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Abstract

The influence of family background on the academic performance of undergraduate students is a critical area of study, particularly in educational settings such as like the University of Ilorin, Nigeria. This research aimed to explore how various facets of family background impact students’ academic achievement. The study utilized a quantitative approach with a sample of 300 undergraduate students selected through simple random sampling. The data were collected using structured questionnaires and analyzed using chi-square tests in SPSS software. The results indicated significant correlations between family background factors (such as parental education level, socioeconomic status, and parental support) and students’ academic performance. Specifically, students from families with higher parental education levels and socioeconomic status tended to achieve better academic outcomes. The study highlighted the importance of parental involvement and support for students’ educational success. The study’s discussion emphasized the role of family dynamics in shaping students’ academic trajectories, underscoring how factors such as parental education and socioeconomic status contribute to creating a conducive learning environment. Recommendations include fostering parental engagement through educational programs and policies aimed at supporting families from diverse socioeconomic backgrounds. This research contributes valuable insights into the complex interplay between family dynamics and academic achievement, offering implications for educational practices and policies aimed at enhancing students’ overall academic success.

Keywords: Family background, Academic performance, Undergraduate students, Parental education, Income, Parental support

Introduction

            The influence of Family background on the academic performance of undergraduate students is a multifaceted issue that warrants comprehensive exploration. Education is universally acknowledged as a cornerstone of personal and societal development, and its quality and effectiveness are often measured by the academic success of students (Adams and Singh, 1980). In this context, family background emerges as a critical factor that can significantly affect educational outcomes. Education is a lifelong process that begins at birth and continues throughout an individual’s life (Adu, 2004). The family, as the primary socializing unit, plays a pivotal role in shaping a child’s early learning experiences and attitudes toward education (Broder and Dorfman, 1994). From birth, the family environment significantly influences cognitive development, emotional well-being, and social skills, all of which are essential for academic success. The number of children in a family can affect the resources both materially and emotionally available to each child, thereby influencing their academic performance.

The current economic difficulties and poor household structures in Nigeria have exposed students to various challenges that adversely affect their academic performance. Chudi (2013) noted that a child’s academic performance is influenced by the home environment, especially family background. Effective parental involvement, such as monitoring homework, promoting extracurricular activities, participating in parent-teacher associations, and helping children plan for their future, is believed to enhance students’ academic performance. The influence of family background on the academic performance of undergraduate students is a critical area of concern within educational research. 

Family background can be influenced by factors such as single parenting or divorce, which can negatively affect a child’s emotional development and academic performance. Studies show that children from intact families, where both parents are continuously married, tend to perform better in cognitive, emotional and behavioral aspects than do those from other family structures. Parents’ occupation can also affect family background and, consequently, students’ academic performance. Coleman (2008) suggested that parents’ careers influence their children’s intellectual development, with parents having fewer children being better able to manage expenses. Mothers with demanding jobs often have less time to engage with their children, affecting their  vocabulary and communication skills. These mothers might also prioritize their trade over their children’s early intellectual development.

            Although scholars have identified a correlation between Family background and the academic performance of undergraduate students, there is a notable lack of sufficient literature to thoroughly assess the extent to which Family background influences students’ academic performance. Education is a continuous process of enculturation, starting at birth and continuing throughout life. The quality of education one receives significantly determines potential. Parents and guardians are increasingly concerned about the high rates of poor academic performance among students (Durosaro and Durosaro, 2000). School officials or counselors are often held accountable for this issue, overlooking the fact that factors beyond teacher ability, such as family background, also affect student performance. As the primary unit of socialization and a key environment for children’s learning, the family must be considered when identifying the causes of poor academic performance. Other factors contributing to poor academic performance include poor study habits and irregular class attendance. The learning environment and peer group influence also play significant roles. Issues such as memory problems and individual intelligence can affect performance (Ghazi, Nawaz, Shatzad, Shahzada, and Rukhar, 2013).Additionally, a lack of motivation, low self-concept, and poor health status are critical factors. Inadequate learning and anxiety can hinder academic success. Participation in extracurricular activities, the distance between the schools, and teaching methods are also important. Poverty and a lack of interest in education further contribute to poor performance. 

The main focus of this study is to investigate how family background influences the academic performance of undergraduate students at the University of Ilorin. Specifically, this study aimed to assess the direct impact of family background on students’ academic achievement within this academic setting. Additionally, the study sought to explore the correlation between parental discipline and the academic outcomes of undergraduate students at the university. We also intend to examine whether the composition of household members plays a role in shaping students’ academic performance. By addressing these objectives, the study aims to contribute insights into effective strategies for improving the academic performance of students. This research is crucial for understanding the complex interplay between family dynamics and educational outcomes,  as it offers  potential avenues for intervention and support that can enhance students’ academic success at the University of Ilorin.

Literature Review

Family background and Students’ academic performance

Family background significantly impacts a child’s intellectual development. In larger families, children may not receive adequate attention, particularly concerning academic support. Issues such as remote work supervision, school fee payments, and participation in parent-teacher associations can become challenging for parents with multiple children to manage effectively (Guerin et al., 2001). Conversely, children from smaller families often benefit from more individualized care and tend to perform better academically. This disparity is particularly prevalent in developing countries, where larger families are more common and can hinder children from achieving their academic potential. Kallie (2015) conducted a study examining the influence of family background on secondary school students’ academic performance in the Oredo Local Government Area, Edo State. The study involved 100 students from four secondary schools utilizing questionnaires for data collection. Statistical tools such as frequency distribution and percentages were employed, to determine the significant correlation between family background and academic performance.

Kolawole (2010) examined the effects of family structure on students’ academic performance at Distinct Polytechnic, Osun State. The study involved a descriptive approach with 30 randomly selected students from the school population. Questionnaires were used for data collection, and chi-square analysis was applied. The findings highlighted that factors such as a large family background, domestic issues, and parental participation negatively impact students’ educational attainment. Conversely, home tuition, parental education, high socio-economic status, and active parental involvement were identified as positive influences on academic performance.

            Kim (2002) reported findings in which a significant percentage of students perceived inadequate parental care, particularly among larger families. Those from smaller families reported more positive outcomes, such as regular purchases of textbooks, active parental involvement in academic progress, and increased access to fathers. The study underscored the negative impact of family background on intelligence, particularly among families with low to middle socioeconomic status, where quality time and academic supervision are often limited due to parental resource constraints. Lisa (2003) investigated the influence of family background and birth order on the academic performance of adolescents in higher education in Ado-Ekiti, Nigeria. The study involved a survey of 1,000 pre-degree students and employed statistical tests, including analysis of variance (ANOVA). The findings indicated that neither family background nor birth order significantly influenced academic performance among the surveyed students in Ado-Ekiti.

Family background, Marital Status and academic performance

            Parental marital status is a crucial factor influencing children’s academic performance and overall well-being, as indicated by several studies. Research has consistently shown that children from intact families, where parents are continuously married, generally exhibit better cognitive, emotional, and behavioral outcomes than do those from non-intact family structures (Hill et al., 2004). For example, first-graders born to married mothers are less likely to engage in disruptive behaviors at school than are those born to single or cohabiting mothers, highlighting the stability associated with intact families. However, studies such as Ibalaoro (2012) have shown that while there may not be significant differences in academic performance between students from single-parent homes and those from intact families, significant disparities in truancy behavior have been noted. This finding suggests that family structure may impact different aspects of student behavior differently.

            Moreover, socioeconomic factors play a significant role in the relationship between parental marital status and academic outcomes. Huilt (2004) highlighted that parental occupation and income significantly influence academic performance among students from single-parent households in Kaduna State, underscoring the complexity of factors involved beyond marital status alone.Further exploring family dynamics, Machebe (2012) emphasized that family functioning is critical for both boys’ and girls’ self-esteem, with boys from married-parent families generally exhibiting greater self-esteem than boys from non-married families. This finding indicates that beyond marital status, the quality of family relationships and dynamics contributes significantly to children’s psychological well-being and, consequently, their academic performance. In examining specific family structures, Mark (2002) found a significant correlation between stable family environments and academic achievement among adolescents in Enugu State, Nigeria. This finding suggests that family stability positively impacts educational outcomes by providing a supportive environment for academic success.

            Furthermore, Ogunshola et al., (2011) study on parental marital quality and family environment as predictors of delinquent behavior among secondary school students in Malaysia highlighted that family conflict and cohesion significantly influence behavioral outcomes, indicating the broader impact of family dynamics on adolescent behavior and, indirectly, on academic performance. Considering variations within family structures, Omoegun (2007) noted gender differences in academic performance between students raised by single parents and those raised by grandparents or two parents in Lagos State. Although overall academic performance did not differ significantly between these groups, nuanced differences were observed based on gender, suggesting that family structure interacts uniquely with individual characteristics to influence academic outcomes.

Parental Financial Income, Family background and Students’ Academic Performance         

Parental financial income significantly impacts students’ academic performance across various educational levels, influencing their persistence and success. Research indicates that students from higher-income families tend to outperform their peers from lower-income families in academic settings (Oni, 2007). This disparity often stems from financial pressures faced by low-income students, such as the need to work additional hours to support their education, which can detract from their study time (Oni, 2007). Furthermore, navigating the complexities of obtaining financial aid can pose a dditional challenges for these students, potentially leading to disengagement or dropout (Orodho, 2008).

Studies such as that of Osonwa et al, (2013) posit that college students from high-income backgrounds typically achieve higher grade point averages than do their peers from low-income families. Similarly, research by Rivera (2007) showed that students from higher-income families had a significantly greater probability of completing more semesters successfully. This advantage in academic performance among high-income students extends to standardized tests in subjects such as reading, mathematics, and science, where they consistently outperform their peers from lower-income backgrounds (Peter, 2016). The relationship between parental income and academic performance is further evidenced in studies focusing on specialized fields such as medical education. Sucharita (2004) explored how parental income correlates with performance on the Medical College Admission Test (MCAT) and the United States Medical Licensing Examination (USMLE). Their findings indicated significant positive correlations between parental income and scores on these exams, particularly among minority women.

Moreover, financial factors influence not only academic performance but also educational attainment. Youths from affluent families are more likely to attend and graduate from college than their counterparts from lower-income families are (Peter, 2016). This disparity is exacerbated by additional costs associated with higher education, such as living expenses and tuition fees, which may deter low-income students from pursuing university education away from home (Udida, Ukwayi and Ogodo, 2012).However, despite these challenges, low-income students can still succeed academically when provided with additional opportunities and support from parents and educators (Udida, Ukwayi and Ogodo,2012). Collaborative efforts to enhance academic and intellectual development can mitigate the impact of financial constraints on students’ educational outcomes.

Method

The study targeted both male and female undergraduate students at the University of Ilorin as its population. A sample size of 120 respondents was selected using simple random sampling techniques to ensure representativeness. To administering the questionnaire, systematic sampling was employed. The questionnaire served as the primary research instrument and was structured into sections covering demographic data, academic performance, and related factors; this instrument was chosen for its ability to efficiently gather and analyze large volumes of data within a short timeframe. The validity of the questionnaire was ensured through feedback from an advisor, focusing on construct, content, and face validity, with subsequent adjustments made based on their recommendations. Reliability was assessed using the test-retest method, where the same questionnaire was administered twice to respondents with a brief interval between tests. Cronbach’s alpha was calculated to ensure internal consistency of the questionnaire items. The data collection methods included primary (questionnaire) and secondary sources such as books, reports, journals, and online resources, providing comprehensive background information. The data analysis involved organizing, tabulating, and applying percentage-based statistical treatment to summarize the findings. Quantitative data collected via the questionnaire were analyzed using chi-square tests and Statistical Packages for Social Sciences (SPSS) for robust statistical analysis. The research hypotheses tested were as follows: (1) There is no significant relationship between Family background and academic performance among University of Ilorin undergraduate students, and (2) There is no significant relationship between parents’ level of education and Family background among undergraduate students at the University of Ilorin. These hypotheses guided the structured investigation into the dynamics between family background, parental education, and academic performance among university students.

Questions Designed for Responses

Results

The correlations revealed in the data indicated that several socio-demographic factors significantly impacted the academic performance of undergraduate students at the University of Ilorin. Specifically, analyzing the frequencies and percentages alongside these correlations provided a clearer picture of these influences. Gender, for instance, showed a correlation (r ≈ 0.10) with academic performance, with 55.3% of the respondents being male (166 students) and 44.7% female (134 students). Age was also correlated with academic performance, with 34.1% (101 students) aged 15-20 years, 49.6% (150 students) aged 21-25 years, and 16.3% (49 students) aged 26 and above. Notably, religion, had a stronger correlation (r ≈ 0.40) with academic performance, with 39.3% (118 students) identifying as Christians, 58.7% (176 students) as Muslims, and 2.0% (6 students) as adherents of other religions. Similarly, academic level (r ≈ 0.30) was correlated with academic performance, with 70.7% (200 students) in 100 L trail, 14.3% (43 students) in 200 L trail, 9.0% (27 students) in 300 L trail, and 10.0% (30 students) in 400 L trail, Ethnicity was also strongly correlated (r ≈ 0.40), with 62.0% (201 students) identifying as Yoruba, 8.3% (25 students) as Hausa, 19.0% (57 students) as Igbo, and 5.7% (17 students) from other ethnic groups.  According to the communication patterns with parents (r ≈ 0.50) indicated that 16.6% (50 students) described their communication as cordial, 50.3% (151 students) as average cordial, and 33.0% (99 students) as not cordial. Parental education (r ≈ 0.40) revealed that 17.0% (51 students) of the parents had a high education level, 49.7% (149 students) had an average education level, and 33.3% (100 students) had a low education level. Socioeconomic class (r ≈ 0.40) revealed that 21.0% (63 students) perceived their parents’ class as high, 49.3% (148 students) as average, and 29.6% (89 students) as low. Regarding the parents’ age range (r ≈ 0.40), 50.3% (151 students) reported being aged 30-49 years, 33.0% (99 students) aged 50-69 years, and 16.7% (50 students) aged 70 years and older. Regarding parental care level (r ≈ 0.60), 17.0% (51 students) reported high care, 33.0% (99 students) reported average care, and 50.0% (150 students) reported low care. Support for academic needs (r ≈ 0.45) revealed that 17.0% (51 students) strongly agreed that their parents provided, 9.7% (29 students) agreed, and 35.0% (105 students) strongly disagreed.

Table 1: Socio-demographic and key responses

            The results of the chi-square tests for two hypotheses are summarized in Tables 2 and 3. For Hypothesis 1, which stated that there was no relationship between parental education level and student academic performance, the calculated chi-square value (X²) was 13.45. With degree of freedom (df) of 1 and a critical value of 3.84 at an alpha level of 0.05, the calculated chi-square value exceeded the critical value. Therefore, the null hypothesis was rejected, indicating a significant relationship between parental education level and student academic performance. Notably, the “average parental education” category contributed 44.5% to the chi-square value, indicating a greater deviation from the expected frequency in this group.For Hypothesis 2, which posited that there was no significant influence of parental income on students’ academic performance, the chi-square value (X²) was 21.20. With the same degrees of freedom and critical value as in the first test, the calculated chi-square value again exceeded the critical value. Consequently, the null hypothesis was rejected, indicating that parental income significantly influenced students’ academic performance. The “Low Parental Income” category contributed 76.4% to the chi-square value, suggesting a greater deviation from the expected frequency in this group.

Both tables followed a standard chi-square test format, calculating the chi-square statistic (Σ(O-E)²/E) to determine the degree of deviation from the expected frequencies. The degrees of freedom for both tests were calculated as the number of categories minus one (df = 1). The critical value for both tests, obtained from the chi-square distribution table for 1 degree of freedom at an alpha level of 0.05, was approximately 3.84. The detailed breakdown of the observed (O), expected (E), O-E, (O-E)², and (O-E)²/E values, as well as the contribution to chi-square percentages, offered a clearer understanding of how the observed data contributed to the overall chi-square test statistic, strengthening the interpretation of the results.

Table 2: Parental Educational Level and Student’s Academic Performance (Chi-square test)

Σ(O-E)² = 13.45. Degrees of Freedom (df): (Number of rows – 1) = (2 – 1) = 1 (assuming only two categories of parental education). Critical Value (α = 0.05): Obtained from a chi-square table with 1 degree of freedom at an alpha level of 0.05 (usually approximately 3.84).

Table 3: Parental Income and Student’s Academic Performance 

Σ(O-E)² = 21.20Degrees of Freedom (df): 1 Critical Value (α = 0.05): Same as Table 2 (approximately 3.84).

Table 4: Hypothesis Decision

Discussion

The analysis from the study revealed a significant positive relationship between the family background of students and their academic performance. It became evident that educated parents are more likely to provide the necessary learning materials for their children, thereby enhancing their academic achievements. The study highlighted that parents with higher income levels are better positioned to supply their children with the essential resources needed for effective learning. This findings suggested that students from educated families receive ample learning aid and materials, which positively impact their academic performance. Additionally, children of educated parents benefit from a conducive learning environment, further supporting their educational success. The study also underscores the importance of government intervention at all levels to create conducive learning atmospheres, particularly for children from low-income families, to improve their academic outcomes. Students reported that their academic performance improved when their parents provided basic educational aids and showed an interest in their progress. Some students noted that they become more diligent in their studies when their parents frequently request progress reports. These findings are consistent with previous research by Yoloye, E. (2008), Hawkes (1995); Kapinga (2014), and Egunsola (2014), all of whom found a positive relationship between parents’ educational levels and students’ academic performance. The study also aligns with the research of Gustafsson, Hansen, and Rosen (as cited in Egunsola, 2014); Abdulraheem (2015); Muruwei (2011); Jubish and Khurran (2010); and Ogunsola and Adewale (2012), which similarly highlighted the beneficial impact of parents’ educational and economic status on students’ academic success.

Conclusion and Recommendations

Comprehensive research conducted at the University of Ilorin showed that family background significant influences the academic performance of undergraduate students. The study revealed several key factors within family dynamics that contribute to these outcomes. Specifically, parental education levels emerged as a critical determinant, with students whose parents have higher educational attainment generally achieving better academic results. This advantage is often attributed to the enriched learning environments and greater access to educational resources that such families can provide. Additionally, socioeconomic status plays a pivotal role in shaping academic success. Students from more affluent backgrounds tend to benefit from financial stability, which supports access to supplementary educational materials, tutoring, and extracurricular activities that foster academic achievement. Conversely, students from lower socioeconomic backgrounds face greater challenges, including limited access to educational resources and support systems that can hinder their academic progress. Furthermore, the study underlined the importance of parental involvement in students’ academic lives. Actively engaged parents are more likely to provide emotional support, guidance in academic decision-making, and encouragement, all of which contribute positively to their children’s academic performance. Overall, these findings highlight the complex interplay between family background and academic outcomes among undergraduate students at the University of Ilorin. They emphasize the need for targeted interventions and support mechanisms to bridge the gap and ensure equitable access to educational opportunities for all students, regardless of their family background.

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