Abstract:
Household conditions play very crucial role in children‟s academic performance. The
purpose of the study was to examine the relationship between household conditions
and academic performance of students in selected Senior High Schools in Mfantsiman
Municipality. The theories employed in this study were ecological systems theory and
the household production theory. The study also employed quantitative approach and
descriptive survey design. Stratify and random (proportional) sampling techniques
were employed to select 104 respondents for the study. Questionnaire were used for
data collection and continuous assessment records of sampled students were also
analyzed. The findings of the study show a significant positive relationship between
household conditions, parental involvement in education and students‟ academic
performance. It was revealed that the higher the socio-economic status of parents the
higher the performance of students. Again, the lower the socio-economic status of
parent the lower the academic performance of students. However, there were some
exceptions where some students from low socio-economic background perform
academically better than those from high socio-economic background due to high
intelligent quotients (natural endowment). This study further revealed the strongest
positive relationship between parental involvement and academic performance of
SHS students. The more parents get involved in the education of their children, the
better the academic performance of their children and the less parents get involved in
the education of their children, poorer the academic performance of such children. It
is therefore recommended that, parents should play a leading role in their children‟s
education by playing active role for an improvement in academic performance.
Description:
A thesis in the Department of Social Studies,
Faculty of Social Sciences, Submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Social Studies)
in the University of Education, Winneba
DECEMBER, 2020