Influence of Environmental Roles on Students academic Performance in Agricultural Science in Secondary Schools in Emohua LGA of Rivers State, Nigeria

Abstract

The purpose of this study is to examine the influence of environmental roles on students’ academic performance in agricultural science in secondary schools in Emohua Local Government Area of Rivers State, Nigeria. Methods and techniques of data collection were through the use of structured questionnaires. Descriptive survey research design was used in which data from 300 students respondents were collected. The information collected were analyzed using frequency, t-test, likert scale and ANOVA. Analysis of data revealed that 90.67% of the students fathers were educated and about 85.67% of the mothers were also educated. The Pearson correlation analysis results showed that the estimated correlation coefficient ® was 0.7727 for fathers’ education level significant at 5% and 0.6104 for mothers’ education level, meaning that parents’ education levels significantly influenced students’ academic performance in agricultural science in secondary schools in Emohua LGA. Also, the coefficient of correlation for fathers’ occupational background was significant at 1% with R = 0.9671 and 0.8413 for mothers’ occupational background significant at 5%, i.e. that occupation of the parents positively influenced the academic performance of students in agricultural science. The results from the ANOVA showed that environmental roles were statistically significant at 5% level with the students’ academic performance. Conclusively, there is positive family and parental influence on students’ academic performance in agricultural science. Therefore, family background, parents and peer group played vital roles in students’ academic performance.