INFLUENCE OF HOME SUPPORT ON THE ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS IN THE ODOGBOLU LOCAL GOVERNMENT AREA OF OGUN STATE

Abstract

This study examined the influence of home support on the academic performance of junior secondary school students in mathematics in Odogbolu Local Government Area of Ogun State. A descriptive survey research design was adopted. The population comprised all students in the twenty-eight public junior secondary schools in the area, from which a sample of 200 students was selected from ten schools using a purposive sampling technique. Two self-developed instruments, the Home Support Questionnaire (HSQ) and the Mathematics Performance Test (MPT), were used for data collection. The instruments were validated by experts in test and measurement, yielding reliability coefficients of 0.79 and 0.81, respectively. Two research questions guided the study, and the data were analyzed using Multiple Regression Analysis (MRA). The findings revealed (F(3,199) = 23.797, p < 0.05), which indicated that the three independent variables jointly accounted for % variance in predicting students' performance in mathematics. More so, cognitive support ( = 0.405, t = 5.435; p < 0.05), financial support ( = 0.234, t = 3.198; p < 0.05) and emotional support ( = 0.096, t = 1.296; p < 0.05) independently predicted students' performance in mathematics. Based on the outcome of the findings, the study recommended among others that schools and educational organizations should develop workshops for parents to encourage engagement in cognitive-stimulating activities. Activities such as discussing problem-solving techniques, engaging in puzzles, and providing math-related educational games can strengthen students' cognitive skills essential for mathematics.