THE EFFECT OF FAMILY INTERACTIONAL PATTERNS ON ACADEMIC ACHIEVEMENT OF SECONDARYSCHOOL STUDENTS

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dc.contributor.authorFADAHUNSI, SEGUN DICKSON
dc.date.accessioned2018-01-29T11:42:05Z
dc.date.available2018-01-29T11:42:05Z
dc.date.issued1998-03
dc.descriptionA THESIS SUBMITTED TO THE POST GRADUATE SCHOOL AHMADU BELLO UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF: MASTER OF EDUCATION IN (GUIDANCE AND COUNSELLING) DEPARTMENT OF EDUCATION FACULTY OF EDUCATIONAHMADU BELLO UNIVERSITY ZARI A.en_US
dc.description.abstractThis i n v e s t i g a t i o n is on t h e e f f e c t of f a m i l y i n t e r a c t i o n a l p a t t e r n s on academic a c h i e v e m e n t of Ahmadu B e l l o U n i v e r s i t y D e m o n s t r a t i o n Secondary School S t u d e n t s. The four n u l l hypotheses s t a t e d for the i n v e s t i g a t i o n r e f l e c t s the r e s e a r c h problems o u t l i n ed above. Two i n s t r u m e n t s , an i n t r a - f a m i l y q u e s t i o n n a i re and s t u d e n t s ' academic score were used for c o l l e c t i n g the r e q u i r e d d a t a . The d a t a c o l l e c t e d from 290 s t u d e n t s randomly s e l e c t e d based on the g u i d e l i n e provided by K r e j c i e and Morgan (1970) for d e t e r m i n i n g sample size for r e s e a r c h a c t i v i t i e s0 The hypotheses were t e s t e d using s t a t i s t i c a l procedures which i n c l u d e t - t e s t and one-way a n a l y s is of v a r i a n c e . The p r o b a b i l i t y l e v e l of a c c e p t i n g or r e j e c t i n g of the hypotheses was s e t at 0 0 5 and the f i n d i n g s were as f o l l o w s: 1. There was no s i g n i f i c a n t d i f f e r e n c e between the academic achievement of t h e c h i l d r e n from r i c h homes and t h o s e from poor homes .2. There was no s i g n i f i c a n t d i f f e r e n c e between the academic achievement of c h i l d r e n whose parents are l i t e r a t e and those whose p a r e n t s are n o n - l i t e r a t e . 3. Family i n t e r a c t i o n s had s i g n i f i c a n t e f f e c t on academic achievement of the c h i l d r e n . 4. The number of c h i l d r e n in the family had no s i g n i f i c a n t e f f e c t on academic achievement. Based on these f i n d i n g s , recommendations were made as r e g a r d s ways of improving the academic achievement of s t u d e n t s in secondary schools,en_US
dc.identifier.urihttp://hdl.handle.net/123456789/9929
dc.language.isoenen_US
dc.subjectEFFECTen_US
dc.subjectFAMILY INTERACTIONAL PATTERNSen_US
dc.titleTHE EFFECT OF FAMILY INTERACTIONAL PATTERNS ON ACADEMIC ACHIEVEMENT OF SECONDARYSCHOOL STUDENTSen_US
dc.typeThesisen_US
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