IMPACT OF HOME ENVIRONMENT ON STUDENT’S ACADEMIC PERFORMANCE IN NASARAWA-WEST SENATORIAL DISTRICT PUBLIC DAY SECONDARY SCHOOLS

Abstract

This study investigated the influence of the home environment on students' academic performance in public day secondary schools in Nasarawa-West, Nasarawa State. Specifically, the study aimed to determine how parental educational background, family size, and parental socioeconomic status within the home environment affect students' academic outcomes. A descriptive survey research design was employed. The target population included 65 principals and 900 teachers. Using stratified and simple random sampling techniques, a sample of 20 principals and 100 teachers was selected. Data were collected using a 30-item questionnaire with a four-point Likert scale (Strongly Agree=4, Agree=3, Disagree=2, Strongly Disagree=1). The mean score threshold was set at 2.50. The findings revealed that: Parental educational background positively impacts students' academic performance, with a mean of 3.03 and a standard deviation of 1.03. Family size influences students' academic performance, with a mean of 3.61 and a standard deviation of 0.18. Socioeconomic status positively affects students' academic performance, with a mean of 3.19 and a standard deviation of 0.77. Therefore, it is recommended that parents remain actively involved in their children's academic affairs to foster improved academic achievement. Parents should also be encouraged to develop strategies to enhance their income, ensuring the sustainable provision of basic and school-related needs. Furthermore, governmental and non-governmental organizations should support disadvantaged parents through empowerment initiatives and the creation of socioeconomic opportunities.

DOI: https://doie.org/10.10318/SER.2025592185