Research Proposals

HOME BACKGROUND AND ACADEMIC PERFORMANCE IN ORAL READING AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

HOME BACKGROUND AND ACADEMIC PERFORMANCE IN ORAL READING AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

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TABLE OF CONTENTS

Certification

Dedication

Acknowledgement

Abstract

Table of contents

CHAPTER ONE:  INTRODUCTION

1.1  Background to the Study

1.2  Statement of the Problem

1.3  Purpose of the Study

1.4  Research Questions

 

1.5  Research Hypotheses

1.6  Significance of the Study

1.7  Limitation of the Study

1.8  Definition of Term

 

CHAPTER TWO:  REVIEW OF THE RELATED LITERATURE

 

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1  Research Area-

3.2  Research Design

3.3  Population of the Study

3.4  Sample and Sampling Technique

3.5  Instrumentation

3.6  Validation of Instrument

3.7  Administration of Instrument

3.8  Method of Data Analysis

 

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1  Testing of Hypothesis

4.2  Discussion of Findings

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1  Summary

5.2  Conclusion

5.3  Recommendations

5.4  suggestions for Further Studies

References

Appendices

 

ABSTRACT

This study was carried out to examine the influence of home background on pupils’ academic performance in Oral Reading in Ukanafun Local Government Area. The population of the study, consisted of 5,145 pupils in nursery 2 in five Early Childhood Care and Education Centres within the area. Two hundred (200) pupils were randomly selected as sample size from the study area.

The instrument used for data collection was an Oral Reading achievement test which elicited information on home background and academic performance of pupils in Oral Reading. They were tested using independent t-test statistics. The result of the findings, revealed that socio-economic, educational and parent background affect pupils performance in reading. Based on the findings, recommendations were made which among other things, included the fact that parents should provide conducive home environment for their children to read.

 

CHAPTER ONE

INTRODUCTION

1.1  Background of the Study

A home is a place where pupils live with their parents guardians or relation. It is a place where the pupils begin to learn the norms and values of the society in which they find themselves. The family is a social unit in any society and it is the source of early stimulation and experience in children. It is also refers to as the physical and psychological conditions that affect children.

The home influences the child at the most possible time of his life at a time when his mind is most receptive. It provides the first impression which may last through the whole of the child’s life. In fact, the child often sees the parents, siblings and things in their immediate environment to be most significant and they are capable of promoting or diminishing him in self worth and academic performance. Thus, the parents or guidance of these pupils are responsible for providing the right home environment that will facilitate effective learning of their wards (Ekanem, 2023).

 

HOME BACKGROUND AND ACADEMIC PERFORMANCE IN ORAL READING AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

The child’s home and his family offer the best education since his parents serve as teachers. Undeniably, the parents lay the foundation for the desired social, moral, emotional, spiritual and intellectual well-being of the child. Thus, the training received from home is of greatest importance in his/her total personality formation and academic achievements.

Without a doubt, success in an educational institution in measured by academic performance. Moreover, over two decades, sociologists have tried to identify the effects of home background on the performance of pupils in Oral Reading in schools. Uwaifo (2023) attributed the cause of poor academic performance of most children in Oral Reading to a combination of factors with home background as one of such.

 

Furthermore, Otudeko (2014) pointed out that most children from homes where English not spoken perform poorly in the subject. He also stated that the grammatical nature of the subject makes it difficult for pupils especially those from public schools who are mainly from low-income families lack basic vocabularies for communication. The home background and academic performance in oral reading among pupils of early childhood care and education.

Therefore, this poor understanding of grammar is basically due to the background of students’ right from the early years of education. Also, he reiterated that most of our children come from backgrounds where English is not spoken at home. Thus, children who speak the refined type are those ones from middle and high socio-economic and literate backgrounds.

Similarly, Olayinka (2014) has linked the poor performance of children in written and oral English to the adverse socio-economic status of the family. Thus, accepting that some children are exceptional in oral and written English in primary schools, he attributed such categories as those from high income and well exposed families where refined English is spoken. Also, he affirmed that majority of children in public schools are from the low income families and background. Therefore, the idea of communicating effectively in spoken and written English is part of the problems students in this category face in public examinations. Without reservation, the background or setting of the home has a crucial role to play in the academic achievement of children in Oral Reading.

 

1.2   Statement of the Problem

Reading is one of the basic skills which form the foundation of English Language in pre-primary school. Other skills being listening, speaking and writing.

However, it has been observed that with such importance attached to reading the performance of pupils in the subject has not been very impressive. Thus, there has been concern expressed by parents, teachers and other stakeholders about this ugly scenario. Several indices have been considered but the researcher is of the belief that home background can influence achievement in Oral Reading. Therefore, the problem which has necessitated this study is the poor performance of pupils in reading.

 

1.3  Purpose of the Study

The primary aim of this study was to examine the relationship between home background and academic performance of children in Oral Reading. Specifically, the study aim to:

(i)    Examine the concept “home background” as a major predictor of academic performance.

(ii)   Determine the relationship between socio-economic factor, level of education and marital status of parents and academic performance.

(iii)  Proffer possible solutions to problems posed by the home on school children.

 

 

1.4  Research Questions:

The following research questions were formulated for the study:

(i)    Is there any significant influence of socio-economic background on pupils’ academic performance in Oral Reading?

(ii)   Is there any significant influence of educational background on pupils’ academic performance in Oral Reading?

(iii)  Is there any significant influence of marital background of parents on pupils’ academic performance in Oral Reading?

 

1.5  Research Hypotheses

In order to give this study a guide, the following hypotheses were propounded: 

(i)    There is no significant influence of socio-economic background on pupils academic performance in Oral Reading.

(ii)   There is no significant influence of educational background on pupils’ academic performance in Oral Reading.

(iii)  There is no significant influence of marital background of parents on pupils’ academic performance in Oral Reading.

 

1.6  Significance of the Study

The study was significant because of the following reasons:

(i)    Firstly, tt will help to improve the performance of pupils in Oral Reading.

(ii)   Secondly, it will help parents to see the need in making the home conducive for their children to learn.

(iii)  Thirdly, it will enable teachers to recognize the fact that children differ in home background, attitude and interest. The home background and academic performance in oral reading among pupils of early childhood care and education.

(iv)  Lastly, it will serve as a source of reference for future research that might investigate the same variables.

 

1.7  Limitation of the Study

Like previous studies in human endeavour, this study was limited by a number of factors such as time, finance and geographical spread.

 

1.8  Definition of Term

(i)     Home: This refers to a place where a child lives, especially with his or her parents and family.

(ii)    Home Background: This refers to all those factors in the home that may influence a child’s upbringing such as parental socio-economic status, level of education, normal or broken home, occupation, family size, home location, etc. Example: He comes from a poor home background.

(iii)    Parents: These refers to the father and mother of a child whether biological or adoptive.

(iv)   Pupils: these are children under-going studies in pre-primary and primary schools.

(v)    Academic Performance: This refers to the scores of pupils in a centrally set achievement, test in Oral Reading as organized by the Akwa Ibom State Ministry of Education.

 

Conclusion

Based on the result of the findings, the following conclusions were drawn.

(i)    Socio-economic factor has a significant influence on pupils’ academic performance in Oral Reading.

(ii)   Educational attainment has a significant influence on pupils’ academic performance in Oral Reading.

(iii)  Marital status of parents has a significant influence on pupils’ academic performance in Oral Reading.

 

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