INFLUENCE OF LEARNED HELPLESSNESS AND HOME BACKGROUND ON ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS’ IN FEDERAL CAPITALTERRITORY ABUJA, NIGERIA


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TABLE OF CONTENTS

Titled page
Abstract
Table of Contents
List of Abbreviations
Operational Definition of Terms

CHAPTER ONE: INTRODUCTION
1.1       Background to the Study
1.2       Statement of the Problem
1.3       Objectives to the Study
1.4       Research Questions
1.5       Research Hypotheses
1.6       Basic Assumptions
1.7       Significance of the Study
1.8       Scope and Delimitation of the Study

CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1       Introduction
2.2       Conceptual Framework
2.2.1    Concept of Home Background
2.2.2    Concept of Learned Helplessness
2.2.3    Concept of Academic Performance
2.2.4    Home Environment and Academic Performance
2.2.5    Learned Helplessness and Academic Performance
2.2.6    Relationships between Home Background and Academic Performance
2.3       Theoretical Framework
2.3.1    Theory of Learned Helplessness
2.3.2    The Learned Helplessness Model
2.3.3    Reformulation of the Learned Helplessness Model
2.3.4    The Theory of Cognitive Dissonance
2.3.5    Social Learning Theory
2.3.6    Self Determination Theory (SDT)
2.3.7    Maslow‘s Hierarchy of Needs Theory
2.3.8    Attribution Theory
2.4       Review of Related/Empirical Studies
2.4.1    Uniqueness of the study
2.5       Summary

CHAPTER THREE: METHODOLOGY
3.1       Introduction
3.2       Research Design
3.3       Population of the Study
3.4       Sample and Sampling Techniques
3.5       Instrumentation
3.6       Validity and Reliability of the Instrument
3.6.1    Validity of the Instruments
3.6.2    Reliability of the Instruments
3.7       Scoring procedure
3.8       Procedure for Data Collection
3.9       Procedure for Data Analysis

CHAPTER FOUR: RESULTS AND FINDINGS
4.1       Introduction
4.2       Demographic data of Respondents
4.3       Hypotheses Testing
4.5       Summary of Major Findings
4.6       Discussion of the Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1       Introduction
5.2       Summary of the Study
5.3       Conclusion
5.4       Recommendations
5.5       Suggestions of the Study
            References
            Appendices



ABSTRACT


The study employs correlation design in investigating the influence of learned helplessness and home background on academic performance among secondary school students in FCT, Nigeria. Three research questions and three research hypotheses guided the study. A sample of 290 students in the 2014/2015 academic session from public SSS was selected through cluster sampling techniques.143 males and 147 females from 209 urban and 81 rural public secondary schools were used. Three sets of research instruments were used to collect data: learned helplessness scale, home back ground scale and academic performance test in English Language and Mathematics. The learned helplessness scale and the home background scale were both validated through content validity and had reliability of .89 and .79. Simple percentages, frequency, mean, standard deviation, Pearson Product Moment Correlation (PPMC).The findings revealed that there is a statistical significant relationship between learned helplessness and academic performance of SSS students (r =-0.550, p= 0.000), there is a statistical significant relationship between academic performance and home background of SSS students (r= 0.465, p= 0.000) and there is a statistical significant relationship between home background and learned Helplessness of SSS students (r = 0.540, p= 0.000). The study therefore recommends that parent‘s should actively support the learning of their children in such ways as monitoring children‘s progress and communicating withschool personnel, tutor children at home to reinforce work done in school and acting as volunteer in schools as aides or in other roles. Seminars and workshops should be organize for the parents/guardians so as to equip them with necessary knowledge and skills so as to enable them play their role effectively as parents as they are the first teachers for their children and to redress problem of learned helplessness as its relate to their home background and academic performance.




CHAPTER ONE

INTRODUCTION

1.1              Background to the study


A key goal of education is to ensure that every student has a chance to excel, both in school and life. Increasingly, children success in school determines their success as adults, determining whether and where they go to college, what professions they enter and how much they can earn.Education is an omnipotent phenomenon and an invaluable gift to mankind which influences the survival and development of human societies and cultures. It is generally accepted as an instrument excellence for achieving national, societal and personal development. It is an effective remedy for the removal of poverty in the society. Education is needed to be able to exploit and increases the value chain of natural resources. It ensures and enhances citizens‘ active participation in the democratic processes and developmental activities. This implies that the level of development and prosperity attained in future by a country shall be determined by its level of educational development.

The home has a great influence on student‘s psychological, emotional, social and economic state in the view of Ajila and Olutola (2007), the home affects the individual since parents are the first socializing agents in an individual‘s life. The school is responsible for the experiences that makes up the individual‘s life during school periods, yet parents and individual‘s experiences at home play tremendous roles in building the personality of the child and making the child what she is (Uwaifo, 2008).Home background plays major role in student‘s life and outside of the school, is the most important influence on student learning and include factors such as socioeconomic status, two parents versus single-parent -households, divorce, parenting practice and aspirations, maternal characteristics, family size and neighbourhood (Majoribanks, 1996).......

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