Family background and students’ academic performance in English language in Calabar Educational Zone, CrossRiver State, Nigeria

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dc.contributor.authorSule, S.A.
dc.contributor.authorObieka, P.
dc.date.accessioned2023-09-20T14:41:27Z
dc.date.available2023-09-20T14:41:27Z
dc.date.issued2007
dc.descriptionScholarly article
dc.description.abstractThe study examined the influence offamily background on students' performance in English Language in secondary school in Calabar Educational Zone. The variables considered were the family size, and the language spoken by friends. Ex-Post - factor design was adopted. Two null research hypotheses were postulated and tested at 0.05 alpha level, using one-way analysis of variable (ANOVA) statistics. 500 senior secondary one (SS1) students were used as sample for the study. The selection was based on stratified random sampling drawn from a population offive thousand one hundred andfifty (1,150) students. Data were generated through the researcher-designed and validated questionnaire, and students' scores in English Language in Junior Secondary School Certificate Examination. Based on the results of the analysis, it was concluded that family background had a significant influence on students' performance in English Language. Finally, a number of recommendations were made
dc.identifier.citationSule, S. A. & Obieka, P. (2007). Family background and students’ academic performance in English language in Calabar Educational Zone, CrossRiver State, Nigeria. Journal of Nigerian Academics, 2(2), Pp. 213-221.
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/12605
dc.language.isoen
dc.publisherAssociation of Nigerian Academics
dc.relation.ispartofseriesJournal of Nigerian Academics; 2(2)
dc.titleFamily background and students’ academic performance in English language in Calabar Educational Zone, CrossRiver State, Nigeria
dc.typeArticle
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