INFLUENCE OF PARENT-CHILD COMMUNICATION PATTERNS ON SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF IN- SCHOOL ADOLESCENTS IN ENUGU EDUCATIONAL ZONE OF ENUGU STATE

TABLE OF CONTENTS

Title page

Approval page

Certification

Dedication

Acknowledgement

Table of contents

List of tables

List of figures

Abstract

CHAPTER ONE: INTRODUCTION

Background of the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Scope of the Study

Research Questions

Hypotheses

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework

Concept of Academic Achievement

Concept of Self-Esteem

Concept of Parent-child communication patterns

Relationship among Parent-child Communication Patterns, Self-esteem and Academic Achievement.

Theoretical Framework

Atkinson’s Need Achievement Theory

Social Cognitive Learning Theory

Abraham Maslows Hierarchy of Human Needs

Family Communication Patterns Theory

Review of Empirical Studies

Parent-Child Communication Patterns and Self-esteem

Parent-child Communication Patterns and Academic Achievement

Summary of Literature Reviewed

CHAPTER THREE: RESEARCH METHOD

Design of the Study

Area of the study

Population of the Study

Sample and Sampling Techniques Instrument for Data Collection

Validation of the Instrument

Reliability of the Instrument

Method of Data Collection

Method of Data Analysis

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF RESULTS

CHAPTER FIVE: DISCUSSION OF RESULTS

The Dominant Parents-Child Communication Pattern in Enugu State

The Influence of Parent-Child Communication Patterns on the in-school adolescents’ Self-Esteem

The Influence of Parents-Child Communication on the Academic Achievement of in-school adolescents

Conclusions

Educational Implications

Recommendations

Limitations of the Study

Suggestions for Further Studies

Summary of the Study

References

ABSTRACT

This study investigated the influence of parent – child communication patterns on self-esteem and academic achievement of the in-school adolescents in Enugu Education zone. Three research questions and two null hypothesis (tested at p≤0.5) guided the study. The study is an ex-post facto or casual comparative researcher design. The sample for this study was made up of four hundred and eighty senior secondary class II (SSII) students in Enugu Education Zone of Enugu State. One intact class was randomly drawn from each of the ten schools that were randomly selected for the study. Three instruments, namely:- Perceived Parent – Child Communication Patterns Scale (PPCCPS), Students Self-esteem Scale (SSES),were used to elicit the parent – child communication patterns and the state of the in-school adolescents’ self-esteem. Information on the academic achievement of the students were obtained from the students’ academic results. The items in the questionnaires were validated by experts in the Faculty of Education, University of Nigeria, Nsukka. On the test of internal consistency, the parent – child communication patterns yielded an alpha of 0.847 for conversation (concept) orientation pattern and 0.833 for conformity (Socio) orientation pattern respectively. The students’ self-esteem scale on the other hand yielded an alpha of 0.874 which was established through cronbach alpha procedure. Mean, standard deviation and t-test of Equivalent values were used to analyze the data generated. All the null hypotheses were tested at p ≤ 0.5 level of significance. The major findings of the study includes, that;

^* Conformity (socio) parent – child communication pattern is dominant in Enugu State.

* Parent – child communication patterns have significant influence on the self-esteem of the school adolescents.

* Influence of the parent – child communication patterns on the academic achievement of the adolescent students is significant. Based on the findings, discussions, conclusions, implications and recommendations of the study, suggestions for further studies were made.

CHAPTER ONE

INTRODUCTION

Background of the Study:

Academic achievement of students is of utmost importance to parents, educators, concerned Nigerians and the government. This, of course, is because of the huge impact education has on the national and economic development of the country. Education is an investment as well as an instrument that can be used to achieve rapid scientific, social, political, technological, cultural and economic development in the country. Regrettably, however, the consensus of opinion all over the country is that academic achievement of students in Nigeria is poor (Adebule, 2004).

According to Davison Institute (2004), achievement is a measure of quality and quantity of success one has in the mastery of knowledge, skills or understanding. Achievement could also involve accomplishing whatever task or goal one sets for himself or herself. It is the attainment of a standard of excellence (Umeano, 2010).

Academic   achievement,   specifically,   has   been   described   by    O’Donnel,

Reeve, and Smith (2005), as the extent of an individual’s level of knowledge in a given task in school. In this context, academic achievement is the ability or level of success of the students in their academic work (which could either excellent or poor). Students should therefore put up personal efforts in order to achieve success or excellence in their academic work....

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