Project – Parental background on student academic performance in Basic Science and Technology in Secondary School

CHAPTER ONE

INTRODUCTION

• Background to the Study

Basic Science and Technology is a foundational subject in the Junior Secondary School (JSS) curriculum that introduces learners to scientific concepts, processes and technological awareness necessary for everyday life and for progression into senior secondary science subjects. In Nigeria, Basic Science and Technology occupies a pivotal position in cultivating scientific literacy, fostering problem-solving skills and preparing learners for technical and vocational pathways (NERDC, 2014).

Despite curriculum reforms and increased emphasis on science education, students’ achievement in Basic Science and Technology remains uneven across localities and socio-economic groups. Empirical evidence suggests that a range of factors — school resources, teacher quality, classroom practices and home environment — jointly influence academic outcomes (UNESCO, 2014; OECD, 2012).

Among these, parental background (including parental education, socio-economic status, occupation, and home learning support) is widely recognised as a key determinant of student performance (Coleman et al., 1966; Fan & Chen, 2001; Epstein, 1995).

The study investigates the influence of parental background on student academic performance in Basic Science and Technology among JSS1 to JSS3 students in Itu Local Government Area (LGA). Understanding how parental characteristics and home conditions relate to performance in Basic Science and Technology is essential for designing targeted interventions that bridge achievement gaps and improve science outcomes at the lower secondary level. The study focuses on Itu LGA because of its mix of urban, peri-urban and rural communities and because localised evidence is necessary to guide LGA-level educational planning and parental engagement strategies.

Globally, parental background has been consistently associated with differences in educational attainment and achievement. Seminal large-scale studies (e.g., Coleman Report, 1966) established that family background accounts for substantial variance in student performance. Later meta-analytic and cross-national studies have reinforced this finding and clarified the mechanisms through which parental background matters: parents’ education influences expectations and cognitive stimulation in the home; family income affects access to learning materials and school choice; parental occupation and working hours shape time available for supervision; and parental involvement and attitudes influence motivation and study behaviours (Fan & Chen, 2001; OECD, 2012; Epstein, 1995).

In the Nigerian context, a number of studies have documented the relationship between socio-economic status (SES) and student achievement in core subjects (Adebule et al., 2010; Olayinka & Afolabi, 2017). Parental education level is often a strong predictor of pupils’ performance, particularly in subjects that require both cognitive support and access to learning resources such as Basic Science and Technology (UNICEF Nigeria, 2018). Moreover, rural-urban disparities in parental income and educational attainment contribute to differential access to qualified teachers, laboratories and supplementary tutoring — conditions which further widen performance gaps (Federal Ministry of Education, 2013).

Basic Science and Technology instruction in JSS emphasizes simple experiments, locally available materials for practical work, and the development of basic inquiry skills (NERDC Basic Science Curriculum, 2014). Successful engagement with the subject therefore depends not only on school provision (laboratory facilities, teacher competence) but also on parental support — providing reading materials, creating study time, encouraging experimentation at home, and enabling remedial help where needed. Against this backdrop, an investigation that isolates the contribution of parental background variables to student outcomes in Basic Science and Technology in Itu LGA will help policymakers, school leaders and parents to prioritise interventions.

1.2. Statement of the Problem

Academic achievement in Basic Science and Technology at the junior secondary school (JSS) level is critical because it lays the foundation for future engagement in science, technology, engineering, and mathematics (STEM) disciplines. At this stage, students are expected to acquire fundamental scientific knowledge, develop practical skills, and cultivate inquiry-based learning habits that will prepare them for senior secondary science subjects and beyond. However, evidence from schools across Nigeria, including Itu Local Government Area (LGA), indicates persistent variation in student outcomes. While some students demonstrate competence and excel in Basic Science and Technology, others consistently record poor performance, raising concerns about the underlying factors responsible for this disparity.

One recurrent observation from teachers and school administrators is that students from disadvantaged parental backgrounds face greater challenges in grasping scientific concepts, performing experiments, and applying knowledge in problem-solving contexts. Children from homes where parents have low educational attainment often lack exposure to scientific vocabulary and critical thinking skills that could support their classroom learning. Similarly, students whose parents have limited financial resources are frequently unable to access learning materials, science kits, or private tutoring, further widening the performance gap between them and their peers from more advantaged homes. This situation suggests that parental background variables may play a significant role in shaping students’ achievement in Basic Science and Technology.

In Itu LGA, the situation is compounded by socio-economic differences among families. Parents engaged in subsistence farming, petty trading, or informal employment may lack the means to provide essential educational support, such as textbooks, laboratory materials, or even adequate study environments at home. By contrast, students whose parents occupy more stable, higher-income occupations are often better positioned to benefit from enriched learning resources and parental guidance. These disparities raise the question of whether the academic achievement gap in Basic Science and Technology is significantly influenced by the educational, occupational, and financial background of students’ parents.

Another dimension of the problem relates to parental involvement and home learning support. Research has shown that parents who supervise homework, encourage curiosity, and maintain communication with teachers often help their children achieve better academic results. Yet, in Itu LGA, anecdotal evidence suggests that many parents, due to work demands, illiteracy, or lack of awareness, are not actively involved in their children’s education. Consequently, students are left without the encouragement and reinforcement necessary to sustain interest and motivation in a subject as demanding as Basic Science and Technology. This situation may partly explain the inconsistency in student performance across schools within the LGA.

Despite these concerns, there is a paucity of empirical studies in Itu LGA that specifically examine the relationship between parental background and students’ academic performance in Basic Science and Technology. While national-level and state-level studies have broadly established a connection between socio-economic status and academic achievement, such findings cannot simply be generalized to Itu, which has its own unique socio-economic and educational characteristics. Without local evidence, it becomes difficult for educators, policymakers, and stakeholders in the LGA to design targeted interventions that address the actual challenges faced by students in their communities.

Therefore, the absence of context-specific research constitutes a major gap in knowledge. Understanding the extent to which parental education, occupation, income, and involvement affect student outcomes in Basic Science and Technology is essential for developing effective remedial programs, parental engagement initiatives, and policy reforms. This study seeks to fill this gap by empirically investigating the influence of parental background on the academic performance of JSS1–JSS3 students in Basic Science and Technology in Itu LGA. Its findings will provide actionable insights for schools, parents, and policymakers to enhance science education outcomes and ultimately strengthen the pipeline for STEM development in the region.

1.3.  Purpose of the Study

The main purpose of this study is to examine the influence of parental background on students’ academic performance in Basic Science and Technology among JSS1 to JSS3 pupils in secondary schools in Itu LGA. Specifically, the study aims to:

1. determine the relationship between parents’ educational level and students’ academic performance in Basic Science and Technology in JSS1–JSS3.
2. examine the relationship between parents’ socio-economic status and students’ performance in Basic Science and Technology.
3. To assess how parental involvement and home learning support (availability of learning materials, supervision of homework, encouragement) relate to students’ Basic Science and Technology achievement.
4. To compare the influence of maternal versus paternal background characteristics on Basic Science and Technology performance.

1.4. Research Questions

The research questions are buttressed below:

1. What is the relationship between parents’ educational level and student performance in Basic Science and Technology among JSS1–JSS3 pupils in Itu LGA?
2. How does parents’ socio-economic status relate to students’ achievement in Basic Science and Technology?
3. To what extent does parental involvement and home learning support predict students’ performance in Basic Science and Technology?
4. Are there differential effects of maternal and paternal background characteristics on students’ Basic Science and Technology outcomes?

1.5. Research Hypothesis

The study will test the following hypothesis at the 0.05 level of significance.

H₀: There is no significant relationship between parents’ educational level and students’ academic performance in Basic Science and Technology in JSS1–JSS3.

H₁: There is a significant relationship between parents’ educational level and students’ academic performance in Basic Science and Technology in JSS1–JSS3.

1.6. Significance of the Study

The findings of this study will be of immense benefit to parents and guardians. Many parents are often unaware of the extent to which their background whether educational, occupational, or financial—affects their children’s learning outcomes in Basic Science and Technology. By highlighting the specific parental factors that influence students’ performance, this study will guide parents on how to actively and practically support their children’s science education at home. For instance, even parents with limited formal education will see the importance of supervising homework, creating a conducive learning environment, and encouraging curiosity, while those with higher education can learn how to use their knowledge to scaffold their children’s learning.

Teachers and school administrators stand to benefit as well. Teachers often observe differences in students’ performance but lack concrete data to link these outcomes to parental background factors. The results of this study will provide evidence that helps teachers design differentiated instructional strategies that take into account students’ home environments. It will also enable administrators to foster stronger school–home partnerships, ensuring that homework, practical projects, and extracurricular science activities are designed in ways that consider the realities of students from diverse socio-economic backgrounds.

For policymakers and education planners in Itu LGA and Akwa Ibom State, the study provides valuable evidence for designing targeted interventions. If the research shows that parental education or socio-economic status significantly influences science performance, local education authorities can implement programs such as parental education workshops, science resource banks, or community science clubs to bridge gaps. These interventions will not only enhance Basic Science outcomes but also contribute to improved STEM readiness at higher levels of education, thereby aligning with broader national educational goals.

Beyond immediate policy, the study has long-term implications for community development. By demonstrating the importance of parental involvement, the findings can encourage stronger community participation in education. Local NGOs, Parent-Teacher Associations (PTAs), and religious organisations in Itu can use the insights to mobilise resources, run awareness campaigns, and support underprivileged families in creating better home learning environments. This collective effort has the potential to reduce achievement gaps and promote educational equity in Basic Science and Technology across the LGA.

The study will also make a valuable contribution to academic research. While much has been written about socio-economic status and academic performance in Nigeria, there is limited empirical work specifically linking parental background to Basic Science and Technology outcomes at the junior secondary level in Itu. By filling this gap, the study enriches the body of knowledge and offers a localised case study that researchers can use as a reference point in comparative studies across regions. Future scholars may build upon the findings to conduct longitudinal studies, evaluate intervention programs, or expand the analysis to other STEM subjects.

Finally, the study holds significance for students themselves. Although the research does not involve direct intervention, the findings will indirectly benefit learners by shaping how parents, teachers, and policymakers support their education. When stakeholders implement evidence-based strategies to strengthen parental involvement and address socio-economic challenges, students will be better positioned to improve their understanding, motivation, and performance in Basic Science and Technology. This, in turn, enhances their readiness for STEM-related opportunities in higher education and future careers, contributing to individual growth and national development.

1.7.  Scope and Delimitations of the Study

This study is geographically limited to public and private junior secondary schools (JSS1–JSS3) within Itu Local Government Area. It focuses on student academic performance in Basic Science and Technology as measured by end-of-term examination scores and teacher assessments within the current academic year.

The parental background variables examined include parents’ highest educational attainment, occupation (as an SES proxy), household income categories (self-reported bands), and indicators of home learning support (availability of learning materials, frequency of homework supervision, encouragement). The study does not examine school-level variables in depth (e.g., laboratory facilities, teacher qualifications) though these will be controlled for where possible. Because data are cross-sectional, the study will identify associations rather than definitive causal pathways.

1.8. Definition of Terms

• Parental background: Characteristics of parents/guardians including educational level, occupation, household income and patterns of involvement in the child’s education.
• Academic performance: Students’ demonstrated achievement in Basic Science and Technology, operationalised as end-of-term examination scores and aggregated teacher assessments.
• Basic Science and Technology: The junior secondary school (JSS) subject that introduces pupils to basic scientific concepts, experimentation and practical technological knowledge, as outlined in the NERDC curriculum.
• Junior Secondary School (JSS): The first three years of secondary education in Nigeria (JSS1–JSS3), typically attended by students aged about 10–15 years.

Project – Parental background on student academic performance in Basic Science and Technology in Secondary School