Open AccessEmpirical study of the effect of type of family and extra lesson on students’ academic performance
Author(s) -
Anietie Edem Udokang,
Joseph Bamidele Odeyemi
Publication year - 2020
Publication title -
new trends and issues proceedings on humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2547-8818
DOI - 10.18844/prosoc.v7i3.5238
Subject(s) - psychology , mathematics education , value (mathematics) , test (biology) , academic year , mathematics , statistics , paleontology , biology
Extra lesson for students has been adopted by schools and families in Nigeria to enhance academic performance. The study was undertaken to investigate the effect of type of family and type of extra lesson on students’ academic performance. The students’ academic performance was from test administered jointly by the teachers and enumerators on 1,191 students in 24 randomly selected schools, eight each from the three senatorial districts. The effects of type of family, extra lesson and interaction between family and extra lesson were determined using a two-way analysis of variance. The result indicates that type of family (p-value = 0.021) and type extra lesson (p-value=0.001) have a significant effect on students’ academic performance, but the interaction between the two factors (p-value=0.081) does not have significantly effect. Further investigation revealed that students from monogamy family performed significantly better than those from polygamous families. Also, students involve in holiday lesson and home lesson did significantly better than those participating in school extra lesson. It is important that parents should have more time for their wards after school hours instead of transferring their responsibilities to the teachers by extending the school hours because of extra lesson.
Keywords: Extra lesson, family, academic performance, students’ enrolment, analysis of variance.