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Family Variables As Correlate with Secondary School Students’ Participation In Practical Agricultural Science

FAMILY VARIABLES AND SECONDARY SCHOOL STUDENTS’ PARTICIPATION IN AGRICULTURAL SCIENCE PRACTICAL

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CHAPTER ONE: INTRODUCTION

  1.1       Background to the Study

The family occupies an important position in the life of a child. It is the family that a child is born and nurtured until when he becomes an adult to take care of himself/herself. According to William (2011), the first type of training a child receives in life starts with the family. It is through this institution that the cultural, social and moral behaviour, as well as proper integration into the society, is transmitted.

Everyone starts life in a family, irrespective of the kind of family.  Family as the major unit of socialization is very vital for the development of a child. It is with this unit that the child first identifies himself before the ethnic group or the society at large. The family has a great influence on students’ psychological, emotional, social and economic state. In the view of Ajila (2014), the state of the family affects the individual’s life. In recent times, families show different attitudes towards the participation of their children in practical agricultural science and both favorable and unfavourable attitudes of the parents have effects on the participation of their children in agricultural science practical session.

Family Variables As Correlate with Secondary School Students’ Participation In Practical Agricultural Science

Thus, family variables refer to those qualities of family structure, marital status, parental educational attainment, socio-economic status among others. Moreover, family variables have been of great importance in shaping the performance of students in schools worldwide. This is because academic work is usually as a result of motivation that students get from the people they interact with in their initial stages of life. Rouse (2008) found out that student who came from more disadvantaged families are involved in practical agricultural science more than their counterparts in less disadvantaged families. The relationship between parental resources and students’ participation in practical agricultural science has received a great deal of attention in the economic literature in African countries.

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Guo and Harris (2009), observed that in Ghana and South Africa, students’ participation in agricultural science practical was strongly associated with their parents’ educational attainments, marital status, and socio-economic status among others. The strong correlation between parental income and students’ participation in Agricultural science is one of the major findings in the literature on the determinant of students participation in agricultural science practical (Whiteman, 2009).

Family Variables As Correlate with Secondary School Students’ Participation In Practical Agricultural Science

Psychologists and sociologist have long been aware of the importance of family in a child’s development. Grey (2006) defined family as a kinship group linked by blood and marriage and occupying a common household. It is the basis of all human societies; as such it assumes certain common and broadly social, economic and psychological obligations towards its members.

The family is a social unit in any society and it is the source of early stimulation and experience in children (Collins, 2007). The family influences the child at the earliest possible time of his/her life, a time when his/her, mind is most receptive. It provides the first impression which may last through the whole of the child’s life. The child often sees the parents, siblings, and things in their immediate environment to be most significant and they are capable of promoting or diminishing him or her in self-worth and academic achievement (Ekanem, 2006).

Family Variables As Correlate with Secondary School Students’ Participation In Practical Agricultural Science

1.2       Statement of the Problem

The quality of any society depends on the nature of personalities produced by the family through value inculcation. These values keep changing from time to time due to socio-economic status, educational attainment and technological changes. Nwosu (2006) noted that the complexities of modern society have created confusion in the family system such that even glaringly unacceptable conducts (Cheating unruly behaviour in children etc) are being tolerated or inappropriately handled to stem the web. This is contributing to the fast decay in the national educational system and the refusal by students to participate in agricultural science practical.

Therefore, it is necessary to examine the perceived family variables in the relationship with the participation in agricultural science practical in secondary schools by the students. Barrow (2008) observed that the amount of time one spends with a person is one of the main determinants of how significant that person is in his life and the influence he has on his/her attitude, values and behaviour. This will have implication for socialization, education and economic living among the different families. It is against this background that the study sought to investigate the extent to which family variables such as parental level of education, marital status of the parents and socio-economic status relates to students participation in agricultural science practical in secondary schools by the students.

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