Research works have shown that nature of parental discipline affects
academic outputs of children (Aremu, 2000) parent in their bid to
discipline their children have been found to be authoritative democratic
or permissive. Children whose parent are authoritative more than not
live in constant fear of such parent and may most likely transfer such a
fear to significant others in the school environment such children have
low self-worth, in security, and may found it difficult to consult with
teachers. Oluwole and Oluwole (2000) found that the degree of self
efficiency and anxiety manifest by learners determine their academic
performance on the other hand, children from permissive home are too
complacent, unmotivated and lack personal will to succeed. The
democratic style of parenting has found to be very helpful to teaching,
learning situation. Here, children receive punishment that is
commensurate with the offence committed. Such children are strong willed
and ready for success. Aremu (2000) observes from a study that
undergraduate that receive democratic types of parenting perform better
than their counterparts from autocratic homes.
Social studies has
been linked to poor teacher’s performance in terms of accomplishing the
teaching task, negative attitude to work and poor teaching hands which
have attributed to poor motivation coupled with the influence of home
background (Ofaegbu 2004). It has also been observed that conditions of
family (socio-economic status). Peer group influence and general
conditions of infrastructure as well as instructional material in public
secondary schools in Kwara State are poor which has influenced how
student learn and their overall academic performance (Oredein, 2009).
Other factors that may contribute to students academic performance
include, relationship between the students and the teaching teacher
teaching experience and qualification.
Bamigbade (2009) found
that parents socio-economic status have significant relationship with
students academic performance such attributes according to Bamigbade
(2009) include parents educational status parenting style occupation
types, emotional stability of the parent and status in the community.
The concept of poor academic performance according to Aremu (2000) is a
performance that is adjudged by the examinee/testee and some other
significant as falling below an expected standard. The interpretation of
this expected or desired standard is better appreciated from the
perpetual cognitive ability of the evaluation of the performance. The
evaluator or assessor can therefore give different interpretations
depending on some factors.
Bakare (2004) described poor academic performance as any performance
that falls below a desired standard. The criteria of excellence can be
from 40 to 100 depending on the subjective yardstick of the evaluator or
assessor. For example, a 70% performance of senior secondary 3,
students in junior secondary English language examination is by all
standard a very good performance. However, a cursory look at the
performance and the individual examined and the standard of the
examination he or she took could reveal that the performance is a very
poor one. On the other hand, a J.S.S 2 students performance of 37% in
S.S 3 mathematics can be said to be a poor performance when in actual
fact the performance is by all standards a very good one. This shows
that the concept of poor academic performance is very relative and this
depends on so many intervening variables.
