Influence of Socio-Cultural Factors on Senior Secondary School Students Academic Performance in Physics in Ebonyi State

Chidinma Nwadiuto Obioha, Otto Benneth Chinedu, Chidiebere K Duru

Abstract


This study investigated the social cultural factors on academic performance of senior secondary school students in physics in Ebonyi State. The study adopted a correlational research design. Two research questions and two null hypotheses guided the study. The population of the study comprised 8783 (4195 males and 4588 female) secondary school students. The sample for the study consisted 878 respondents drawn through two-stage sampling procedure. Two instruments were developed by the researcher from information gotten from extensive review of literature. They are: Social Cultural Questionnaire (SCQ), and Students Academic Performance Questionnaire (SAPQ). The instruments were face and content validated by three experts in Sociology, Psychology, Measurement and Evaluation; all from the Alex Ekwueme Federal University, Ikwo Ebonyi State respectively. The stability of Social Cultural Questionnaire (SCQ), was determined using Pearson’s Product Moment Correlation Coefficient which yielded a reliability index of r = 0.75. Kuder Richardson Formula 21 (Kr-21) method yielded reliability estimates of 0.76 for Students Academic Performance Questionnaire (SAPQ). Kuder Richardson Formula 21 (Kr-21) method was used since the items of the instrument had multiple choice questions. The data which was obtained through the administration of the instruments was analyzed using Pearson product moment correlation coefficient to answer the research questions and multiple regressions were used to test null hypotheses at 0.05 level of significance. Scheffe test was also done for a step-wise comparison of the means for /hypothesis which revealed the following findings: there is a significant influence among socio-cultural factor (tribal affiliates, traditional beliefs, cultures and occupation) on academic performance in physics. It was recommended that physics teachers endeavours to address students’ socio-cultural challenges in order to enhance student’s achievement and interest in physics.


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