Family Variables and Students’ Academic Achievement in English Language in Calabar Education Zone of Cross River State, Nigeria

Abstract

This study investigated family variables and students’ academic achievement in English language in  Calabar Education Zone of Cross River State, Nigeria. Variables examined were parenting style, parental level of education, home stress and their relationship with academic achievement of Senior Secondary Students in English language. The population of the study consisted of all the 80 public senior secondary schools in the study area with a sample of 633 students. The instruments used in the study were a structured questionnaire and an English language Achievement Test, while the one-way analysis of variance (ANOVA) and Pearson Product Moment Correlation were used to analyze data collected. The findings revealed that parenting style and home stress do not significantly influence students’ academic achievement, but parental level of education has a significant influence on their academic achievement. From the findings of the study, conclusion was drawn and recommendation proffered.