Parental Involvement and Cultural Practices on Secondary School Girls' Achievement and Attitude towards Chemistry

Simple item page
dc.contributor.authorOkafor, N
dc.date.accessioned2022-10-04T08:51:10Z
dc.date.available2022-10-04T08:51:10Z
dc.date.issued2018
dc.descriptionScholarly articleen_US
dc.description.abstractThis study examined parental involvement and cultural practices on secondary school girls' achievement and attitude towards chemistry. The extent to which school location (urban and peri-urban) could influence school girls' achievement and attitude towards chemistry was also determined. Three null hypotheses guided the study. A Correlational survey research design was adopted with a sample size of one hundred and sixty (160) SSS3 girls' selected from urban and peri-urban secondary schools in two of the Education Districts in Lagos State of Nigeria. The sample was drawn using stratified and purposive sampling techniques. Parental Involvement and Cultural Practices Scale (PICPS), Attitude Towards Chemistry (ATC) and Chemistry Achievement Results (CAR) were the instruments used for data collection. Validity and reliability indices for internal consistencies of the instruments were ascertained. Data collected were analyzed using t-test and Pearson Product Moment Correlation Coefficient. The results show significant relationship of parental involvement on girls' achievement and attitudes towards chemistry. The cultural practices on girls' achievement are not significant but a significant positive relationship of cultural practices on girls' attitude towards chemistry was detected. School location (urban and peri-urban) does not have significant influence on girls' achievement but urban location has significant influence on girls' attitude towards chemistry. The study recommends that the school authority should promote parents-teachers' forum, where they will be intimated on the importance of home enabling environment, and school learning materials on girls' achievement and positive attitudes towards chemistry. It concludes that Nigeria's industrialization, productivity and economic competitiveness could be in jeopardy if girls' participation, completion, retention, achievement and attitude towards chemistry are not assured due to socio-cultural expectations and parental poor involvement.en_US
dc.identifier.citationOkafor N. (2018). Parental involvement and cultural practices on secondary school girls’ achievement and attitude towards chemistry. In Z. C. Njoku; U. M. Nzewi & C.V. Nnaka. (Ed.); Perspectives on Science and Technology Education in Nigeria. Festschrift in Honour of Professor Eunice A.C.Okeke. Great AP Express Publishers Ltd, Nsukka, Nigeria, 160-170.en_US
dc.identifier.issnISBN: 978-8087-42-7
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11652
dc.language.isoenen_US
dc.publisherGreat AP Express Publisher Ltden_US
dc.subjectParental involvementen_US
dc.subjectCultural beliefsen_US
dc.subjectattitudeen_US
dc.subjectachievementen_US
dc.subjectUrban and Peri-urbanen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleParental Involvement and Cultural Practices on Secondary School Girls' Achievement and Attitude towards Chemistryen_US
dc.typeBook chapteren_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Parental involvement and cultural practices.pdf
Size:
11.44 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Science and Technology Education- Scholarly Publications