FAMILY BACKGROUND VARIABLES AS PREDICTORS OF ACHIEVEMENT MOTIVATION AND SELF EFFICACY BELIEF OF PRIMARY SCHOOL PUPILS IN ENUGU EDUCATION ZONE OF ENUGU STATE

ABSTRACT

The main purpose of this study was to investigate family background variables such as; family size, parents’ educational status and occupation as a predictor of  achievement motivation and self efficacy belief of primary school pupils in Enugu Education zone of Enugu State Nigeria. Six research questions and six null hypotheses guided the study. The study used correlation research design. The population of the study comprised

6905 primary  five pupils. Multi stage sampling  techniques  was used to select 287 respondents.  Two  self-developed  instruments  titled  Achievement  Motivation  scale (AMS) and Pupils Self-Efficacy Belief Scale (PSBS) were used for data collection. To ensure  the  validity  of  the  instrument,  the  instrument  was  face  validated  by  three experts, two from the Department of educational foundations and one from Science Education Department. The data generated from the trial testing were analyzed using Cronbach  Alpha  statistics  and  the overall  reliability  index of 0.77  and  0.86  were obtained.  Pearson  moment  correlation  was used  to answer the research  questions while the null hypotheses were analysed using regression at 0.05 level of significance. Findings  of  the  study  revealed  that  number  of  children  is  the  family,  parents’ educational  status  and  parents’  occupation  is  not  a  predictor  of  achievement motivation of primary school pupils in Enugu education Zone. The findings further showed that parents occupation is a predictor of primary pupils self efficacy belief. Based on the findings, some recommendations were made which include꞉ that the need for policy aimed at creating general awareness among stakeholders in educational enterprise about the importance of training teachers, parents and students for achievement motivation and self –efficacy belief of the pupils since such training may facilitate students’ achievement motivation and self –efficacy belief.

CHAPTER ONE

INTRODUCTION

Background of the Study

The basic social unit of every group is the family.  Family is a universal  institution bounded together by social and biological ties.  Onyemerekaya, (2002) sees family as a system organized around the support, nurturance and socialization of its members.  In the same vein, (Denzin, 2008) conceived the family as a unit of interacting personalities living in a symbiotic manner,  which  is made up of parents  and  children,  where  parents  are responsible  for  the psychological,  social, educational and economic  welfare of their children; while children in like manner are responsible for good behaviour within and outside the home. The family has the  potential  to  influence  a  child’s  academic  achievement.  This  is  because  it  is  the  first environment  of  the  child.   The  initial  experience  that  would  mould  the  child’s  values, aspirations,  emotions, interest and attitudes are offered by the parents/family (Okeke, 2009). What the child learns at home and how his family motivates him towards education contributes to  the child’s success in school (Essien, 2002). Similarly,  Obasi (1999) observed  that  mere making sure that the children are prepared  for school in the morning  is  important  for the children’s successful achievement at school especially in primary school.

Primary education is the first level of education where most Nigerian children come in contact with formal education and foundation for success of other levels of education after the family (NPE, 2004). Primary education plays a crucial formative role in the  survival of the whole educational system. The National Policy on Education (2004) refers to the education at this level as the education given in institutions for children aged 6 to 11 plus. The document added that since the rest of the education system is built upon it, the primary level is the key to the success or failure of the whole system.

According to National Policy on Education (NPE, 2004), the main goals and objectives of primary education are to:

    Inculcate permanent literacy and numeracy, and ability to communicate effectively;

      Lay a sound basis for scientific and reflective thinking; give citizenship education as a basis for effective participation in and contribution to the life of the society;

      Mould the character and develop sound attitude and morals in the child; develop in the child the ability to adapt in the child’s changing environment;

      Give the child opportunities for developing manipulative skills that will enable the child function effectively in the society within the limit of the child’s capacity; and

      Provide  the  child  with  basic  tools  for  further  educational  advancement,  including preparation for trades and crafts of the locality.

However, in spite of the objectives of primary education in the survival of the whole educational   system   and  national   development,   the  achievements   of  pupils   in  internal examinations and the transition examination into junior secondary schools in Enugu Education zone of Enugu State in the past four years (2010-2014) have been declining steadily. Although many factors may be responsible  for the poor academic performance of students in primary school level, but Hassan (2008) examined the causes  of poor academic performance among school students. Some of the factors identified are poor study habit, achievement motivation, low self esteem and self efficacy, low socio-economic status of the family which includes the family background.

Family background has been and remains an important variable in education to explain variance in students’ academic achievement (White, Reynolds, Thomas & Gitzlaff 1993; Sirin

2005). The question of how students’ family background influences achievement is often seen as an  issue  of equality,  and  believed  to  be  of high  importance.  Family  background  is  a

collective terminology comprising of social class/status, economic status, family size, family structure, parents’ educational level and occupation among other factors pertaining to family life. Family background plays an important role in successful school outcomes. According to Astone and McLanahan (1991), a variety of family features including structure, socioeconomic status,  parental   school  involvement,   parental   relationship   quality,   and  parental   school aspirations  have  been  found  to  predict  academic  achievement.  Family  background  in  the context of this present study refers to family size, parents’ occupation and parents’ level of education.

Family size is one of the factors that affect  the academic  performance  of  students. According to Kalu (1980), children in large families feels frustrated as a result of lack of child parental interaction, and parental care, they lose hope of higher attainments in life or getting the better things of life and lower  interest  for probable  educational  achievement  or schooling. Duvall (1977) also notes that children who come from small families are more likely to adopt adult values and attitudes than those who came from larger families. Thompson (1957) in his study, points out that parents who have fewer children tends to adopts more time and attention to each individual child, they may also  tends to expect more from each child than to parents who have many children.

Harris (1989) argued that in a plural family, the two or three children are faced with the responsibility  of upbringing  of their  younger  brothers  and  sisters;  this could  hamper  their academic   pursuit.   Daramola   (1994)   attributed   the   downward   trend   in   the   academic achievement  of secondary schools students to the students’  background that is, the type of home environment where the child is raised. They stressed of the environmental condition and the nature of social interaction that goes on in the family may have some positive or negative influence  on the academic  achievement  of a  child. Daramola  (1994) further  stated that the factors  affecting  a child’s  educational  achievement  include  the  occupational  status  of  the

patents, the attitude of parents to their children’s education and the values transmitted by the parents.

According to Smith (2000), the family being the primary institution  of the child  to reason abstractly and adversely the academic pursuance or hope of the child is affected  and later becomes  failure to the family and society as a whole. Individual  differences  between students in the school may sometimes be due to family size of the learner. Hence the teachers effort to understand each child family background through constant meeting with parent so that the child education becomes successfully. Furthermore, Rubin (1973) in his study points out that it is the home and not the school that exerts the real prime and lasting influence on the child character and asserts that if there are deprivation at home materials, mental or spiritual. In another study, Sigelo (1980)  assume that in this time with increased  education and cost of living, large family is no  longer desirable. The author is also of the view that children who range from 2-3 tends to be intelligent in few family size than children from larger families of about  fifteen to  twenty children.  This  is so because  socio-economic  and  other  educational factors enjoyed by the smaller families are often deprived by children from the larger homes. Hence he reported  that there is a correlation between family size and intelligent.  It is  also importance to investigate the family size as predictor of academic achievement in our primary school pupils so as to join in the debate and argument of the previous researchers.

Moreover, the level of educational attainment of parents could influence the academic achievement of their children. According to European Union Monitoring Report (2013), those students whose parents have a tertiary level of education perform, on average, significantly better in tests of science, reading and mathematical ability than those whose parents have only basic schooling. In a family where both the father and mother are educated, their children are always taken good care of in their academic activities. Such parents know the importance of getting educational materials for their children is school. They may go through their children’s

exercise  books after school,  or even employ a private  teacher  to teach them  after  school. Literate parents have interest in their children’s academic performance and struggle to provide them with needed materials and give adequate encouragement. Having known the importance of education, they draw a reading time-table for their children and also  arrange for part-time teachers to teach their children and check their workbooks from  time to time. They provide adequate motivation and reward when the children perform better in class assignments tests and examinations.  Taking care of children and making  provision for their needs, especially educational needs. By so doing, their academic performance will be improved; whereas in the case of illiterate family, the need to supervise the children’s exercise books is not there, hence their  children’s  low  academic  performance  in  school  is  recorded  (Alokan,  Osakinle  & Onijingin, 2013). David (2007) opined that textbooks aid studies after normal school teaching. Students from illiterate parents lack assistance because of parents’ illiteracy and ignorance such parents  fail to motivate,  reinforce,  give reward  or punish their  children on their  academic performance which might have forced them to be serious in learning. Educated parents may also have library at home, stocked with novels, encyclopaedia and other educational books and educational audio visual tapes. When children make use of these materials, it will enhance their intellect.

In a study of educational  achievement  of  institutions  of learning  of education  and uneducated homes in western Nigeria, Ogunlade (1995) opined that children of illiterate homes perform worse than their counterparts from the educated homes. Students from this home also study and concentrate in the class a lot more than the former.  Waston (1975) confirmed the significant   relationship   between   educational    background    and   academic   performance, Bamisaiye and Wiklliams (1971) supported the observations on two of family background, the elite  and  traditional  household,  that  the  family  setup  affects  the  child  degree  of  verbal behaviours, their instructional attitudes, and communication, which in turn affects the child’s

academic  in  several  courses.  Valencia  and  Renald  (1991)  on  the  child  study  attributed academic  performance  at  school  to  the  parents’’  attitudes  and  their  level  of  educational attainment.

Smart  (1992)  concluded  that  in  most  homes  today  it  is  apparent  that   parents’ educational  levels correlate positively with the academic  performance  of their  children,  for better educated parents are more likely to give their children practice in their school subjects at home, go to school to find out about their progress report and assignment records and function as achievement models. Good and Brophy (1997) also stressed that educated parents usually show interest in their children’s academic performance, choose subjects, meet and collaborate with administrators of higher institutions to ensure their children’s rate of seriousness in their studies. Durojaiye (1999) has established that when variables such as income, occupation and neighbourhood,  which  do  correlate  child  academic  skill  development,  and  held  constant psychological variables are important. With regards to level of education, parents are classified into high level (those with M.Sc,  PhD), middle level (those with OND/NCE) and low level (those with FSLC, SSCE).

Similarly,   income  as  another  family  background   variable   goes  a  long  way   in determining  the academic  performance  of students.  Simiyu,  (2001)  argues  that  the  family income refers to wages, salaries, profit, rents and any flow of earnings received. Income can also come in the form of unemployment or workers compensation, social security, pensions, interests  or  dividends,  royalties,  trusts,  alimony,  or other  governmental,  public,  or  family financial assistance.  Income can be looked at in two  terms, relative and absolute. Absolute income, as theorized by economist Keyenes, is the relationship in which as income increases, so will consumption, but not at the same rate.

Relative income dictates a person or family’s savings and consumption based on the family’s income in relation to others. Income is commonly used measure of social economic

status because it is relatively easy to figure for most individuals.  Families with higher  and expendable income can accumulate wealth and focus on meeting immediate needs while being able to consume and enjoy luxuries and weather crises (GOK, 1983).

According  to  Yee  and  Eccles  (1988),  different  disciplines  engaged  in  by  parents through their education  have different  emphases  on the education of their  children.  It thus appears that career modelling from parents could make a noticeable impression on children’s intellectual development. For example, mothers who engage in menial jobs like hair dressing, sewing, petty trading, farming, catering among others, are  more likely to have less contact hours with their children. This can affect the  vocabulary and communication  skills of their children. These mothers will most likely want their children to toe the line of their trade and as a result may not bother to lay much emphasis on the early intellectual development of their children.

Gachathi,  (1976)  stressed  that  occupational  prestige  as  one  component  of  socio- economic  status encompasses  both income  and educational  attainment.  Occupational  status reflects the educational attainment required to obtain the job and income levels that vary with different jobs and within ranks of occupations. Occupational status measures social position by describing job characteristics, decision making ability and control, and psychological demands on  the  job  (Erick,  Nyakundi  etal,  2012).  Occupations  are  ranked  and  some  of  the  most prestigious  occupations  are  physicians  and  surgeons,  lawyers,  chemical  and  biomedical engineers,  and communications  analysts.  These jobs, considered  to be grouped  in the high status  in  classification,  provide  more  challenging  work,  ability  and  greater  control  over working conditions.  Those jobs with lower rankings were food preparation workers, counter attendants,  bartenders  and  helpers,  dishwashers,  janitors,  maids  and  housekeepers,  vehicle cleaners, and parking lot attendants. The jobs that were less valued were also paid significantly less and are more laborious, very hazardous, and provide less autonomy. Economic reserves or

assets,  presents  a source of security providing  a measure  of a household’s  ability to  meet emergencies,  absorb  economic  shocks,  or  provide  the  means  to  live  comfortably.  Wealth reflects intergenerational transitions as well as accumulation of income and  savings, income, age, marital status, family size, religion, occupation, and education are all predictors for wealth attainment  (Marmot  &  Michael,  2004).  The  family  wealth  gap  is  due  in  part  to  income disparities and differences in achievement. The differences in savings due to different rates of incomes, inheritance factors, and discrimination in the housing market lead to the wealth gap. The savings increase with increasing  income, the  amount a person inherits, either during a lifetime or after death, can create different starting points between two different individuals or families. These different starting points also factor into housing, education, and employment discrimination (Amutabi, 2003). In line with similar research, humans showed an increase in brain activity while viewing individuals they perceived to be of similar status. This means the brains of people  with a high socioeconomic  status showed more activity when looking at a picture of an individual they thought also shared high status. The same goes for people with lower  perceived  socioeconomic  status  and  academic  achievement  motivation  when  they viewed others similar to them.

Academic achievement motivation is used to mean the pupil’s need or drive towards the achievement of success in academic work (Amalaha, 1975). It is assumed that people differ in their need to achieve in situations that call for excellence. Gesinde (2000) argues that the urge to achieve varies from one individual to the other. For some, the need for achievement is very high while, for others it is very low. Gesinde further add that achievement motivation is learnt through the socialization process. Those who have high achievers as their role models in their early life experience would develop a high need for achievement, while those who have low achievers as their role models will hardly develop the need for achievement.  The family is

obviously,  a  major  socializing  agent  and  therefore  important  in  determining  the  child’s motivation to achieve success in various areas..

Motivation according to Bansal, Thind, and Jaswal (2006) is what gets one going, keeps one going, and determines where one is to go. Motivation is one of the factors that contribute to academic success. It is important for both parents and educators to understand why promoting and  encouraging  academic  motivation  from  an early age  is  very important.  Motivation  is crucial to a student’s academic success at any age. Because students form self-concepts, values, and beliefs about their abilities at a young age, the development of early academic motivation has significant implications for later academic careers. A great deal of research has found that students high in academic motivation are  more likely to have increased  levels of academic achievement  and  have  lower  dropout  rates  (Johnson,  1996).  Other  studies  have  reported positive  relationship  between  motivation  and academic  performance  and success  (Gottrieb,

1990; Kushman, Sieber, & Harold, 2000; Broussard & Garrison, 2004). According to Gesinde (2000), academic motivation could be seen as self-determination to succeed in academic work. He posits that the urge to achieve  varies from one individual to the  other, while for some individuals, the need for achievement is very high and for others  it may be very low. What could be responsible for the variation could be the fact that academic motivation is believed to be developed during socialisation processes and learning experiences.

The parents’ interest and encouragement have a great impact on student’s performance in  the  school.  More  so,  children’s  school  achievement  is  specially  accounted  for  by the variation in parental attitudes than by the variation in the material  circumstance  of parents. Habel (1986) said that the psychological makes up of individual parents has a great influence on the behaviour, attentiveness and performance of a child in the school. Lankard (1995) points out  that  where  parental  encouragement  is  low,  relatively  few  students,  regardless  of their intelligence or socio-economic status levels,  plan to go to college. On the other hand, where

parental encouragement is high even when socio-economic status and intelligence are relatively low; more students plan to go to school. They concluded that the way and manner in which the family is organised and the direction in which the family system is changing is important as this reflects on the child’s performance in school.

Lankard (1995) indicated that motivation, norms, beliefs, values, habits and attitudes of people with the environment and the expectations the parents have for their children influence the latter’s educational performances of their wards. Maple and Stage (1991) similarly found that  parental  variables  such  as  parental  education  and  interest  in the  child’s  school  work contributed  to choice of students’  like and choice of subject.    Parents’  involvement  has  a significant positive impact on students’ outcomes throughout  the elementary,  middle school and secondary years. Several of these studies indicated that parents / family involvement have a lasting effect throughout the educational careers of students (Frendrich, 1999; Kasprow, 2001; Trusty, 1999; Weissberg, 2001). According to Lawrie and Brown (1992), parents’ perceptions of  the  abilities  of  their  children  may be  a powerful  developmental  influence  on how  the children will come to view their  ability.  In turn, children’s perceptions of their abilities will influence expectations for success, achievement, interest in school subjects, and future careers (Eccles, 1989; Gross, 1988; Haladyna & Shaughnessy, 1982).

Conversely, it has been found that students who have a low sense of self-regulatory and academic self-efficacy are more likely to engage in problem behaviors such as delinquency, dropping out of school, and school failure (Bandura, 1997; Bandura, Barbaranelli, Caprara, & Pastorelli,  1996,  2001),  jeopardizing  their  chances  at   academic  success  and  subsequent employment   prospects.   Self-efficacy   belief   is   defined   as  people’s   beliefs   about   their capabilities to produce designated  levels of  achievement that exercise influence over events that affect their lives (Bandura, 1997).  Self-efficacy belief can operationally be looked at as people’s beliefs in their capabilities  to exercise control over their own functioning and over

events that affect their lives. Beliefs in personal efficacy affect life choices, level of motivation, quality of functioning, resilience to adversity and vulnerability to stress and depression. Self- efficacy beliefs determine how people feel, think, motivate themselves and behave. Schunk and Zimmerman  (1997)  maintained   that  compared  with  students  who   doubt  their  learning capabilities, those who have a sense of efficacy for particular  tasks participate more readily, work harder, persist longer when they encounter  difficulties,  and achieve at a higher level. Students are likely to be reluctant to engage  in  activities they believe will lead to negative outcomes. This may explain why some students drop out of school and even when they remain in school, they avoid  examinations,  since they believe that they cannot make good grades. According to Bandura (2001), if students have experienced success in a domain, they are likely to have higher self-efficacy in that domain.

Bandura, Caprara, Barbaranelli,  Pastorelli,  & Regali, 2001) analyzed  the network  of psychosocial  influences  through which efficacy beliefs  affect  academic  achievement.  More specifically,  direct  and  mediated  paths  of  influence  of  children’s  self-efficacy  beliefs  to academic achievement were analyzed with a range of factors including socioeconomic (status), familial (parental self-efficacy, parental academic aspirations), peer (peer preference) and self (academic    aspirations,     problem    behavior,     depression,     prosocial    behavior,     moral disengagement) variables hypothesized to affect academic achievement. The results indicated that the full set of self-efficacy, inspirational, and psychosocial influences accounted for a large amount of variance  in  academic achievement,  although the meditational effect of academic aspirations was not tested in their model.

From the discussion above, it had established that family background and host of other factors  relating  to  socio  –  economic  status  environment  of  students,  such  as  educational background  of parents,  parental  occupation and family size could  have  effects on children academic achievement.  It is against  this background  that this work  is  being undertaken  to

empirically  investigate   the  possible  effect   of  these   factors  as  predictors   of   students’ achievement  motivation  and self efficacy belief  as well as influence  of  gender of primary school pupils in selected primary schools in Enugu Educational zone of Enugu State as a case study.

Statement of the Problem

Primary school education is the foundation upon which all other levels of education are built. In other words, it is seen as a crucial stage, since the rest of the educational system is built upon it. Primary education amongst other things prepares the child for  life  outside the classroom. It develops the child’s hidden skills and equally provides basic  skills for literacy and numeracy. The acquisition of knowledge and skills and all other things that is worthwhile which are transmitted to a person through formal and  informal education determines his/her potential in future.

At the end of every instructional period in school comes examination. Over the years, the society has been recording a persistent increase in the rate of poor performance in various school examinations such as the Senior Secondary School Certificate Examination (SSCE). If this trend is not nip in the bud, it will have grave repercussion on the lives of our children, their parents and the society at large.

Comments from educators have shown that the blame from lack of good performance has been as a result of neglect and carefree attitude towards academic work by students and parents. Home is the first school for a child where he/she is taught the basic norms and values by the parents before the child leaves for the formal education.  Contrary to the opinion that learning and reading begins in school, the first foundation of the child begins at home. A good and conducive home background and environment with adequate learning facilities would help to boost the intellectual and academic capability  of  the child. Well educated parents would always  have  good  attitudes  towards  education  and  provide  learning  materials  such  as

television, instructional video tapes, novels, books and journals that could facilitate the learning process.

Since  performance  of students  in primary  education  which  prepares,  develops  and provides the hidden and basic skills for literacy and numeracy are declining steadily. Teachers, parents, curriculum experts and evaluators are worried, especially when different innovative teaching strategies have been adopted to improve the poor academic achievement of students with little or no positive effects. Though evidence from research studies suggest that family background  variables such as family size, parents’ education  status and parents’ occupation have some potential effect in predicting academic  achievement  motivation and self-efficacy belief of children, due to dearth empirical  studies, it is not clear the extent to which family background  variables  predict  achievement  motivation  and  self efficacy  beliefs  of  primary school pupils. It is in view of this concern that this study is being carried out.

Purpose of the Study

The purpose of the study is to find out the extent to which family background variables such as; family size, parents’ educational status and occupation predict achievement motivation and self efficacy belief of primary school pupils in Enugu Education zone of Enugu State. Specifically the study seeks to determine the:

1.        Extent to which family size predict achievement motivation of primary school pupils in

Enugu Education Zone.

2.        Extent to which parents’ education status predicts achievement motivation of primary school pupils.

3.        Extent to which parents’ occupation predicts achievement motivation of primary school pupils.

4.        Extent  to which family size predict  self-efficacy  belief of primary school pupils  in

Enugu Education Zone.

5.        Extent  to  which  parents’  educational  status  predicts  self  efficacy belief  of  primary school pupils in Enugu Education Zone.

6.        Extent  to  which  parents’  occupation  predicts  self-efficacy  belief  of primary  school pupils in Enugu Education Zone.

Significance of the Study

The significance of the study is viewed from both theoretical and practical perspective. The theoretical significance is anchored on Albert Bandura’s social learning theory and David McClelland’s  Achievement  Motivation  Theory.  Bandura  maintained  that  confident  people anticipate  successful  outcomes.  Pupils  who  are  confident  in  their  social  skill  anticipate successful social  encounters.  Pupils  who  are confident  in  their  academic  skill expect  high marks in examinations and expect the quality of work they do to reap personal and professional benefits for them. Pupils who doubt their skills often envision rejection or ridicule even before they establish  a social contact.  Such  students lack confidence  in their  academic  skills and capabilities.  They foresee a low grade before they begin an examination. McClelland said that achievement motivated pupils prefer to work on a problem rather than leaving the outcome to chance. McClelland also opined that achievement motivated pupils seem to be more concerned with their  internal  needs for achievements  rather than the rewards success will earn them. Achievement motivated pupils study for mastery and not because they want to avoid  failure. Therefore,  it  is believed  that  the  findings  of this  study will  add  to  the  existing  body of knowledge to these theories.

From the practical perspective, it is expected that the findings of the result of this study will  benefit  educational  administrators,  teachers,  parents,  students,  government,  Universal basic Education Commission (UBE), and researchers.

The  findings  from  this  study  will  help  the  educational  system  to  formulate  and implement  different kinds of educational programs that will take into account the  student’s

different socioeconomic status. The knowledge of the students’ socioeconomic status and how it relates to students’ academic achievement will also help the educational administrators in the distribution  of  school  materials  and  equipment  to  care  of  the   children  from  different socioeconomic  background.  It will help the administrators  to  arrive at a wise decision and equitable distribution of resources.

The findings from this study will be of great value to the teacher. Teachers’ knowledge of the influence  of family background  variables will enable them to restructure their  teaching methods  and instructional  resources  to meet positive  result  than the present  system  which operates in the believed that all children should learn the same thing at the same time with the same  instructional  resources.  It will help  the  teachers  to carry every  student  along during teaching  and  learning,  bearing  in  mind  that  student  comes  from  different  socioeconomic background. This demands that the teacher in preparing to teach does not only bother about how best to teach the content of instruction, but also about the family background variables such as family size, parents’ level of education and parents’ occupational status and the extent they predict achievement motivation and self-efficacy beliefs of pupils.

The findings of this study will also be of great benefit to parents. If family background variables actually have significant influence on students’ academic achievement, parents will intensify efforts to providing their children with relevant  learning materials  and conducive learning environment at home to enhance the students’ academic achievement.

The result of this study will also help the government to carryout public enlightment campaign  and  intensify  efforts  in  the  area  of  adult  education.  The  public  enlinghtment campaign and provision of adequate adult education will help the  illiterate and uneducated parents to know the value of education. This will help the parents to support their children in order to enhance their educational achievement.

Also, the result of the study will assist the planners and implementers of primary school level of Universal basic Education Commission (UBE) with the valid and reliable data that can be used to improve the implementation of primary schools in the state and will also assist the (UBE) board in making adequate provision of instructional materials for teaching and learning of school subjects.

The result of this research work will also be of great benefit to future researchers and scholars  in education especially in the area of students’  academic  achievement  and  family background  variable because relevant materials, empirical data and information  will also be available.

Scope of the Study

This study which  focuses  on determining  the  family background  variables  such  as family size, parents’ occupation and educational status as predictors of achievement motivation and self-efficacy belief of primary school pupils is delimited to primary five pupils in Enugu Education Zone of Enugu State.

Research Questions

The following research questions guided the study:

1.        To what extent does family size predict  achievement  motivation  of primary  school pupils in Enugu Education Zone?

2.        To  what  extent  does  parents’  education  status  predicts  achievement  motivation  of primary school pupils?

3.        To what extent does parents’ occupation predicts achievement motivation of primary school pupils?

4.        To what extent does family size predict self efficacy of primary school pupils in Enugu

Education Zone?

5.        To what extent does parents’ education status predicts self efficacy belief of primary school pupils?

6.        To what extent does parents’ occupation predicts self efficacy belief of primary school pupils?

Hypotheses

The following hypotheses were formulated and tested at 0.05 levels of significance.

1.        Family size does not significantly predict primary school pupils’ mean  achievement motivation.

2.        Parents’ educational status does not significantly predict primary school pupils’ mean achievement motivation.

3.        Parents’  occupation  does  not  significantly  predict  primary  school  pupils’   mean achievement motivation.

4.        Family size does not significantly predict primary school pupils’  self-efficacy  mean belief of primary school pupils.

5.        Parents’ educational status does not significantly predict primary school pupils’ mean self-efficacy belief of primary school pupils.

6.        Parents’ occupation does not significantly predict primary school pupils’ mean  self- efficacy belief of primary school pupils.

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