CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
There are factors involved in students’ academic performance, some of which stem from within and outside of an individual. Those that come from within are termed intrinsic, and others that come from outside are called extrinsic. These factors are some total of what we make out of life including daily interaction in the environment. On this note, social factors are those that come from outside which influence learning process. They further enhance studies outcome and tell to the extent we function in varieties of ways (Emmanuel, 2010).
Social factors are those factors that originate from our daily interaction in the environment. They involve two or more people coming together to discuss and have a focus on life here and beyond. This form of interaction encourages learning to some reasonable extent (Denga, 2012). From the social aspects, anxiety (social anxiety), communication, teaching methods, etc. These factors are combined and act towards academic performance which could be low or high, depending on what it is believed to have been made out of it.
The Ministry of Education, Rivers State (2018) currently frown at the outcome of students’ report card and in junior West African Examination Council (WAEC) in their respective schools, making different researchers to put the blame on different factors like that of teachers’ attitude, school location, Socio-economic background of students, including families where they are from.
Education is geared towards performing a given task upon graduation or completion of studies, and failure to do the expected is sad and disheartening in its actual sense. When a student performs above average, such a student/learner is said to be a high achiever and if a student performs below the expected standard, he or she is termed a low or an underachiever. Academic underperformance is observed to be a discrepancy between student (learner) in school performance and his or actual ability. Students are affected differently on their performance of a given task in school including that of social studies as a core subject in the junior secondary system. While one student may excel and come out well in a particular area, some may have difficulty thereby performing low in social studies.
1.2 Statement of the Problem
Academic performance of students in public junior secondary schools has become a thing of concern to parents, school authorities, Government, teachers, stakeholders etc. The Ministry of Education, Rivers state currently frowns at the outcome of student’s report cards and in Junior West African Examination Council (WAEC) in many subjects especially Social Studies in their respective schools, making different researchers to put the blame on different factors.
The practice of education confronts students with meaningful and necessary discontinuities in their intellectual and social experiences. Various studies have found that many students tend to have little or no interest in Social Studies classes. Most of the time, the majority of the students do not attend or go for Social Studies classes. One begins to wonder what factor is responsible for this anomaly among public junior secondary school students in Port Harcourt Metropolis. It is on this note that the need arose to effectively investigate social factors and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis.
1.3 Objective of the Study
The purpose of the study is to investigate the impact of agents of socialization on the academic performance of social studies students
The specific objectives are:
1. To find out the relationship between gender and students’ academic performance in social studies in public junior secondary schools in Port Harcourt Metropolis.
2. To examine the relationship between school location and students’ academic performance in social studies in public junior secondary schools in Port Harcourt Metropolis.
3. To determine the relationship between socio-economic background of parents and students’ academic performance in social studies in public junior secondary schools in Port Harcourt Metropolis.
1.4 Research Question
The following research questions have been formulated to guide the study.
1. What is the relationship between gender and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis?
2. What is the relationship between school location and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis?
3. What is the relationship between socio- economic background of parents and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis?
1.5 Research Hypothesis
The following hypotheses have been used for the study.
1. There is no significant relationship between gender and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis.
2. There is no significant relationship between school location and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis.
3. There is no significant relationship between socio-economic background of parents and students’ academic performance in Social Studies in public junior secondary schools in Port Harcourt Metropolis.
1.6 Significance of the Study
The significance of the study lies in its potential to provide valuable insights into how various agents of socialization, such as family, peers, schools, and media, impact the academic performance of social studies students. Understanding these influences can inform educators, policymakers, and parents on strategies to optimize students' learning environments and support their academic success. Additionally, the study may contribute to the development of interventions aimed at addressing any negative influences and enhancing positive ones, ultimately improving educational outcomes for social studies students.
1.7 Scope of the Study
This study focuses on investigating the impact of agents of socialization on the academic performance of social studies students in public junior secondary schools in Port Harcourt Metropolis. It encompasses examining the roles played by family, peers, schools, media, and other socializing agents in shaping students' academic achievements within the context of social studies education. The research will involve data collection from multiple sources, including surveys, interviews, and academic records, to provide comprehensive insights into the subject matter. By concentrating on public junior secondary schools in Port Harcourt Metropolis, the study aims to offer localized findings that can be applied to improve educational practices and policies in the region.
1.8 Limitations of the Study
Despite its significance, this study has several limitations. Firstly, the research is confined to public junior secondary schools in Port Harcourt Metropolis, which may limit the generalizability of findings to other educational contexts. Additionally, the study's reliance on self-reported data from surveys and interviews may introduce response bias and limit the accuracy of information collected. Resource constraints, such as time and funding, may also affect the comprehensiveness of data collection and analysis. Furthermore, the study may face challenges related to the availability and accessibility of academic records and information from participating schools. These limitations should be considered when interpreting the results and implications of the study's findings.
1.9 Definition of Terms
1. Agents of Socialization: Individuals, groups, institutions, or any other entities that influence the socialization process of an individual. They include family, peers, schools, media, and religion, among others.
2. Academic Performance: The level of achievement or success a student demonstrates in their academic pursuits, typically measured through grades, test scores, or other assessments.
3. Social Studies: A field of study that encompasses various disciplines such as history, geography, sociology, political science, economics, and anthropology, with the aim of understanding social relationships, structures, and processes.
4. Impact: The effect or influence that agents of socialization have on the academic performance of social studies students, which could be positive, negative, or neutral.
5. Students: Individuals who are enrolled in educational institutions and are the focus of the study, specifically those studying social studies.
6. Family: The primary socializing agent composed of individuals related by blood, marriage, or adoption, who play a crucial role in shaping the values, beliefs, and behaviors of children.
7. Peers: Individuals who are of similar age and social status, with whom students interact and form relationships outside of their family circle.
