Socio- Cultural Factors and the Academic Performance of Students in Secondary Schools in Bamenda, Cameroon

Kibinkiri Eric Len; Ndim Victorine Kukwa

doi:10.47494/mesb.v29i.1550

(1) Kibinkiri Eric Len Department of Curriculum and Pedagogy, Faculty of Education, The University of Bamenda, Cameroon
Uzbekistan
(2) Ndim Victorine Kukwa Department of Curriculum and Pedagogy, Faculty of Education, The University of Bamenda, Cameroon
Uzbekistan
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.v29i.1550

Keywords:

Socio-cultural factors, language differences, family income, cultural beliefs, academic performance

Abstract

This study examined socio-cultural factors and academic performance of students in secondary schools in Bamenda. The argument for this study anchored on’s Socio-Cultural Theory (Vygotsky , 1979), Social Learning Theory (Bandura, 1977), and Gender Schema Theory (Bem , 1981). A cross sectional survey research design was used. Both purposive and simple random sampling techniques were used obtained the sample. The sample was made up of 256. Data obtained were analyzed descriptively and inferentially using cross tabulations, frequencies, percentages and multiple response sets. The Spearman’s Rho correlation was used to test the specific research hypotheses. Findings on hypothesis one showed that there is a significant and positive relationship between language differences and the academic performance of students (P-value=0.027<0.05). Similarly, findings on hypothesis two showed that there is a very strong and positive relationship between family income and academic performance of students (P-value=0.211>0.05). Finally, findings on hypotheses three showed that there is a relatively significant and positive relationship between cultural beliefs and academic performance of students (P-value=0.831>0.05). Based on the findings, it was recommended, among others, that teachers should be able to meet students’ academic, social and psychological needs, use different teaching methods, and be motivational in their teaching. This will help bridge deficiencies for students from unfavourable backgrounds.

Downloads

Download data is not yet available.

References

Afuwape, M, Oludipe, D. (2008) Gender differences in integrated science achievement among pre service teachers in Nigeria. Educational Research and Review, 3(7), 242-245.

Amir, G., & Williams, J. (1999).Cultural influences on children’s probabilistic thinking. Journal of Mathematical Behaviour, 18 (10), 85–107.

Archer, C. M. (1986). Culture bump and beyond. In J. Merrill Vaides (ed.), Culture Bound: Bridging the cultural gap in language teaching, Cambridge: Cambridge University Press, 170:178.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Baptist, Mapunda. A. J. (2004) Progression or Regression: language of instruction; students’ participation and performance in ‘Fasihi’ and ‘Literature’ as taught in Tanzania diploma teachers training colleges.Unpublished Master Thesis. Oslo: Institute for Educational Research

Bem, S. L. (1981). Gender Schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354-364. doi:10.1037/0033-295X.88.4.354

Biriye DA (2011).The influence of Sociocultural and economic factors on the academic performance of secondary school students in Garissa District, Kenya. College of Education and External Studies (CEES).University of Nairobi, Kenya.

Bjorkman. (2005). Parent Socio-Economic status and Pupils Attainment. A case study of St Jude Primary school. Malaba Town Council-Uganda. 47, 59-70.

Bleakley A (2013). Gender matters in Medical Education. Medical Education 2013: 47: 59–70.

Collier, V.P., & Thomas, W.P (2004). The astounding effectiveness of dual Language education for all. Journal of Research and Practice, 2(1), 1-2.

Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70-74.

Fonkeng, G.E. & Ntembe, A. N. (2009). Higher Education and Economic Development in Africa: The case of Cameroon, The University of Yaounde 1 and the University of Buea, Cameroon.

Fry, R. (2007). Are immigrant youth faring better in U.S. schools? International Migration Review, 41(3), 579-601.

Jamilla, M. (2016) Factors Affecting Students’ Academic Performance: A Case Study of Public

Secondary Schools in Ilala District, Dar-Es-Salaam, Tanzania.

Karande S, Kulkarni, M. (2005) Poor school performance. Indian Journal of Paediatrics.

72(11), 961-967.

Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Lee-Rife, S., Malhotra, A, Warner, A., & McGonagle Glinski, A. 2012 What Works to Prevent

Child Marriage; A Review of the Evidence. Studies in Family Planning, 43(48), 287-303.

Mbua, N. F. (2002). Educational Planning: Issues and Perspective. Presprint Ltd.

Ogwu, S. (2004). Influence of Parental Socio-economic Status on academic performance of JSS students in Kano metropolis: Implications for educational planning and administration. M. Ed. Dissertation, Department of Education, University, Kano, Nigeria.

Reche G, Bundi T, Riungu J, Mbugua Z (2012). Factors contributing to poor performance in Kenya certificate of primary education in public day primary schools in Mwimbi Division, Maara District, Kenya. International Journal of Humanities and Social Science. 2012; 2(5):127–133.

Siqueira, C., & Gurge-Giannetti, J. (2011) Poor school performance: An updated review. Revista down guidelines for education in Cameroon.

Ugwuja, G. O. (2010). The influence of family background on, academic achievement of senior secondary school students in Nsukka educational zone of Enugu State.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Woolfolk, A., Winne, P. H., & Perry, N. E. (2009). Cognitive development and language. In Educational Psychology, (Eds) Pearson Canada. 20-59