Influence of Home Background and Classroom Interaction on Students’ Achievement in Basic Science in Upper Basic Schools in Kano State

Okereke Chinyere Emily, Abubakar Saadatu Mohammed

Abstract


The purpose of the study was to examine Influence of Home Background and Classroom Interaction on Students’ Achievement in Basic Science in Upper Basic Schools in Kano State, Nigeria. A simple survey design was adopted for the study. Stratified random sampling technique was used to select 250 JSS II students. Two instruments namely; Home Background Questionnaire for Students (HOBAS) and Classroom Interaction Questionnaire (CIQ). The result indicated that there is significant influence of the students’ home background and achievement in Basic Science in Upper Basic Schools in Kano State, Nigeria (F=1.491, p< .05), the result indicated that there is no significant influence on students’ classroom interaction and achievement in Basic Science in Upper Basic Schools in Kano State, Nigeria. (F=1.260, p> .05). In conclusion, the result of the study clearly showed that there is significant influence of the students’ home background on achievement in Basic Science in Upper Basic Schools in Kano State, Nigeria and also there is no significant influence of the students’ classroom interaction and achievement in Basic Science. The result was recommended that: teachers should encourage more interaction in the classroom and allow more extraordinary events to happen in the classroom; Peer discussions should be incorporated into classroom interactions so as to raise the productivity of interaction and cooperation amongst them. Parents should endeavor to look after their children and provide them with the necessities for good education. 



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