Influence of Culture on Academic Performance of Secondary School Students
Abstract
This study was on Influence of culture on academic performance of secondary school students. Three objectives were raised which included; Identify and analyze the cultural factors that impact secondary school students’ academic performance, examine the role of cultural stereotypes and identity in shaping students’ academic self-concept and performance and investigate how different learning styles and pedagogical approaches align with or diverge from the cultural backgrounds of students impact on academic achievement. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
The influence of culture on the academic performance of secondary school students is a multifaceted and dynamic aspect of education. Culture encompasses a wide range of factors, including beliefs, values, traditions, language, family structures, and societal norms. These cultural elements can significantly impact how students approach their studies, engage with the educational system, and ultimately perform academically.
Different cultures place varying degrees of importance on education. In some cultures, academic achievement is highly valued and prioritized, while in others, different aspects of personal and social development may take precedence. (Hamedani, 2017).
Language is a fundamental component of culture. Students whose first language differs from the language of instruction may face language barriers that affect their ability to understand and express themselves academically.
Cultural norms and parental expectations can significantly influence students’ motivation and commitment to their studies. For example, cultures that emphasize academic excellence may lead to higher parental involvement and support for educational pursuits. (Cummins, 2000)
Cultural stereotypes can affect students’ self-perception and confidence in their academic abilities. Negative stereotypes can create “stereotype threat,” which can hinder performance due to the fear of conforming to those stereotypes.
Cultural differences in learning styles and preferences may not align with the teaching methods employed in schools. Recognizing and accommodating diverse learning styles can improve academic outcomes.
The concept of cultural capital suggests that students from different cultural backgrounds may possess varying levels of cultural resources and knowledge that can impact their educational attainment. (Phinney & Haas, 2003).
The influence of peers and family members from the same cultural background can shape students’ attitudes and behaviors toward education. Peer pressure, family support, and role modeling all play roles in academic performance.
In some cultures, gender roles and expectations regarding education can vary significantly. Cultural norms related to gender can impact access to educational opportunities and the choices students make in their academic pursuits.
Culturally responsive teaching practices recognize and honor students’ cultural backgrounds, making learning more meaningful and engaging for students from diverse cultures. (Suizzo, 2007).
Schools with a diverse student body should foster an inclusive and respectful environment that acknowledges and celebrates cultural differences. This can positively impact the academic performance of all students.
Culture exerts a profound influence on the academic performance of secondary school students. Understanding and respecting the cultural diversity of students is crucial for educators, administrators, and policymakers to develop effective and equitable educational strategies that support the success of all students, regardless of their cultural backgrounds.
Statement of the problem
The academic performance of secondary school students is significantly influenced by cultural factors, including cultural values, language disparities, parental expectations, and societal norms. Understanding the extent and nuances of this influence is essential for educators, policymakers, and stakeholders to develop effective strategies that address the unique needs and challenges of culturally diverse student populations. Consequently, there is a need to investigate and analyze the impact of culture on the academic performance of secondary school students comprehensively, in order to enhance educational equity and achievement for all students.
Objective of the study
The primary objective of this study is to comprehensively examine and understand the multifaceted influence of culture on the academic performance of secondary school students. Specifically, the study aims to:
- Identify and analyze the cultural factors that impact secondary school students’ academic performance.
- Examine the role of cultural stereotypes and identity in shaping students’ academic self-concept and performance
- Investigate how different learning styles and pedagogical approaches align with or diverge from the cultural backgrounds of students impact on academic achievement.
Research Hypotheses
H1: there is no cultural factors that impact secondary school students’ academic performance
H2: there is no role of cultural stereotypes and identity in shaping students’ academic self-concept and performance
Significance of the study
The significance of a study on the influence of culture on the academic performance of secondary school students is multifaceted and holds relevance for various stakeholders, including educators, policymakers, parents, and students themselves. Here are the key aspects that highlight the significance of such a study:
- Enhancing Educational Equity: Understanding how culture affects academic performance is critical for promoting educational equity. Recognizing and addressing disparities based on cultural backgrounds can lead to more inclusive and fair educational practices, reducing achievement gaps.
- Improved Teaching Strategies: Findings from the study can inform educators about the diverse learning styles and needs of students from different cultural backgrounds. This knowledge can lead to the development of more effective teaching strategies that cater to the unique requirements of culturally diverse classrooms.
- Culturally Responsive Education: The study can highlight the importance of culturally responsive teaching practices. Educators can benefit from insights into how to adapt their teaching methods to engage and support students from various cultural backgrounds, creating a more inclusive and culturally sensitive learning environment.
- Parental Engagement: The study can help parents understand the impact of their cultural beliefs and expectations on their children’s education. It can encourage parents to engage more actively in their children’s academic journeys, leading to improved support and guidance.
- Policy Development: Policymakers can use the study’s findings to develop informed policies that address cultural disparities in education. This can include initiatives to promote diversity, equity, and inclusion in schools, as well as targeted support for students facing specific cultural challenges.
Scope of the study
The scope of the study covers Influence of culture on academic performance of secondary school students. The study will be limited to selected secondary schools in Uyo
Limitation of the study
Influence: ability to have effect on someone or something
Culture: the ideas, customs, and social behavior of a particular people or society
Academic performance: the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
References
- Schneider, B. and Reichers, A. E. (1983) On the etiology of climates. Personnel Psychology, 36, 19-39.
- Sergiovanni, T. J. (2001) The Principalship: A Reflective Practice Perspective, 4th edn (Needham Heights, MD: Allyn and Bacon).
- Snowden, P. T. and Gorton, R. A. (2002) School Principalship and Administration (New York: McGraw-Hill).
- Taylor, R. T. and Williams, R. D. (2001) Accountability: threat or target? School Administrator, 58(6), 30-33. The
- Texas Education Agency (1999-2000) Texas• Student Assessment Program Technical Digest for the academic year 1999-2000. NCS Pearson, Harcourt Educational Measurement, Measurement Incorporated, and Beta Inc.
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