Socio- Cultural Factors and the Academic Performance of Students in Secondary Schools in Bamenda, Cameroon
Keywords:
Socio-cultural factors, language differences, family income, cultural beliefs, academic performanceAbstract
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.
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