Review of Related Literature
Chapter II / Review Of Related Literature
2.0: Introduction The second chapter deals with the review of the related past studies and literature published in journals, books, e-journals and e-books in context with the relationship between Home Environment and Academic Achievement; Mental Health and Academic Achievement; Emotional Intelligence and Academic Achievement and Procrastination and Academic Achievement. It is expected that this review of the studies will help to find out what the researcher has investigated and found about the relationship of Home Environment, Mental Health, Emotional Intelligence and Procrastination in relation to Academic Achievement in other related studies. Moreover, it might also enable to identify the presence of any research gap. The review of the studies might further assist to support the methodology that will be followed for the present study.
2.1: Home Environment and Academic Achievement 2.1.1: Studies related to Home Environment and Academic Achievement conducted in Abroad Egunsola (2014) in the study investigated the influence of home environment on academic performance of senior secondary students in Adamawa State. The results showed all the independent variables of home environment have significant influence on students‘ performances in Agricultural Science at the secondary school. The study recommended that parents and other significant persons should make students‘ homes conducive and stimulatory to learning not only the school subjects but education in general. The study investigated by Obeta (2014) on the home environmental factors affecting the academic performance of the students of secondary schools in Abia state in Nigeria. The findings of the study indicated that a number of home environmental factors can enhance the academic performances of students like provisions of adequate educational materials to the students, teaching, and supervision of the students work at home by parents, Enrolment of the students in a good school, the existences of cordial relationship, love and care in the student‘s family, the academic level of the students‘ parents and positive attitude towards education, provision of modern gadgets at home and good communication network in the home among others, all contributes immensely to the students‘ academic performances. This 107
Chapter II / Review Of Related Literature implies that home environment plays a vital role in the children‘s academic performance. Based on the findings, the researchers recommended that the parents in spite of their busy schedule should make out time to sit down with their children or wards and check their children‘s academic work, direct them where necessary, discuss the academic problems of their children with their teachers or school guidance counsellors so as to detect the student‘s problems early enough and tackle it before it affects the students. An investigation was carried out by Yunus et al. (2014) on the effect of family environment on student‘s academic performance and adjustment problems among year one students of School of Health Technology Keffi, Nasarawa State ranging between the ages of 16 – 20 years. The results of the study revealed that family environment has no effect on Academic performance of the student; also there is no gender difference in school adjustment and academic performance of the participants. However, it was found that the family environment has some effect on school adjustment. The study further suggested the need for parents to pay attention on their relationship with their children. Daleure et al. (2013) conducted a quantitative study examining the effect of home environment and family involvement on the educational experience of students in a federally funded college in the United Arab Emirates (UAE) as well as links between these factors and students‘ academic achievement. Results of the study indicated that academic performance was linked to specific family involvement behaviours— categorized as enablers— financial, logistical, and physical supports; influences— interaction intended to shape values, opinions, and attitudes; and engagements— direct and demonstrable interaction— and to specific home environment factors including parents‘ marital statuses, gender, family size, presence of siblings in college or university, parents‘ education levels, and mother‘s working status. Ogbemudia and Aiasa (2013) studied the influence of home environment on the academic performance of primary five pupils‘ in English Language in Orhionmwon Local Government Area of Edo State. Four variables were considered which include parental academic background, parental economic status, parental marital status and parental home location. The result obtained from the study at 0.05 level of significance shows that parental academic backgrounds, parental economic status, parental marital status and parental home location have significant influence on 108
Chapter II / Review Of Related Literature primary five pupils academic performance in English Language hence the null hypotheses were rejected while the alternative hypotheses wee retained. The results implied that home environment has significant influence on the academic performance of primary five pupils‘ in English Language. Roksa and Potter (2011) defined social background as a combination of parents' current class location and their own family backgrounds. Using data from the Panel Study of Income Dynamics and its Child Development Supplement, the authors examined how different categories of social background are related to parenting practices and children's academic achievement. The results offer novel insights into the transmission of class advantage across generations and inform debates about the complex processes of cultural reproduction and cultural mobility. An investigation was carried out by Tope (2011, as cited in Parveen, 2014) on the effects of study habits on the academic performance of students, using some selected senior secondary school in Ijebu- Ode Local Government Area of Ogun State as a case study. The results indicated that family background, peer group pressure, personality type of the students and the school environment, all affect the reading habits of the students in secondary schools. Based on the findings, the study suggested that appropriate parental counselling programme needs to be organized for parents that will educate them on how to motivate their wards to cultivate good study habits in order to enhance their academic achievement (p. 64). Similarly, Williams (2011) attempted to explore the ways in which the family, school, and community environments contribute to the academic success of urban, African American high school graduates from low-income, single-parent families. Findings of the study revealed that protective factors across multiple contexts of students‘ lives contributed to their academic success despite adversity. Eight themes emerged from participants‘ responses:- education specific parenting practices, non-traditional ways of supporting education, maintained kinship networks, school as an agent of families, resilience promoting features of schools, supportive relational networks within the community, promoting ecological resilience to improve student outcomes, and relational strategies to promote educational resilience. Yuping (2011) in his article incorporated the teachers‘ perspectives of the importance of the children‘s family background into the examination of teachers‘ evaluations of children‘s learning capacity and their expectations for the children‘s future school attainment, using a unique dataset from rural Gansu in northwest China. 109
Chapter II / Review Of Related Literature The analysis of the study revealed that teachers‘ perceptions of the importance of children‘s family background are closely associated with teachers‘ evaluations and educational expectations of children, beyond children‘s academic achievement and their family‘s actual socioeconomic situations; and teachers‘ expectations at early time point help to predict children‘s later school persistence. To investigate the relationship between academic achievement motivation and home environment among standard eight pupils Muola (2010) conducted a study on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. A significant (p