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ABSTRACT
This study
was carried out within the scope and ramification of the topic. It involves the
collection, review and analysis of related literature and data. The topic of
the study is “family size, self-efficacy and students’ performance in biology
and chemistry”. Two schools (state high school Alimosho and Alimisho Grammer
School) in Alimosho local Government Area of Lagos State were used as the
population of the study. This work comprises of five chapters. Chapter one
introduces the background of the study, the statement of problem, purpose,
scope, limitation and the significance of study, together with the research
questions and definition of key terms. Chapter two review some related
literature. Chapter three dealt with the methodology on data collection, review
and analysis. Chapter four analysed the collected data in relation to the
research question, while chapter five consists of the summary of the research
work, conclusion as well as recommendations.
TABLE OF CONTENT
CHAPTER ONE
1.0 Introduction
1.1 Background
of the Study
1.2 Statement
of the
Problem
1.3 Research
Question
1.4 Research
Hypothesis
1.5 Purpose
of the Study
1.6 Significant
of the
Study
1.7 Definition
of
Concept
CHAPTER TWO
2.0 Review
of Related
Literature
2.1 Factors
that determines
Self-Efficacy
2.2 Parental
Time
Allocation
2.3 Economic
Resources
2.4 Capitals
that influence child’s
Education
CHAPTER THREE
3.0 Methodology
3.1 Research
Design
3.2 Population
of the
Study
3.3 Sample
and Sampling Techniques
3.4 The
Instrumentation
3.5 Procedure
3.6 Methods
of Data
Analysis
CHAPTER FOUR:
DATA ANALYSISI AND DISCUSSION OF FINDINGS
4.0 Introduction
4.1 Data
Analysis
4.2 Statistical
Interpretation of
Data
4.3 Discussion
of the
Findings
CHAPTER FIVE
5.0 Summary,
Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
Reference
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
It is the case in recent times in Nigeria that the academic performance
of students particularly in biology and chemistry have gone down drastically
when compared with the years following the political independence of Nigeria in
October 1st 1960. This much has been evidenced by the results
year after year turned out by the West African Examination Council (WAEC). This
trend did not originate at the level of WAEC, Rather it has been a product of
the junior and senior secondary levels. This malady has even gone past the
level of secondary school, and has eaten deep into our tertiary institutions,
such that Professor Wole Soyinka asserted that the quality graduates produced
by our education system are subject to re-examination.
Biology is described as a science of life and plays a very vital role in
the life of every human being. It is very vast with many divisions including
zoology, botany, ecology, genetics, morphology, anatomy physiology, histology,
microbiology biochemistry, evolution and the more advanced cell biology,
molecular biology among others. Apart from the inter-relatedness that exist
among these branches, biology is closely related with other science subjects
like agricultural science, chemistry, geography, mathematics and physics.
Little wonder then that biology finds application in many specialised areas
like medicine, pharmacy, food production and processing industries,
biotechnology, genetic engineering, agriculture and horticulture, environmental
protection, tourism industry and so on. Considering biology’s many branches and
vast application in every field of human endeavour as enunciated above it
importance in a nation’s economy development cannot be over emphasised.
Chemistry has been identified to be one of the important subjects needed
for the sustenance and transformation of the national economy, and hence should
be accorded adequate attention. Advancement in science and technology has
created a greater demand for more people to study chemistry and this is
particularly important in the realisation of Nigeria’s vision to become
industrialised. Acquisition of appropriate scientific and technological skills
is necessary to cope with the challenge presented by the evolving needs of the
modern work place in the industries and the ever growing non formal sector.
Education and training systems that responds adequately to these demands will
therefore, contribute to the efforts to overcome the growing unemployment and
marginalization of majority of the population. Providing access to appropriate
learning experiences, designed to broaden skills and knowledge can increase
productivity and significantly improve the fortunes of the unemployed, thereby
reducing poverty and unemployment amongst the youth (Adesoji, 2008).
It is as a result of the recognition given to Chemistry in the
development of the individual and the nation that it has been made a core
pre-requisite subject for offering most science oriented courses in the
tertiary institutions and this calls for the need in teaching it effectively.
It is worth mentioning that the development of the students’ positive
attitude is necessary because attitude is linked with academic achievement
(Cheung, 2009). Similarly, a study conducted by Kelly (1998) concluded that the
British students’ liking for a specific science subject were the actual
predictor of their choice in school in various subjects like Physics, Biology
and Chemistry. Therefore, all stakeholders should consider the development of
positive attitude towards the chemistry subject as one of their central
responsibilities (Cheung, 2009). In Nigeria, the students’ performance in
chemistry and biology has persistently remained below average. This has been
attributed partly to the negative attitudes adopted by the students towards the
chemistry. This further underscores the importance of promoting positive
attitudes towards Chemistry.
To this effect, a lot of project and would be solutions have been
proffered to provide a panacea to this chronic problem all to no avail. It
therefore became imperative to identify what factors is culpable for this
undesirable situation. In line with this a lot of factors have been identified
ranging from poorly trained teachers, poor learning environment and poor
students attitude to learning. Other factors are family based. For example what
kind of family does a given student come from? What type of parents does a
given student have? What is the condition in the home? What is the family size.
Is it possible that the size of a given family can affect the academic
performance of the children in school specifically in biology and chemistry?
Another factor which may have had its toll on students’ performance
especially in biology and motivation and self-advocacy in learning. Motivation
and self-advocacy in learning. Chemistry is the level of confidence of
students. Studies show a link between the self-efficacy possessed by
any given student and the level of tenacity and doggedness he employs in
tackling tasks.
“If student have a high self-efficacy, They are more
likely to view a stem Degree as a challenge to transcend Rather than a
threat to escape.”
Students will pursue a course of action if they feel confident of being
rewarded with success. A student who has been successful in a previous
biology or chemistry test is more likely to have a positive disposition to a
new challenge as opposed to a student low in self-efficacy. A sound level of
self-efficacy often translates to what is called self-regulated learning.
Self-regulated learning refers to students knowing how they are doing in a
class and advocating for themselves. Pintrich (1999) found a strong
relationship between motivation and self-advocacy in learning.
For the purpose of this exercise family size refers to the total number
of children in the child’s family including the child himself. Research has
shown that in large families, the first born are usually the beneficiary of a
better level of attention (Beeker 1980). Subsequent births receive less and
less attention and consequently perform notably less in school (Leana 1982)
asserts that a relationship exists between birth order and creativity. Spear
(1982) in his study shows that the quality of intelligence of children was
largly related to family size. For example Okoye and Okeke (2007) in their
study found out that in 2002, 2003 and 2004 the percentages of candidates who
passed the west African school certificate examination (WASCE) of
credit level and above (grade 1-6) in biology were 30.3%,42.1% and 30.2%
respectively. Similarly Egbunonu and Ugbaja reported that only 30.29% of the
biology students who sat for the WAEC between 2000 and 2005 passed at credit
level and above (A1 - C6). In 2008 WAEC chief examiner reported a deadline in
performance in biology especially in the theoretical aspect (WAEC, 2008).
Furthermore, the Nigerian Television Authority (NTA) in March 17th2010
reported that the National Examination Council (NECO) recorded 74% failure in
biology in their Nov/Dec .2009 SSCE examination results.
Another word for self-efficacy is confidence, self-confidence plays a
huge part in the performance of students. Self-efficacy is when an individual
thinks they are capable of performing tasks necessary to achieve their goals. A
survey once carried out asserts that there are students who even avoid the
sciences due to lack of self-efficacy. The perception of one’s ability which is
another term for efficacy can also be formed from the cradle of socialization
(the family). It is the goal of this work to link self-efficacy and family size
to students’ performance in biology and chemistry.
Three common theoretical threads are apparent in the
literature regarding family structure: social cognitive theory, attachment
theory, and the theory of moral absolutism. Each of these theoretical
frameworks provides conceptual underpinnings for the literature on family structure.
A closer look at each theory provides greater understanding of the subsequent
literature.
Social Cognitive Theory
The research on family structure is grounded in
Bandura’s (2002) social cognitive theory because the theory contends that human
development is influenced, in part, by environmental agents. Family structure
is an environmental agent that impacts human development and therefore student
achievement. According to Santrock (1997), social cognitive theory is “the view
of psychologists who emphasize behavior, environment, and cognition as the key
factors in development” (p. 44). Family structure is an environmental factor
that affects the development of students and, in turn, impacts student
achievement.
Attachment Theory
Attachment theory was first conceptualized by John
Bowlby and later refined by Mary Ainsworth (Bretherton, 1992). The theory
contends that a strong emotional bond with at least one primary caregiver is
crucial for healthy child development. Attention is given in much of the literature
to the child’s mother as the primary caregiver (Cavanagh & Huston, 2008).
Attachment theory offers insights into the depressed academic achievement of
students from some subgroups of non-traditional families. Further, it is
consistent with Pong’s (1998) platform that students from single-parent
households in which the mother is present can still experience competitive
academic achievement levels.
Theory of Moral Absolutism
The final framework for this literature review is the
theory of moral absolutism. This theory maintains that there are morally
correct and incorrect actions (Hawley, 2008). Moral absolutism suggests that
the morally correct way to raise a child is through a traditional family
structure that is comprised by two biological parents (or adoptive parents from
birth), one male and one female, cohabitating in a marital relationship.
Moral absolutism coincides with the Biblical ideal of
family and extends attachment theory to suggest that two parents are better
than one. This theory also offers insights into the academic achievement of
students based on family structure.
Interaction of Theories within the
Framework
The three theoretical frameworks discussed previously
interact to inform the causal-comparative study of the effects of family
structure on student achievement. The three theories are closely related and,
together, they serve as the foundation for the association between family
structure and student achievement. It is the interaction of the three
conceptual frameworks that serves as the cornerstone for understanding child
development and academic achievement as they relate to family structure.
Though school environment factors certainly influence
student achievement, Firestone and Riehl (2005) suggested that individual student
characteristics have the “strongest effects” (p. 15) on student achievement.
Individual student characteristics include family structure and composition.
Family demographics, therefore, can have a significant
impact on student achievement. A student’s family demographics could include a
non-traditional family or a traditional family. Various studies have found
evidence indicating an achievement gap exists between students from at least
one subgroup of non-traditional families and students from traditional families
(Angel-Castillo & Torres-Herrera, 2008; Bachman et al., 2009; Guidubaldi et
al., 1986; Hampden-Thompson, 2009; McLanahan and Sandefur (1994);
Hampden-Thompson’s (2009) comparative international study revealed a literacy
achievement gap between teenagers from two-parent households and teenagers from
single-mother households. The gap was significant in 12 countries, with the
greatest gap occurring in the United States. The National Center for Education
Statistics (1998) purported an achievement gap in classroom grades across
elementary, middle, and high school between students from single-parent
households where only one parent was involved in the child’s schooling and
students from two-parent households where both parents were involved in the
child’s schooling. Guidubaldi et al. (1986) found an achievement gap in
elementary school students between those from traditional families and those
from families of divorce, with the most prominent gap in achievement existing
between male students from those two categories.
Similarly, Waldfogel et al. (2010) reported an
achievement gap between students specifically from single-mother families and
students from traditional families. According to Angel-Castillo and
Torres-Herrera (2008), school dropout rates for Hispanic students were almost
doubled in students from single-parent families or blended families as compared
to students from two-parent families. Zill et al. (1993) concurred with their
longitudinal data, reporting 18-22 year old Americans from families of divorce
were twice as likely to have dropped out of high school as their peers from
traditional families, even after the researchers controlled for race, parental
education, and other child and family factors. Zimiles and Lee (1991) magnified
the gap by stating, “Students from stepfamilies and single-parent families are
almost three times as likely to drop out as their counterparts from intact
families (7% vs 20%)” (p. 316). International research supports the existence
of an achievement gap between students from single-parent families and students
from two-parent families in Nigeria (Uwaifo, 2008; Yara & Tunde-Yara,
2010). Research also supports the presence of an achievement gap between
students from single-mother families and students from traditional families
among low-income adolescents (Bachman et al., 2009). McLanahan and Sandefur
(1994) devoted a decade worth of research to the topic and their results
indicated an achievement gap exists between students from single-parent
households and students from two-parent households.
Not only does the literature indicate an achievement
gap exists for students from non-traditional families, research suggests an
achievement gap exists for schools with high concentrations of students from non-traditional
families. Collectively, lower reading and mathematics scores were linked to
schools with high populations of single-parent homes when compared to schools
with less than 25% of student homes being single-parent homes (Pong, 1997;
1998). Pong (1998) referred to this phenomenon as the “school compositional
effect” (p. 23). Individual demographics aside, attending a secondary school
with a high concentration of students from non-traditional families places a
student at a higher risk of experiencing academic difficulties in the areas of
reading and mathematics (Pong, 1998).
Much attention is given in the literature to
traditional families that become non-traditional families and the effects of
the change on children. This focus is on children that have not always been
classified as members of non-traditional families since conception. Whether
changes in family structure are one-time or reoccurring, the change from
traditional to non-traditional inherently creates family instability. Jeynes
(2006).
1.2 Statement
of Problem
Biology and chemistry are core and very important subjects in the
sciences. When there is a decline in these subjects, there is automatically is
a problem in the education system of that given country since science is
crucial and national aspiration of any given nation. A vast number of factors
have been attributed to the melanise one of these is the family size. Is this
in fact the case? If it is case how so?
The average family in Nigeria is faced with a lot of challenges and most
times financial and economic challenges rank number one. The parents in such
average family will probably not have much for the children. Since children
spend more time at home than other place, the home therefore is the foundation
of child socialization and therefore the level of confidence or self-efficacy
of any given child has a lot to do with the home.
1.3 Research
Questions
Does
the family size affect the performance of students in biology and chemistry?
Does
family birth order affect academic performance?
Does
self-efficacy have adverse impact on student’s academic performance?
1.4 Research
Hypotheses
Family
size affects the effectiveness and capabilities of student
Self-efficacy
can be a product of family birth order
Student’s
poor performance in biology and chemistry originates from family size and lack
of self-efficacy.
1.5 Purpose
of Study
The aim of this work is to determine the effect of the largeness of the
family and self-efficacy on students’ performance in biology and chemistry.
1.6 Significance
of Study
There is the need for the education system to acknowledge the impact of
child birth order and family size not just on students’ performance in biology
and chemistry, but on academic generally. The system could develop a policy
that makes up for such student so as to mitigate the adverse effect of family
size on the children and also work on the student’s psychology.
Even though we are in Africa and as such, little or nothing can be done
about family size in the immediate. Yet this work aims at educating parents and
would be parents on the adverse effect of lack of 100% attention on their
children due to the large size of the family or the birth order. It is the case
that first born often receive the best of attentions, naturally so, the second
third and subsequent children do not get as much thereby being disadvantaged.
1.7 Definition
of Key Terms
VICARIOUS EXPERIENCE: This is an experience where a given
observer witnesses the execution of an activity or activities by one or more
models which the observer holds to be difficult or stressful. It is a source of
efficacy expectations.
CHILD BIRTH ORDER: This is the position of a given child in a given
family in terms of the sequence of births among the siblings. For example a
second child in the family of four children is the second in the family’s child
birth order.
SELF EFFICACY: self-efficacy is the totality of an individual
belief in their own ability or effectiveness in dealing with specific
situations.
EXPERIENCE OF MASTERY: This is a performance based experience in which
case, a given individual successfully undertakes a task and this experience becomes
a pillar in self-efficacy.
FAMILY SIZE: This term denote the total number of children in
the family aside from the parent.
OUTCOME EXPECTANCY: This is defined as a person’s estimate that a
given behaviour will lead to certain outcomes.
MOTIVATION: This is a reaction that takes place in the mind
and is rooted in cognitive activities. It is the activation and persistence of
behaviour aimed at a given goal.
EFFICACY EXPECTATIONS: This is the conviction that one can successfully
execute the behaviour required to produce the right outcome.
PERSONAL MASTERY: This is when a given individual can really lay
claim to have faced directly a distressing or difficult task and through effort
and persistence overcame and got the expected and desired outcome.
COPING BEHAVIOUR: This is a mechanism created through cognitive
processes to combat stress or fear associated with activities that may be
threatening or difficult. It is a combination of mental and physical actions.
INITIATION: This is the commencement or activation of a mode
aimed at combating stressful or threatening situations. For example initiation of
coping behaviour.
PERFORMANCE ACCOMPLISHMENT: This is one of the sources of
efficacy expectations. It is the most important and veritable source of
efficacy information because it is based on personal mastery.
VERBAL PERSUATION: This is also a source of efficacy information.
As the name implies it has to do with verbal inducement or encouragement as a
psychological treatment of phobia.
PHOBIA/PHOBIC: It is an irrational or very powerful fear and or
dislike of given thing. Phobics are peoples who suffer from such disorders.
INDIVIDUAL STUDENT CHARACTERISTIC: This include a given student
family structure and composition.
NON-TRDITIONAL FAMILIES: These are families that are not comprising in
their entirety by two biological parents one male and one female.
EMOTIONAL/PSYCHOLOGICAL AROUSALS: This state is one of agitation
due to stress, fear or difficulty. It is a source of information for
self-efficacy.
TOPIC: FAMILY SIZE, SELF EFFICACY AND STUDENTS PERFORMANCE IN BIOLOGY AND CHEMISTRY
Format: MS Word
Chapters: 1 - 5
Delivery: Email
Delivery: Email
Number of Pages: 65
Price: 3000 NGN
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