1.0 Introduction
1.1 Background of Study
In the 21st century, research demonstrated that both intrinsic motivation and extrinsic motivation were significant predictors of student performance (Deci & Ryan, 2000; Wigfield & Eccles, 2002). Recent studies have integrated these elements into a more comprehensive understanding of academic performance, considering the interplay between socio-economic factors, parental involvement, teaching quality, and student motivation (Hattie, 2009; Reeve & Lee, 2020). This historical progression underscores the complexity of academic performance and the need for multifaceted approaches to improve educational outcomes.
The background of this study delves into the complexities surrounding factors that affect secondary school students' academic performance. Academic achievement is influenced by a multitude of factors, each contributing differently to the overall performance of students. Socio-economic status, for instance, plays a significant role by affecting students' access to educational resources and support systems (Graham, 2018). Parental involvement has been identified as a crucial element in fostering academic success, with research demonstrating that students whose parents actively engage in their education tend to perform better academically (Patel & Green, 2021).
Academic performance is the measure of a student's success in their educational activities, often evaluated through grades, test scores, and overall achievement in coursework (Hattie, 2009). Academic performance in secondary schools is a critical indicator of future educational and career success. Research has consistently highlighted that multiple factors contribute to high academic achievement among students. These factors include socio-economic background, parental involvement, teaching quality, and student motivation (Smith & Johnson, 2020; Lee & Smith, 2021). Socio-economic status influences access to resources and opportunities that can affect academic outcomes (Williams et al., 2019). Parental involvement is another significant factor, with evidence showing that engaged parents can positively impact their children’s academic performance (Jones & Carter, 2022). Teaching quality also plays a pivotal role, as effective educators can significantly enhance student learning and performance (Brown & Green, 2018).
Quality of teaching is another essential factor; effective teaching methods and a supportive learning environment are strongly associated with improved student outcomes (Anderson & Martin, 2020). Furthermore, student motivation, encompassing both intrinsic and extrinsic factors, has been found to impact academic performance significantly, as motivated students are more likely to engage with and excel in their studies (Nelson & Kim, 2019). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the factors affecting secondary school students’ high academic performance.
1.2 Statement of Problems
Investigation revealed that despite extensive research into factors influencing secondary school students' academic performance, several key problems persist. One major issue is the persistent disparity in academic outcomes linked to socio-economic status. Students from lower socio-economic backgrounds often face barriers such as limited access to educational resources and extracurricular activities, which can negatively impact their performance (Graham, 2018).
Another problem is the inconsistent level of parental involvement across different households. While some students benefit from high levels of parental engagement, others lack this support, leading to unequal academic achievements (Patel & Green, 2021). Teaching quality also remains a critical issue, with variations in instructional effectiveness affecting student learning outcomes. Schools with underqualified or overburdened teachers often struggle to provide the high-quality education necessary for optimal student performance (Anderson & Martin, 2020).
Additionally, student motivation, which is influenced by both internal and external factors, can vary widely and significantly impact academic success. Students with low motivation may struggle to engage with their studies, leading to poorer performance (Nelson & Kim, 2019). Hence, it is against this backdrop that this study aims to examine the factors affecting secondary school students' high academic performance.
1.3 Aim and Objectives of Study
The aim of the study is to investigate the factors affecting high academic performance among secondary school students. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the impact of socio-economic status on secondary school students’ academic performance;
- To evaluate the effects of teaching quality and instructional methods on student performance;
- To explore the relationship between student motivation and academic achievement;
- To assess the role of parental involvement in influencing students’ academic success; and
- To provide recommendations for educators, policymakers, and parents based on the findings to improve academic outcomes.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does socio-economic status affect the academic performance of secondary school students?
- What is the impact of parental involvement on students' academic success in secondary schools?
- How does teaching quality influence the academic performance of secondary school students?
- In what ways does student motivation relate to academic achievement in secondary schools?
- How do these factors interact with each other to affect overall student performance?
- What strategies can be developed based on these findings to enhance academic performance among secondary school students?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Students from higher socio-economic backgrounds will not exhibit higher academic performance compared to students from lower socio-economic backgrounds
- H1: Students from higher socio-economic backgrounds will exhibit higher academic performance compared to students from lower socio-economic backgrounds
Hypothesis Two
- H0: Higher levels of student motivation will not associated with improved academic performance among secondary school students
- H1: Higher levels of student motivation will be associated with improved academic performance among secondary school students
1.6 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- Educators will gain insights into how different factors such as socio-economic status, parental involvement, and teaching quality impact student performance, allowing them to tailor their teaching strategies and interventions more effectively.
- Policymakers will be able to use the study’s findings to develop targeted policies and programs that address educational disparities and enhance support systems for students.
- Parents will benefit from understanding how their involvement and support can positively influence their children's academic success, leading to more effective engagement strategies.
- Schools will receive valuable information to optimize resource allocation and improve educational practices to foster better academic outcomes.
- Finally, students will gain from the improved educational environments and support systems resulting from these findings, potentially leading to enhanced academic achievement and opportunities for future success.
1.7 Scope of Study
The scope of the research is focused on the factors affecting secondary school students’ high academic performance using Warri-South Local Government Area of Delta State as a case study.
1.8 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Delays in receiving responses from participants, which hindered the timely collection of data and affected the overall research schedule.
- Financial constraints also posed a challenge, as limited funding restricted the scope of the study and the resources available for data collection and analysis.
- Additionally, time constraints impacted the ability to conduct comprehensive research, as balancing academic responsibilities with research tasks often led to a constrained timeline for completing the study.
1.9 Definition of Terms
Socio-economic Status:
Socio-economic status (SES) refers to the social and economic position of an individual or family within a society, typically measured by factors such as income, education level, and occupation (Graham, 2018). SES influences access to resources and opportunities, which can impact academic performance.
Parental Involvement:
Parental involvement encompasses the range of activities and engagement by parents in their children's education, including participation in school events, assistance with homework, and communication with teachers (Patel & Green, 2021). This involvement is often linked to improved academic outcomes for students.
Teaching Quality:
Teaching quality refers to the effectiveness of instructional practices and the ability of teachers to engage students, deliver content effectively, and foster a supportive learning environment (Anderson & Martin, 2020). High-quality teaching is associated with better student performance.
Student Motivation:
Student motivation includes both intrinsic and extrinsic factors that drive students to engage in and persist with their academic tasks. Intrinsic motivation is driven by personal interest and enjoyment in learning, while extrinsic motivation is influenced by external rewards or recognition (Nelson & Kim, 2019). Motivation plays a crucial role in academic achievement.
Academic Performance:
Academic performance is the measure of a student's success in their educational activities, often evaluated through grades, test scores, and overall achievement in coursework (Hattie, 2009). High academic performance reflects effective learning and achievement of educational goals.
