State of Education (2000), found in a study that the
relationship between poverty and studentperformanceis not simple and direct. If
concluded that poverty is an important factor accounting for poor students’
performance. MBA (2001) lamented that poverty of parents has made education
and learning impossiblefor children especially disabled children in the ruralareas.
He lamented that poverty has also caused problems, such as diseases, frustration,
poor performance, psychologicalproblems and so on. Ipaye(1996) reiterated the
effects of poverty of parents in Nigerian child. According to him, Poverty
22. Syndromeimposed by economic crunch, maladministration, corruption and
emergency closure of firms has imposed hardship among parents/workers.
Government Polices: Inconsistentgovernmentin the past caused fallen standard
in students’ performance. For instance, the politicization of education by some
political parties in some states including political parties like Unity Party of Nigeria
(UPN) and Alliance for Democracy (AD) in order to make people literate politicized
the education systemby giving automatic promotion to students in the primary
and secondary schools. Aremu and Sokan (2003) submitthatthe search for the
causation of poor students performanceis unending and some of the factors they
put forward are: motivational orientation, self esteem/self efficacy, emotional
problems, study habit, teacher consultation and poor interpersonal relationship.
Effects of Parents Occupationon Students Performance
Occupation of parents has great effect on the performanceof student. Some of
the effects are:
Improper monitoring of Children: Students whoseparents are always engage due
to high demand fromtheir occupation (bankers, traders etc) do find it difficult to
do proper monitoring of their children. Many of these parents left early in the
morning and came late in the night. Students from such parents have the
opportunities to attend disco parties, gambling and so on which has adverse
effect on their performancein their schools.
Inability toprovide learning materials due tomeager income from their
occupation: The meager income fromsome parents occupation may not meet up
23. with their children needs in the school. Many of such students lack leaning
materials and someof them haveto engage in itinerant trades like hawking to
meet up with their academic needs and this in turn will have effect on the
performance(Isangid, 1968).
Lateness tostudent toSchool: Many students do go late to school, this is as a
result of some domestic works left for them by their parents while rushing to
their various occupation. Students engage in domestic works likewashing of
clothes, plates when they supposeto be in school(Olotu, 2001). This domestic
duties make them to go late to schooldue to instruction fromparents that the
duties mustbe performed beforegoing to school. This also haveeffect on their
performances in the classroomthat leads to sleeping, tiredness etc. in the
classroomand during other schoolactivities. (Sokan, 2003).
Deprivationfromparticipating Co-curricular Activities: Students whoseparents
give priority to their occupation than the education of their children tend to
performpoorly becausethe greater part of their time will be used on their
occupations like going to farm, hawking and this deprived them fromparticipating
in co-curricular activities which help in developing their psychomotor domain
(Adebule, 2004). Theperformances of such students tend to decline as many of
these programmes aid them to improve their performance.
Inadequate Care for Students health:-Many parents haveno time to take care of
their children when they are ill due to the nature of their jobs. Students fromsuch
parents suffer different types of sickness likefever, typhoid, dysentery, cholera
etc. which may affect the performanceof the students in their educational
activities (Aremu, 2000). Someeat unhealthy foods, unripefruits, drink dirty
24. water and even buy expired drugs for self medication due to absenceof their
parents to give adequate treatment.
Exposure of Students tobad attitudes: Parents thatare always busy with their
occupation always havelittle or no time for their children due to this many of the
students are exposed to negative behaviour in the society through associating
with bad peer groups which influence their behaviours (Danesty, 2004). As a
result of this, many become professionalprostitutes, armrobbers, hooligans and
contribute to the nuisancein the society. Many contact contagious diseases like
HIV, Staphylococcus and other incurablediseases.
In conclusion, the study of the effects of parents occupation on students’
performancewill enable the government, curriculumplanners, teachers and
schoolto come with programmes thatwill educate the parents on how their
occupations will not affect their children performances in the courseof their
academic pursuit.
25. CHAPTER THREE
RESEARCH METHODOLOGY
This study aimed at examined the impact of parents’ occupation on performance
of students in Lagos State Education District1.
This chapter dealt with methods and procedures that were used in the study.
These are discussed under the following sub-headings:
a. Research design.
26. b. Population of the study.
c. Sample and Sampling technique.
d. Research Instrument.
e. Validity and reliability of the instrument.
f. Procedurefor the data collection.
g. Procedurefor data analysis.
ResearchDesign
The study adopted survey research method. This is becauseis only interested in
determining the influence of the independent variable without manipulating any
of the variables.
Populationof the Study
The population for this study consisted of all teachers in all public Secondary
Schools in Lagos State Education District1.
Sample and Sampling technique
A simple randomsampling was employed in selecting two hundred and fifty (250)
teachers fromten public Secondary Schools in Lagos State Education District 1.
Twenty-fiveteachers was randomly selected fromeach schoolusing the fish bowl
method without replacement.
27. Instrumentation
The instrument used for data collection in this study is Students’ Performance
Questionnaire(SPQ). The questionnairewas designed to be simple, easy to
understand, unambiguous and contain the appropriatequestions that was able to
influence the collection of the designed data for the study.
The questionnaires are of two sections A and B. Section A soughtpersonaldata
fromthe teachers on their age, gender, rank, qualifications, schooland years of
experience. Section B has twenty items that soughtteachers’ opinion on the
variables selected for the study.
The modified like Four Point Scale with options ranging fromstrongly agreed to
strongly disagreewas adopted while designing the instrument.
Validity of the Instrument
The questionnaires was constructed and presented to the project supervisor and
two other lecturers in the department for validation.
Reliability of the Instrument
Test-retest method was adopted to determine the reliability of the instrument.
Ten copies of the instrument were administered twice on ten teachers fromLagos
28. State Education District4 at two weeks interval. Pearson ProductMoment
Correlation (PPMC) was employed to determine the correlation co-efficient. The
co-efficient of reliability was found to be 0.72 which means the instrument was
found useful and consistent for the purposeof which it was prepared.
Procedure for data collection
The researcher administered the questionnaires personally in each of the schools
to the teachers that formed part of the study.
Explanations weremade wherenecessary for clarifications on questionnaires.
Efforts weremade to collect the questionnaires on the sameday so as to ensure
high percentage returns. Outof the two hundred and fifty (250) copies
administered, ten (10) copies representing 4% could not be used, while the
remaining 240 copies that wereusable were finally coded and subjected to
analysis.
Procedure for Data Analysis
The data collected werecoded and subsequently subjected to descriptive
statistics of frequency counts and percentage for demographic information which
inferential statistics of Chi-Square(X2
) was used to test hypothesis at 0.05 level of
significance.
29. CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
This study was carried out to find out the relationship between parents
occupations and students’ performancein Lagos State Education District1. This
chapter deals with the analysis of data obtained, testing of hypotheses postulated
to guide the study and discussion of findings. The results are presented in tables
for easy understanding.
RESULTS
Table 1: Distributionof questionnaires by school
S/NO Name of School No
Administered
No
Returned
%
1 Oke– Odo High School 25 24 9.6
2 Alimosho Grammar
School
25 25 10.0
3 State High School 25 23 9.2
4 Community High School 25 24 9.6
5 Ikotun High School 25 25 10.0
6 Muslim College, Egbe 25 24 9.6
7 Tomia College, Agbado 25 22 8.8
8 Lagos Model College 25 25 10.0
9 SanmoriJunior High
School
25 23 9.2
10 Command Secondary
School
25 25 10.0
Total 250 240 96.0
Fromthe table, it could be observed that a total of 25 copies of the questionnaire
were administered at Oke– Odo High Schoolwhile 24 werereturned representing
9.6 percent. 25 questionnaires wereadministered and returned by Alimosho
Grammar Schoolrepresenting 10 percent. A total of 25 questionnaires were
administered to State High School and 23 werereturned representing 9.2
percent. 25 questionnaires wereadministered to Community Junior Grammar
Schooland 24 were returned, representing 9.6 percent of the sample. A total of
25 questionnaires were administered and returned at Ikotun High School
30. representing 10 percent, 25 questionnaires to Muslim College and 24 were
returned representing 9.6 percent of the sample.
In Tomia Junior Secondary School, a total of 25 questionnaires wereadministered
and 22 were returned representing 8.8 percent while 25 wereadministered at
Lagos Model College and were equally returned representing 9.2 percent while 25
were administered and returned in Command Secondary School representing 10
percent of the sample.
Table 2: Age of Respondents
Age Frequency Percentage
20 – 30 years 72 30%
31 – 40 years 132 55%
41 – 50 years 36 15%
51 year and above - -
Total 240 100%
Fromthe table, it could be observed that a total of 72 respondents which
represents 30% falls between the age of 20 – 30 years, 132 which represents 55%
falls between age of 31 – 40 years and 36 which represents 15% falls between the
age of 41 – 50 years.
Table 3: Marital Status of Respondents
Status Frequency Percentage
Married 180 75%
Not Married 60 25%
Divorced - -
Total 240 100%
Table 3 shows that a total of 180 respondents representing 75% weremarried. 60
of them were not married representing 25%.
Table 4: Gender of Respondents
Sex Frequency Percentage
Male 96 40%
Female 144 60%
31. Total 240 100%
Fromthe table it could be observed that a total of 96 respondents weremales
representing 40% while 144 of them were females representing 60% of the
sample.
Table 5: Qualificationof Respondents
Qualification Frequency Percentage
TC11 6 2.5
NCE 120 50.0
FirstDegree 114 47.5
Master Degree - -
AboveMaster Degree - -
Total 240 100%
Table 5 shows the distribution of questionnaire by respondentqualification. A
total of 6 respondents wereTC11 holders representing 2.5%. 120 of them were
NCE holders representing 50% whilea total of 114 respondents werefirstdegree
holders representing 47.5%.
Table 6: Rank of Respondents
Rank Frequency Percentage
SubjectTeacher 192 80%
H.O.D 24 10%
V. Principal 18 7.5%
Principal 6 2.5%
Total 240 100%
Table6 shows thata total of 192 respondents weresubjectteachers representing
80%, 24 wereH.O.D, representing 10% of the sample, 18 were Vice Principal
which represents 7.5% while6 were Principals representing 2.5% of the sample.
Table 7: Teaching Experience of Respondents
Experience Frequency Percentage
0-10 years 180 75
11-20 years 36 15
21-30 years 24 10
32. As shown in table7, 180 respondents representing 75% had teaching experience
of 0-10 years, while36 representing 15% had 11-20 years’ experience. 24 which
represent10% of the sample had 21-30yearsteaching experience.
TESTING OF HYPOTHESES AND DISCUSSION OF FINDINGS
This section deals with testing the various hypotheses formulated for the study.
The analyses were presented in tables and discussions madebelow. Chi-Square
statistical tool was used to test the hypotheses which were either accepted or
rejected at 0.05 level of significance. The analyses are presented in tables 8,9, 10,
11 and 12 below:
Hypothesis 1: Thereis no significant relationship between parents occupation and
students performance.
Table 9: Chi-Squareanalysis relationship of parents’ occupation and students
performance.
Response Total Percentage (X2
)Cal X2
Table
value
D.F LS Remark
SA 287 30.34
A 340 35.94
D 259 27.38 78.45 16.92 9 0.05 Significant
SD 60 6.34
Total 946 100
X2
Cal = 78.45, X2
table= 16.92, df=9 at 0.05
The calculated Chi-Square(X2
) of 78.45 was greater than Chi-Square(X2
table value
of 16.92 with df=9 at 0.05 level of significant. Therefore, the state a hypothesis is
here by rejected, this implies that there is significant relationship between
parents occupation and students performanceof students in Education District1
of Lagos State.
31-40 years - -
41 years and above - -
Total 240 100
33. This finding is line with Aremu(2000) who reported thatchildren who participate
in their parent’s occupation like hawking, street selling etc. tend to develop more
interest in such occupation due to meager income they got fromthe occupation
and their by bring about decline in their scholastic performance. The finding is
also supported by Edward (2004) who said thatparents occupation influence
students’ performanceas parents left their homes early without monitoring the
students’ performance, assignment, attendanceto schooland in other activities.
Brown (2002) argued thatparents’ occupation has no effect on students’
performanceas he claims that students decline in performanceis only caused due
to the non-challant attitudes of students. The hypothesis is hereby rejected and it
is concluded that there is significant relationship between parents occupation and
students’ performance.
Hypothesis 2: Thereis no significant relationship between classroomfunctioning
of students and parents occupation in Education District1 of Lagos State.
Table 9: Chi-Square (X2
) analysis on relationshipbetweenparents’occupation
and students’classroomfunctioning
Response Total Percentage (X2
) Cal X2
Table
value
D.F LS Remark
SA 328 34.42
A 307 32.21
D 193 20.25 386.91 16.92 9 0.05 Significant
SD 125 13.12
Total 953 100
X2
Cal= 386.91, X2
Tab=16.92, D.F=9 at0.05
The table revealed that for 953 responses, strongly agreed was 328(34.42%).
Agreed was 307 (32.21%). Disagreed was 193(20.25%) whilestrongly disagreed
was 125 (13.12%). Thecalculated Chi-Square(X2
) of 386.91 was greater than table
value of 16.92 with df=9 at 0.05 level of significant.
Therefore, the stated hypothesis is here by rejected, indicating that there is
significant relationship between classroomfunctioning of students and parents
occupation in Education District1 of Lagos State. This finding is in line with
34. Edward(2006) who said thatthe occupation of parents will always reflect in how
students relates with colleagues and teachers in the school setting and with the
general public. The finding also supported Aremu and Sokan (2000) who reported
that the involvement of students in parents occupation is consistently affect the
functioning of students with other student with subsequentacademic
achievement while Oluwole(2001)believed that parents occupation has no
influence on students classroomfunctioning. The respondents agreed that
parents occupation haveeffect on students classroomfunctioning. Therefore, the
researcher submitted that occupations like white collar jobs, petty trading, driving
often influence the classroomfunctioning of students. The hypothesis is rejected.
Itis concluded that there is significant relationship between students classroom
functioning and parents occupation.
Hypothesis 3: Thereis no significancerelationship between students attendance
and parents occupation.
Table 10:Chi-Square analysis onrelationshipof parents occupationand
students attendance
Response No. of
Response
Percentage X2
Calculation
X2
Table
value
D.F LS Remark
SA 320 33.72
A 380 40.04
D 225 23.71 104.2 16.92 9 0.05 Significant
SD 24 2.53
Total 949 100
X2
Cal=104.2, X2
Table=16.92, df=9 at 0.05.
The calculated chi-square(X2
) of 104.2 was greater than the Chi-Square(X2
)table
value of 16.92, with df=9 at 0.05 level of significance. Therefore, the stated
hypothesis is hence by rejected, this implies that there is significantrelationship
between parents occupation and students attendance in Education District1 of
Lagos State. The finding is in line with Johnson(2002) opined that parents
occupation has elastic effects on their children attendance as they are allowed to
hawk goods when they supposeto be at school.
35. Mba(1991) also supported thatlack of low income fromparents occupation may
delay some students fromattending schools as a resultof non-paymentof school
fees.
Bakare (2003) stated that one of the greatest factors that affect students
attendance is the insufficient income of the parents which may lead to irregular
attendance of student and truancy due to non-paymentof fees as and when due
while Adeyemo (2005) reported thatparents occupation have no effect on the
attendance of the students. The Chi-Squareanalysis shows thatthere is significant
relationship between parents occupation and students attendance. Therefore,
the researcher submitted that low income fromparents occupation, participation
in parents occupation, while supposed to be in schoolinfluence students
attendance. The hypothesis is here by rejected and it is concluded that there is
significant relationship between parents occupation and students attendance.
Hypothesis 4:There is no significance relationshipbetweenparents occupation
and students punctuality inthe school.
Table 11: Chi-Squareanalysis on the relationship of parents occupation and
students punctuality in the school.
Responses No. of
Responses
Percentage X2
Cal X2
Table
value
D.F LS Remark
SA 290 30.63
A 340 35.90
D 267 28.19 78.32 16.92 9 0.05 Significant
SD 50 5.28
Total 947 100
The calculated Chi-Square(X2
) of 78.32 was greater than the Chi-Square(X2
) table
value of 16.92, with df=9, at 0.05 level of significant. Therefore, the stated
hypothesis is here by rejected, this implies that is significant relationship between
parents occupation and students punctuality in schools in Education District1
Lagos State. This finding is in line with Aremu (2006) who reported that parents
occupation has serious effect on the punctuality of students in schools as many of
their children partake in their parents occupation even before going to school
which makes someof the students to go late to school. Isangdhi(2005) also
36. agreed that the punctuality of students to all academic and extra-curricular
activities are being affected by parents occupation which may involve hawking of
wares beforegoing to school. White (1996) and Morakinyo (2003) indicatethat
parents occupation in have no influence on students performanceand academic
achievements. Hypothesis 4 shows that there is significant relationship between
parents occupation and students punctuality in schools. Therefore, the
researchers opined that students hawking beforegoing to schooland engaging in
some domestic works whileparents rush to their occupation influence students
punctuality to schools. The hypothesis is here by rejected. It is then concluded
that there is significantrelationship between parents occupation and students
punctuality to school.
Hypothesis 5:There is no significant relationshipbetweenstudents participation
in Co-curricular activitiesandparents occupation.
Table 12: Chi-Squareanalysis on the relationship between students participation
in Co-curricular activities and parents occupation.
Responses No. of
Responses
Percentage X2
Cal X2
Table
value
df LS Remark
SA 188 19.83
A 414 43.67
D 306 32.28 65.7 16.92 9 0.05 Significant
SD 40 4.22
Total 948 100
X2
Cal=65.7, X2
Table=16.92, df=9, at 0.05.
The calculated Chi-Square(X2
) of 65.7 was greater than the Chi-Squaretable value
of 16.92, with df=9 at 0.05 level of significant. Therefore, the stated hypothesis is
here by rejected, this implies that there is significant relationship between
students participation in co-curricular activities and parents occupation of
secondary schoolin Education District1 of Lagos State. The finding is in line with
Adesokan (2005) who found thatparents occupation plays an important role in
influencing students is likely to determine the level of participation of students in
co-curricular activities. The finding also supported Edward (2004) who reported
that parents occupation influence students participation in co-curricular activities
37. especially sportwhile White (2001) lamented that the parents do not influence
students participation in co-curricular activities in schooland outsidethe school
environment. The Chi-Squareshowed that there is significant relationship
between parents occupation and students performance. The result agreed with
Adesokan (2005) and Edward (2004). Therefore, theresearcher submitted that
students participation in their parents occupation like farming, carpentary,
trading make them to performbetter in co-curricular activities. The hypothesis is
hereby rejected. Itis concluded that there is significantrelationship between
parents occupations and students participation in co-curricular activities.
38. CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This study was designed to investigate the relationship between parents’
occupation and performanceof students in Education District 1 of Lagos State. To
find out this, fivehypothesis were formulated. A review of related literature was
carried out and this covered the following.
i. Concept of parent’s occupation.
ii. Relationship between parents occupation and students performance.
iii. Students’ attendance and parents’ occupation.
iv. Classroomfunctioning of students and parents occupation.
v. Parents’ occupation and students’ punctuality.
vi. Students’ participation in co-curricular activities and parents occupation.
For the purposeof this study, the survey method was applied which is a formof
survey research design.
Atotal of two hundred and fifty questionnaires weredistributed while two
hundred and forty were returned. Therefore, the samplefor the study consists
two hundred and forty wereselected fromthe population. A self-developed
questionnairedesigned in line with likers four points’ scales was used for data
collection.
The questionnaire has two sections A and B. Section A focused on demographic
data while section B focused on variables selected for the study. The
questionnairewas validated and subjected to test-retest method.
Data collected were subjected to Pearson ProductMoment Correlation (PPMC)
which yielded 0.72. Thevalidated questionnaires wereadministered with the help
of research assistantto the respondents. Data collected were analyzed using the
frequency counts and simple percentage for demographicdata while inferential
statistical of Chi-Square(X2
) were used to test the five hypotheses at0.05 level of
significance. Results were presented in tables and figures and were discussed.
39. Based on the findings fromthe study, it could be concluded that there was
relationship between parents’ occupation and students’ classroomfunctioning,
attendance punctuality and students’ participation in co-curricular activities.
CONCLUSION
In this study, the views of teachers were soughton the impact of parents
occupation on performanceof students in selected Secondary Schools in Lagos
State Education District1.
The findings of this study showed that
Parents occupation havean impact on performanceof students in
secondary schoolin Lagos State in Lagos State Education District 1.
Parents occupation havean impact on the classroomfunctioning of
students in secondary schools in Lagos State Education District1.
Parents occupation havean impact on attendance of students in secondary
schools in Lagos State Education District 1.
Parents occupation havean impact on the punctuality of students in the
secondary schools in Lagos State Education District 1.
Parents occupation havean impact on the participation of students in co-
curricular activities in the secondary schools in Lagos State Education
District 1.
RECOMMENDATIONS
Based on the findings of the study, the researcher recommends as follows:
i. Parents should be encouraged to engage in occupations that will not have
negative effects on their children.
ii. Teachers and parents should encourage students to improve on classroom
functioning, good relationship with teachers, their colleagues and to the
public at general.
iii. Students should be allowed by parents to come early to schooland other
activities that can broaden their knowledge which will help them to
improvetheir performance.
40. iv. Students should be encourageto attend programmeof activities where
they can explore more information abouttheir academic activities which
will have more benefit in their performance.
v. Teachers should encourage students to take active part in co-curricular
activities which will make them acquiremore knowledgefor educational
benefits which is the key to everything in life.
41. REFERENCES
Danesty, A.H. and Okediran, A. (2002).Etiologicalfactors and effects of street
working Behaviour among Nigerian Youth. Journal of Social Problem of Arts and
Social Science F.C.E (Special) Oyo 2(1): 132-138.
Danesty, A.H. (2004), Psychologicaldeterminants of academic performanceand
vocational learning of students with disabilities in Oyo State. Unpublished PhD
Thesis, University of Ibadan.
Ipaye, A. (2001). Futuretrends in Special Education: A key Note Address
presented at the CENDP/UNESAO sponsored Training programmeon Current
Researches in Special Education at the F.C.E(Special) Oyo.
Johnson, A (2006). TheoreticalModel of Economic Nationalism in Developing
State. London: George Allen and Undwin Ltd.
Mba, P.O. (1991). Element of Special Education. Ibadan. Cedal Publication.
Okonkwo M.C. (2004,June15). Savethe Children. New Age, 3-5.
Olotu, O.A. (2001). Family Background as a Correlate of Students academic
performancein English Language.An Unpublished B.Ed project, University of
Ibadan, Nigeria.
Shittu, M.R. (2004). Socio-Economic Determinants of Performanceof Secondary
SchoolStudents in Nigeria, University of Ilorin.A Unpublished B.Ed project.
SprintHall, E. (1997). EducationalPsychology.A developmentapproach.New York
Addenson Wesley Publishers.
Adeyemo, D.A. (2005). ParentalInvolvementInterestin Schooling as a predictor
of Students performance. Electronic JournalResearch in Education Psychology,
48: 163-180.
42. Ajayi, (2000). A Systemapproach toward remediation of students failure in
Nigeria Schools. Nigeria Journal of Educational Psychology. 24, 28-35.
Aremu, A.O. (2000). Academic Performance5 Factors Inventory. Ibadan. Stirling-
Horden Publisher.
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Performance: Issues and Implications for naturaldevelopment. Department of
Guidance and Counseling University of Ibadan.
Aremu S &Oluwole, B (2000).TheDevelopmentand Validation and Students
performance. 5 Factors inventory: An unpublished projectreport, University of
Ibadan.
Federal Republic of Nigeria (2004).NationalPolicy on Education (Revised Edition).
Lagos: Federal Ministry of Education.
Isangedith A.J. (1988). Under achievement: An index of learner environment
mismatch. Nigeria Journalof Educational Psychology, 25: 200-226.
Morakinyo, A. (2003). RelativeEfficacy of Systematic Desensitization, Self
Statement Monitoring and Flooding on Subjecttest anxiety. Unpublished PhD.
Thesis University of Lagos.
Johnson A. (2003). ComprehensiveCommercefor Senior Secondary
Schools.Johnson Publishers, Lagos.
Ayodele A. (2005). FundamentalCommercefor Senior Secondary School.Adlaks
Publishers, Lagos.
47. LAGOS STATE UNIVERSITY
EXTERNAL SYSTEM, OJO CAMPUS
FACULTY OF EDUCATION
DEPT OF ARTS.
Parents Occupationand Academic Performance Questionnaire.
I am an undergraduatestudent of the abovenamed school. I am carrying out a
study on parents occupation as Correlates of students performance.
This study is purely on academic exercise therefore, your responses willbe used
mainly for academic purposeand treated with utmost confidentiality.
Kindly fill as appropriatethis questionnaireand return it to the undersigned.
Thanks for agreeing to participate in this study.
AbdulYekiniShakiratAdenike.
SECTION A
(1) Age of Respondents.
20-30 years ( )
31-40 years ( )
41-50 years ( )
51 years and above ( )
(2) Marital Status of Respondents
Married ( )
Not Married ( )
Divorced ( )
(3) Gender of Respondents
Male ( )
Female ( )
(4) Rank of the Respondents
SubjectTeacher ( )
Head of Department ( )
48. Vice Principal ( )
Principal ( )
(5) Qualification of Respondents
Grade 11 ( )
N C E ( )
FirstDegree ( )
Master’s Degree ( )
AboveMaster’s Degree ( )
(6) Teaching Experience of Respondents
0-10 years ( )
11-20 years ( )
21-30 years ( )
31-40 years ( )
41 years and above ( )
SECTION B
S/no. Questions Strongly
Agreed
Agreed Disagreed Strongly
Disagreed
1. Students who always engage
in parent have better
performancethan students
who do not
2. Students who usually take part
in parents occupation usually
have a wider range of
knowledgethan those who do
not
3. Students that engage in
parents occupation havegood
conduct than thosewho do
not engage in parents
49. occupation
4. Students that engage in
parents occupation havegood
grades in various activities
than those who do not
5. Students whoseparents do
white collar jobs always come
late to school than those
whoseparents engage in
private business.
6. Petty trader children who
always hawk beforegoing to
schoolcome late to school
than others whoseparents do
white collar jobs
7. Parents occupation like
teaching influences some
students to go early to school
and other academic
programmethan those
students whoseparents work
in offices and banks
8. Children fromparents with
white collar jobs mostly come
early to schooland take part
in morning devotions than
students whoseparents are
farmers
9. The nature of white collar jobs
of someparents influence
their children to perform
better in co-curricular
activities than students whose
parents engage in commercial
activities in the market.
10. Farming and trading as
occupations of parents make
50. some students not to
appreciate in co-curricular
activities like those students
whoseparents are educated
and do white collar jobs.
11. Skills acquired by students
fromparent’s occupations like
farming make some students
to performbetter in co-
curricular activities like spors.
12. Parents who are involved in
white collar jobs do not often
engage their children in
domestic work which makes
them to have moretime to
participate and performbetter
than children whoseparent do
farming and trading who
always engage their children
in their jobs
13. Students whoseparents
engage in white collar jobs
often monitor their children
because they are educated
and this makes them to
neither performbetter than
children whoseparents are
artisans becausemany arenot
educated and cannot read nor
write.
14. Children of parents who
engage in commercial jobs like
bus conductor, drivers, toll
collectors etc. often find it
difficult to relate with other
students like students from
parents that do white collar
51. jobs.
15. Children of parents who
engage in commercial
occupation relate better in
classroomwith colleagues and
teachers as a result of the
nature of their parents
occupation than children from
parents who engage in other
types of occupations.
16. The nature of white collar jobs
of someparents influence the
performanceof their children
and make them more
academically sound and
respond to teachers in the
classroomthan children from
parents who engage in
unskilled labour like
carpenter, plumber etc.
17. Parents who are elites and do
white collar jobs often
influence their children to
attend schooland other
academic programmethan
those parents who are
illiterate and do menial jobs.
18. Students whoseparents
participate in commercial
activities have the opportunity
of playing truancy in schools
than students whoseparents
are in paid employment.
19. The nature of job of some
parents that take them very
early away fromhome causes
their children to come late to
52. schoolthan those who around
to monitor their children.
20. The nature of work of paid
employment parents in
influence the students to
come early to schoolthan
students whoseparents are in
other types of occupation.
