FAMILY BACKGROUND AND STUDENT-RELATED FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, NIGERIA

Abstract

Academic achievement in chemistry remains a persistent concern among secondary school students in Nigeria, particularly within urban–rural transitional settings like Zaria Metropolis. This study examined the predictive influence of family background and student-related factors on senior secondary school students’ academic achievement in chemistry. Investigation employed a descriptive survey design. The population comprised SSII Chemistry students in public secondary schools in Zaria Metropolis, from which a sample of 100 students was selected using purposive sampling techniques. Data were collected using three structured instruments: Family Background Questionnaire (FBQ), Student Factors Questionnaire (SFQ), and Chemistry Achievement Test (CAT). These instruments were validated by experts and yielded acceptable reliability indices via Cronbach’s alpha. Data were analyzed using descriptive statistics and Pearson product-moment correlation at a 0.05 significance level. Findings revealed significant positive relationships between family background and academic achievement (r = 0.80, p < .05) and between student-related factors and academic achievement (r = 0.91, p < .05). Student-related factors emerged as the strongest predictors of success. The study concludes that while family background provides a crucial foundation, students’ internal attributes exert a greater influence. It is recommended that school-based interventions targeting motivation and study habits be prioritized alongside parental support initiatives.