CHILD-REARING PRACTICES AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATES OF FACULTY OF EDUCATION IN UNIVERISTIES IN RIVERS STATE

CHILD-REARING PRACTICES AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATES OF FACULTY OF EDUCATION IN UNIVERISTIES IN RIVERS STATE

CHILD-REARING PRACTICES AS CORRELATES OF ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATES OF FACULTY OF EDUCATION IN UNIVERISTIES IN RIVERS STATE

                                                                        BY

                                                IKPEAMA CHINENYE GLORIA

                                                                 (07032911647)      

                                                                       

                                                                        AND

                                                            T. A JAMABO (PHD)

                                                                   (08033361788)

ABSTRACT

This study investigated child-rearing practices as correlates of Academic achievement of undergraduate students in faculties of Education from three tertiary institutions in Rivers State. Four research questions and four hypotheses were formulated to guide the study. The sample size of 606 students was selected for the study through Krejcie and Morgan’s (1970) formula. Non-proportionate stratified and convenience sampling techniques were used to compose the sample. Child-Rearing practices questionnaire were used for this research work. The reliability coefficient of the instrument was 0.855 for Child-rearing Practices Questionnaire. Multiple regression was used to answer research questions 1- 3, for testing the corresponding null hypotheses, ANOVA associated with multiple regression was adopted. Research questions four, was answered using mean and standard deviation, while the corresponding null hypothesis was tested using Analysis of Variance (ANOVA). All hypotheses were tested using 0.05 level of statistical significance. The result revealed that authoritative, authoritarian and permissive child-rearing practice significantly correlated with academic achievement, Based on the findings, recommendations were made which includes that adequate premarital and post marital counselling should take place to educate parents and to be parents on the different and efficient child-rearing practice to adopt. Also, teachers and lecturers especially course advisers, should be knowledgeable about their students home background as it will enable them have a better understanding of the different aptitude, strength and weakness of the students.

Background

The home is the first society a child comes in contact with. It is an association of people closely united by blood, marriage or law and usually consists of father, mother, and children and in some cases close relatives such as grandparents, uncles and aunties. The home is basic to a child’s survival and existence. The home being the first point of call of the child is responsible for his socialization and preparation for adulthood.

The researchers are of the belief that a child’s overall development is formed and ascertained by variables within the home environment such as quality of the child-rearing style and the resources which are readily available in the family. Supporting this view, Scarr(1992) views the family as being the most complex and greatest socializing agent in which early social development occurs.How a child is raised, the family structure and environment, contribute to the outcome of that child, so also the child rearing pattern, his birth order and the social-economic status of his parents cannot be over emphasized.

Child rearing practices comprise training, teaching, nurturing and assisting the child but these vary according to cultural influence, parents personality, parents basic attitude towards children and child-bearing and role modeling (Onyekuru & Thompson 2012).Child-rearing practice is also the different ways in which parents employ in grooming, training, bringing up their children. Its main aim is to ensure an appropriate modified behavior of their children, starting from the early stages of their lives till the adult age so as to become responsible adults both to the family and to the society at large, (Zuru, 2017).

Baumrind (1973) attempted to link family interaction to children’s cognitive competence. She postulated three child-rearing styles which have consequences on the development and cognitive and social competence of the child. She added that these family types differ in value, behavior and standards of bringing up their children.

Child rearing practices have been categorized into three, namely: Authoritarian orAutocratic, Permissive parents or Laissez-faire and Authoritative ordemanding / Democratic

AuthoritarianParents do not leave any room for the “self” or “I” in the child. Physical force is used to enforce obedience from their children as they demand absolute obedience from their children. Parents here are controlling, they are obedience and status-oriented and expect their orders to be obeyed without explanation or questioning.  Authoritarian parent’s attempts to control, shape and evaluate the behavior and attitude of a child in accordance with a standard of conduct. (Hart, Newell &Oslen 2003). Also children with such parents tend to exhibit anxious and withdrawn behaviours, lack self-reliance, rely on significant figures to make decisions, diminishing their sense of personal values and responsibility (Grolnic as cited in Dzever (2015).

PermissiveParents in this category are not controlling but give little control over their children. Parents here are tolerant and accepting towards the child’s impulses. They are passive and of the belief that giving their children freedom and granting them good wishes are ways of showing love and affection as they value a child’s fundamental human right of freedom and expression and therefore give them some degree of independence, but despite the high provision of warmth, children raised by permissive parents are less likely to be intrinsically motivated, thus lacking persistence in approaching learning tasks. Children under such parenting are rarely punished (as parents use little punishment as possible) and given a greater opportunity to make their own decisions in life (Kang & Moore as cited in Dzever (2015). Parents in this category expect little from the children as regards to standard and progress. These parents are highly friendly and their children are allowed to make decisions as well as to carry them out at will. (Landry, Smith & Swank 2006). Baumrind 1973 noted that parents here make few demands for mature behavior and allow considerable self-regulation by the child. She found that children of permissive parenting are immature, lack impulse control and self-reliance and exhibits a lack of social responsibility and control. Middle-class families are more prone in this category than working class families (Onyekuru& Thompson 2012)

Authoritative Parents:Parents in this category of parenting features of both authoritarian and permissive attitude, here there is give and take and reasonable communication and rapport between the children and parents. (Onyekuru (2012). Parents here are high in both warmth and control and they require their children to be responsive to their rules and laws. Barber (1996) explained that the authoritative parents directs the child’s activities in a self-centered and rational manner respecting the child’s reasoning and encourages in a verbal way. Baumrind ascertained that authoritative parenting contains an expectation of mature behavior from the child and clear setting of standards by the parents firm enforcement of rules and standards using commands and sanctions where necessary, encouragement of the child’s independence and individuality.  Children in this category have a higher academic achievement, have stronger work orientation, higher educational aspiration, positive academic self-concept and achievement for personal internal goals,(Miller as cited in Dzever2015). Baumrind found that children raised with authoritative parenting are mature, responsible and more independent than other children. They also appear to be socially responsible.

Parents in this category believe in devoting love and affection to their children, they consider the needs and views of their children and practice explanation, discussion and reasoning. Children here are left to make their own decision but within the control of the family discussions and mutually established rules.

The style of parenting adopted in different homes affect the child’s disposition. This can be to the development of the child or to the deferment of his or her academic career. Atanda (2013).

Positive parenting does not only enhance the child’s cognitive development, it also aids in school related behaviors. Involving parents in this task of correcting school-related behavior a practice that has been used effectively in a variety of therapy approaches. (Laviguer, Paterson, Sheese & Peterson 1973). From the foregoing, the importance of positive parenting, warm home climate and child acceptance in students’ academic achievement cannot be over emphasized. Hence Aremu (2001) noticed that recent studies place high premium on the importance of positive parenting. He added that a warm and positive child-parent interaction could serve as a boast to academic achievement.

Academic achievement can be viewed as the child’s performance in school. It is the performance level of a student in a test or examination administered in a school setting. Academic achievement can be either high or low, it is said to be high when the students perform above average and achieve the instructional objective set by the teacher.  Low academic achievement on the other hand means that the student did not achieve the expected standard or goals or performed below average.

According to Busari (2000) Academic Achievement is the degree to which students, teachers and academic institutions have achieved the educational goals. Frank (2008) sees Academic Achievement as the degree or level of success attained at the end of an academic endeavor. Busari(2000) further explained that Academic Achievement has three dimensions, such as high, average and low academic achievement. The yard stick for measuring one’s academic performance of the individual is the test and examination, project etc. This measurement falls within the embrace of the psycho demographic learning environment. Emphasizing on the ways of its measurement. Days (2009) explained that Academic Achievement, can be measure by teacher-made test in each subject area, by grade point average, by students’ performance on test designed by a school district to measure the attainment of local school curriculum objectives or by standardized test designed to compare the performance of one group of student in relation to others.

The word Achievement refers to the act of attaining a desired objective, aim or level. Educationally, the word “Achievement” refers to an individual’s performance up to a desired level in a particular field.

With the inception of western education in Nigeria, assessment has been an important aspect of our educational system. The method of determining the academic ability of a student has been helping in putting students who are doing well in their next academic level in school. The school as a creation of community has students who are from different homes. The home activities go a long way in determining learners’ success. For instance, Bakare (1994) identified four causative phenomenon that could affect individual scholastic achievement, these are: the child’s attitude, family, school and society. Looking at the above phenomenon, parents here are the family, this stipulates that parental involvements are necessary or of utmost importance in the improvement of student academic achievement. Parental involvements includes a wide range of behaviors but it generally refers to parents’ mode of training and investment of resources in the child’s schooling. Parents’ involvement at home can include activities such as discussion on school, helping with home-work and reading with children. (Dauber, Epstein 1993).

Obidile, Amobi Uzoekwe & Akuezibo (2017) revealed that academic accomplishment has become an enormous task to accomplish by students recently, that poor academic performance were recorded both at the secondary and tertiary levels in Nigeria. The performance of students at all levels in educational institution in Nigeria has attracted much critisms from all and sundry from time immemorial (Obunadike, Nwogbo, Ada & Azubuike 2012). They further stated that in spite of activities which are intended to guide students and advisory activities being carried out in schools to improve the students’ academic performance, yet no major improvement is achieved yearly, and these has been a great concern to educationist, guidance counsellor in particular. These is due to the series of activities which are intended to guide students and advisory activities being carried out in schools to improve the students’ academic performance, yet no major improvement is achieved yearly Obunadike,Nwogbo Ada and Azubuike(2012) 

Statement of the problem

As revealed by different literature, the low academic achievement of students which could be on the increase if strategic measure are not put in place is worrisome not only to the school but also to the family and society as large. Since the home is the first point of contact with the child, where he spends valuable time with their parents and siblings, there is a possibility that parental influence directly or indirectly affects the children’s achievement motivation and performance level. A higher academic achievement can be achieved when the most appropriate child-rearing pattern is adopted, although the family structure the student finds himself in is also another factor influencing the academic achievement of students. Given this situation, the problem of the study therefore is to find out if the different child rearing practices correlates with academic achievement of undergraduate students.

 

The aim of this study is to find out if the Family variables correlate with undergraduates’ academic achievement. Specifically the study intends to achieve the following specific objectives:

 

1. To find out how authoritarian child-rearing style predict academic achievement of undergraduates in Faculty of Education in Universities in Rivers State.
2. To find out how authoritative child-rearing style predict academic achievement of undergraduates in Faculty of Education in Universities in Rivers State
3. To find out how permissive child-rearing style predict academic achievement of undergraduates in Faculty of Education in Universities in Rivers State.

 

The study was guided by the following research questions.

1. To what extent does authoritarian child-rearing style influenceacademic achievement of undergraduate students in Universities in Rivers state?
2. To what extent does authoritative child-rearing style influence academic achievement of undergraduates in Universities in Rivers State?
3. To what extent does permissive child-rearing style influence undergraduates in Universities in Rivers State?

 

The Following Null Hypotheses guided the study

 

1. There is no significant prediction between authoritarian child-rearing style and academic achievement of undergraduate student in Universities in Rivers State.
2. There is no significant prediction between authoritative child-rearing style and academic achievement of undergraduate students in Universities in Rivers State
3. There is no significant prediction between permissive child-rearing style and academic achievement of undergraduate students in Universities in Rivers state.

 

Methodology

The research designs used for this study were the Expost-facto and correlational research designs. Expost-facto design according to Nwankwo (2013) is a type of design that involves the collection and analysis of data about some variables which are already in place without manipulating any of them. According to the same author, correlational design involves the determination of relationship between two or more variables and the design normally indicates its direction and magnitude of the relationship.

Furthermore, the study is a correlational research because parenting styles were used to determine the magnitude and prediction of academic achievement among undergraduate students in the three Universities in Rivers State. None of the variables under investigation were manipulated by the researcher.

Population

This consist of all three hundred level students from the faculty of Education in the three public institutions in Rivers State, namely University of Port Harcourt, Rivers State University and Ignatius Ajuru University of Education. The number of students in each school are as follows: Ignatius Ajuru University of Education = 1,379; Rivers State University = 4,774; and University of Port Harcourt = 5,539. This made the population of the study to total 11,692.

 

A sample of 606 students was drawn from Faculties of Education in the three institutions and was used as the sample for the study. The sample size was determined based on the minimum sample size recommendation of Krejcie and Morgan (1970) who suggested a minimum sample size of 370 for a population size between 10,000 to 15,000. Given this sample size, the researcher decided to increase the sample size to aid for greater generalization of findings.

To draw the sample size for the study, the non-proportionate stratified and convenience sampling techniques were used. The non-proportionate sampling technique was used because the researcher drew 250 respondents from each institution irrespective of the size of the population. Furthermore, the convenience sampling technique was used because the researcher administered the instrument to any available member of the population until the required size from each institution was attained.

Two instruments were used for this study. The first instrument is the Child-Rearing Style Questionnaire (CSQ) which was adapted from Robinson, Mandleco, Olsen and Hart (1995) and modified by the researcher to suit the present study. It has 10 items each on authoritarian, authoritative and permissive child-rearing practice.

 Section A of the instrument provided personal information on the respondents’ gender, family income status, family structure and birth order.  The section B contained 10 items each on the three child-rearing styles which will be assessed using the modified four-point Likert scale of Strongly Agreed, Agreed, Disagree and Strongly Disagree scored 4, 3, 2, and 1 points respectively. Therefore, the minimum and maximum score from each sub scale is 10 and 40 respectively.

The second instrument was course examination (semester examination plus continuous assessment) conducted by the departments of the faculty of education of each of the three universities. The results of the respondents in the semester examination were collected from the respective departments in the faculty of education of each university. The examination items or questions were set and conducted by each university. The results collected were converted to standard scores before used for analyses.

 

Internal consistency reliability coefficients of the (CRSQ) was authoritarian, authoritative and permissive child-rearing styles had correlational coefficient r- of 0.831, 0.884, and 0.910 respectively. Generally, the CRSQ yielded a correlational coefficient of 0.855. Computed with the help of Pearson Product Moment Correlation method. Socio-economic status questionnaire had a reliability coefficient of .706 using Cronbach alpha.

 

Results

The scores on students’ academic performance were first converted to T-score before they were used for analysis. For testing the corresponding null hypotheses, ANOVA associated multiple regression analysis was adopted. Research questions were answered using mean and standard deviation, while their corresponding null hypotheses were tested using Analysis of Variance (ANOVA). All hypotheses were tested using 0.05 level of statistical significance.

HYPOTHESES TESTING

Hypothesis One: There is no significant prediction between Authoritarian child-rearing practice and academic achievement of undergraduate students in the Universities in Rivers State.

Table 1: Simple regression analysis of prediction of authoritarian parenting styles on undergraduates’ academic achievement.

Model	R		R2		Adj R2		Std. Error of Estimates
	0.133		0.018		0.016			9.91
Analysis of Variance (ANOVA)
Model		Sum of Squares		df		Mean Square		F	Sig
Regression		1072.099		1		1072.099		10.896	0.001
Residual		59427.901		604		98.391
Total		60500.000		605

 

The result analyzed showed the prediction of authoritarian parenting style on academic achievement of undergraduate students in Rivers State. As shown in Table 1 the multiple correlation coefficient (R) is 0.133, the coefficient of determination (R²) is 0.018, and the Adj R²is 0.016 with a standard error of estimation is 9.91. Based on the adjusted R² of 0.016, it can be deduced that only about 1.6% of the variation in academic achievement of undergraduates in Rivers State can be explained by the prediction of authoritarian parenting styles, while the remaining 98.4% of the variance maybe accounted by other variables not included in the model. In addition, when this value was subjected to ANOVA associated with simple regression, an F-value of 10.896 was gotten at 1 and 604 degrees of freedom, with a corresponding p-value of 0.001. From the obtained p-value which was lesser than 0.05, the chosen level of significance, it can be seen that authoritarian child-rearing style has a significant independent prediction on academic achievement of undergraduate students in Rivers State. The null hypotheses was therefore rejected.

Hypothesis Two: There is no significant influence between Authoritative child-rearing practice and academic achievement of undergraduate students in Rivers State.

In order to provide answer to research question two and the corresponding null hypothesis, the scores of undergraduate students on the authoritative child-rearing practice from the Child-Rearing Style Questionnaire (CSQ) was used to predict their obtained academic achievement scores using simple linear regression. Thereafter, the obtained results were subjected to an ANOVA associated with simple linear regression. The result obtained after the analysis of the research questions and the corresponding null hypotheses are shown in Table 2 below

Table 2: Simple regression analysis of prediction of authoritative parenting styles on undergraduates’ academic achievement.

Model	R		R2		Adj R2		Std. Error of Estimates
	0.160		0.026		0.024			9.8985
Analysis of Variance (ANOVA)
Model		Sum of Squares		df		Mean Square		F	Sig
Regression		1558.364		1		1558.364		15.969	0.000
Residual		58941.636		604		97.585
Total		60500.000		605

 

The result analyzed showed the prediction of authoritative parenting style on academic achievement of undergraduate students in Rivers State. As shown in Table 4.2, the multiple correlation coefficient (R) is 0.160, the coefficient of determination (R²) is 0.026, and the Adj R² is 0.024 with a standard error of estimation is 9.89. From the adjusted R² of 0.024, it can be deduced that only about 2.4% of the variation in academic achievement of undergraduates in Rivers State can be explained by the prediction of authoritative child-rearing styles, while the remaining 97.6% of the variance maybe accounted by other variables not included in the model. In addition, when this value was subjected to ANOVA associated with simple regression, an F-value of 15.969 was gotten at 1 and 604 degrees of freedom, with a corresponding p-value of 0.000. From the obtained p-value which was lesser than 0.05, the chosen level of significance, it can be seen that authoritative child-rearing style has a significant independent prediction on academic achievement of undergraduate students in Rivers State. The null hypotheses was therefore rejected.

Hypothesis Three: There is no significant prediction between permissive child-rearing practice and academic achievement of undergraduate students in Rivers State.

The answer to research question three was obtained by using simple linear regression to predict students’ academic achievement from their reported scores on permissive parenting style. After the analysis, the result was further subjected to ANOVA associated with simple linear regression. The results for both the research questions and the hypothesis are presented below

Table 3: Simple regression analysis of prediction of permissive parenting styles on undergraduates’ academic achievement.

Model	R		R2		Adj R2		Std. Error of Estimates
	0.93		0.009		0.007			9.9647
Analysis of Variance (ANOVA)
Model		Sum of Squares		df		Mean Square		F	Sig
Regression		525.257		1		525.257		5.290	0.22
Residual		59974.743		604		99.296
Total		60500.000		605

 

According to the shown in Table 3, when the scores of students on permissive child-rearing style was used to predict the academic achievement of students, a multiple correlation coefficient (R) of 0.093, a coefficient of determination (R²) of 0.009, and an Adj R² of 0.007 with a standard error of estimation is 9.96 were obtained. From the adjusted R² of 0.007, it can be deduced that only about 0.7% of the variation in academic achievement of undergraduates in Rivers State can be explained by the prediction of permissive child-rearing styles, while the remaining 99.3% of the variance maybe accounted by other variables not included in the current model. In addition, when this value was subjected to ANOVA associated with simple regression, an F-value of 5.290 was gotten at 1 and 604 degrees of freedom, with a corresponding p-value of 0.000. From the obtained p-value which was lesser than 0.05, the chosen level of significance, it can be seen that permissive child-rearing style has a significant independent prediction on academic achievement of undergraduate students in Rivers State. The null hypotheses was therefore rejected.

 

DISCUSSIONS

Discussions of findings

From research findings one, it is revealed that authoritarian child-rearing practice style has a significant independent prediction on Academic achievement of undergraduates in Universities in Rivers state. This findings here means that the application of high demand and low warmth parents use on their children significantly influence the academic achievement of the children. This above finding is in disagreement with the findings of Doghor(2002) which revealed that there is a negative correlation and no relationship between authoritarian child-rearing practice and academic achievement. The findings is also in disagreement with Norlizah& Hew (2015) who revealed that authoritarian child-rearing practice showed a negative relationship on undergraduate academic performance which means that lower academic achievement with authoritarian parent among undergraduate.

Research findings two revealed Authoritative child-rearing practice has a significant independent prediction on academic achievement of undergraduate students in Rivers state. This findings therefore mean that the application of high parental wamth, support, affection, control and responsiveness on the child significantly influence the academic achievement of the child. This is in agreement with the study of Atanda (2013) that there is a significant difference between academic achievements of students from authoritative / democratic homes. It is also in support of Zinnatual et al (2016) which showed that academic results has positive correlation with authoritative child-rearing style when used by both the mother and father. They believe that authoritative child-rearing style facilitates increase in academic performance of children. This findings that authoritative child-rearing style has a significant independent prediction on academic achievement can be explained from the fact that authoritarian child-rearing lays emphasis on discipline of children, an essential personality trait which should be pursued to make the children emotionally stable and self-reliant. This emotional stability and self-reliance is essential for academic achievement. Authoritative child-rearing practice is associated with a wide range of positive outcome of which academic performance is one of them, also increased competence, self-esteem and a positive peer group association, they are motivated, competent and achievement oriented, socially competent. Nwagwu (1995) asserted that a warm house climate, child acceptance and loving parents are likely to produce children with much higher skills. These is in support of Steinberg, Elmen and Mount (1989) that adolescents who described their parents as treating them warmly democratically and firmly are more likely than their peers to develop positive attitudes towards and beliefs about their achievement and as a consequence are more likely to do better in school.

Also in support of these findings, Aremu (1999) found that students whose parents adopt the democratic style of child-rearing practice fare better in their performance than their counterpart.

From research findings three, it is revealed that Permissive Child-rearing practice has a significant prediction on Academic achievement of undergraduates in universities in rivers state. These findings therefore mean that the application of low demand and high warmth significantly influence academic achievement. This is in agreement with the study of Dzever (2015) which showed a positive and significant relationship between permissive child-rearing practice and academic achievement. He believed that permissive parenting is among the main predictive variables influencing students’ academic performance. It is also in support with Doghor’s findings which said there is a positive relationship that is very low between academic achievement and male and female permissive child-rearing practice style. This findings though is in disagreement with Norlizah& Hew (2015) who found out that there is no significant relationship between permissive and undergraduate’s academic performance. Supporting this view is some literature reviewed which says that parents who adopt this method are more child-centered than their counterparts. They do accept their children’s impulse and rarely respond negatively or become angry at their children’s misbehavior. They are quick to express love and affection but rarely express anger annoyance or impatience. They make little demand for matured behavior. Consequently they have a high self-esteem, better social skills and lower levels of depression. They are likely to be involved in problem behaviour and may perform less well in school. Similarly Taylor (1995) asserted that children here scored lower grades in school.

CONCLUSIONS

On the basis of the research finding, the following conclusions were drawn.

Authoritarian and authoritative practice of Child-rearing practice has a significance independent prediction on Academic achievement of undergraduate students in Rivers state while permissive practice of child-rearing practice does not. This shows that method and manner in which parents adopt in bringing up, training and grooming their children has a huge influence on their academic achievement. Findings also reveal that the family structure a student finds himself in does not necessarily affect his academic achievement. However students from two parents family had the highest academic achievement followed by student from step parent families then one parent families. Student from Guardian homes had the least academic achievement.

RECOMMENDATIONS

            It is recommended that Marriage counsellors include Child-rearing practice in pre-marital counselling as an introduction, thereafter seminars be organized for new parents.

            It is recommended that when parents are choosing a child-rearing practice or a combination, they should consider adopting child-rearing practices that are high in demandingness especially authoritative style of child-rearing practice and to a lower extent, authoritarian style. The use of practices that are low in demandingness such as Permissive such be avoided. This recommendation is imperative as authoritarian and authoritative child-rearing practice styles have proved to correlate with academic achievement.

            It is recommended that teachers and lecturers especially course advisers have 1^st hand knowledge about the student’s home background. This will enable them to have a better understanding of the different aptitudes, strengths and weakness of the students. It will also help in the capitalizing on the diversity of the students and design the instructional material that will accommodate a wide range of learners with variations in family background.

 

REFERENCES

 

Barber B.K, Stoltz H.E. &Oslen J.A (2005) Parental support psychological control and   behavioural control: assessing relevance across time, culture and             method.           Monographs    of the societyfor research in child development. 70            (4)1-137

 

Days, L. B (2009) Environmental factors as predictors to academic achievement. New York.        Macgeaw-Hills

 

Dzever (2015) The impact of Home environment factors on Academic performance

of senior secondary school students Garki Area District Abuja, Nigeria

 

Frank, B (2014) Factors affecting students’ performance in high school. New York books.
 

Kang, Y. & Moore, J. (2011).Parenting style and adolescents’ school performance in        mainland China. US–China Educ. Rev. B, 1, 133–138.90

 

 

Obidile J.I, Amobi S.C, Uzoekwe H.E &Akuwzio J.A (2017) Perceived factors influencing          academic performance of students in accouting in secondary schools in Anambra state.         Journal of Humanities and social science (IOSR-JHSS) Vol 22 (2) pp 96-99

 

Obunadike J.C, Nwogbo V.N Ada A. &Azubuike K. (2012) Challenges to higer education in       Nigeria: implications for educational management paper presented at the 7^th annual             Education and development conference. March 5^th- 7^th. Bangkok, Thailand 103-114

 

Onyekuru& Thompson 2012, Family Psychology Dynamics and Therapeutic 

Dimensions.Adyudo press owerri.

 

Ushie, M. A, Emeka, J. O. Onanga, G. I &Owolabi, E. O (2012). Influence of family structure     on students academic performance in Agege Local Government Area, Lagos State,      Nigeria. European Journal of Educational Studies 4(2), 22-28.

 

Zuru M. 2018, Parenting styles, self-concept and Academic achievement

motivation as correlates of School adjustment of secondary school students in Rivers State, Nigeria. Unpublished thesis, University of Port Harcourt.

 

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