INFLUENCE
OF CULTURE ON PUPILS ACADEMIC PERFORMANCE OF PRIMARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.2 Background to the Study
The influence of culture on pupils' academic performance has garnered considerable attention in educational research. Culture encompasses the values, beliefs, customs, and social behaviors shared by a group of people, which significantly shape individuals' experiences and interactions with their environment, including in educational settings (Hofstede, 2011). In primary education, the early exposure of pupils to specific cultural norms can have profound impacts on their learning abilities, academic engagement, and overall performance.
Research suggests that the cultural background of pupils influences their approach to education, including how they perceive teachers, handle classroom interactions, and process information. For example, children from cultures that emphasize collectivism may demonstrate different learning behaviors compared to those from more individualistic cultures (Trumbull et al., 2021). Collectivist-oriented pupils might excel in collaborative tasks, while individualistic pupils may thrive in independent, self-directed learning activities.
Furthermore, language plays a crucial role in the transmission of culture and can either facilitate or hinder academic performance. Pupils whose first language aligns with the language of instruction tend to perform better academically compared to those whose home language differs from the school language (Cummins, 2020). Language barriers, therefore, can affect comprehension, participation, and performance, particularly for children from minority cultures or multilingual households.
Another cultural factor that affects academic performance is the perception of education within the pupil’s community. In some cultures, education is seen as a path to personal and collective advancement, which often motivates higher engagement and better performance in school (Friedman, 2022). Conversely, where education is undervalued or where socioeconomic factors limit access, pupils might struggle to meet academic expectations, resulting in lower performance outcomes.
The interaction between teachers' cultural competence and pupils’ cultural backgrounds is also critical. Teachers who are culturally aware and able to adapt their teaching methods to accommodate diverse cultural backgrounds create more inclusive learning environments, fostering academic success (Gay, 2018). In contrast, cultural mismatches between teachers and students may contribute to misunderstandings, lower engagement, and poor performance.
The relationship between culture and academic performance in primary school pupils has long been an area of interest for educators and researchers. Culture, defined as the shared values, norms, beliefs, and practices of a community, shapes children’s cognitive development, attitudes toward learning, and engagement in school activities (Banks, 2019). The cultural context in which pupils are raised significantly influences their academic outcomes by affecting their behaviors, communication styles, and motivation to learn.
One of the ways culture impacts academic performance is through parental expectations and involvement in education. Studies have shown that in many cultures where education is highly valued, parents tend to be more involved in their children's schooling, which is positively associated with higher academic achievement (Epstein & Sheldon, 2020). Conversely, in communities where parents have lower educational attainment or where socioeconomic factors limit educational engagement, pupils often exhibit lower academic performance.
Language also plays a crucial role in academic success, as it is a key vehicle for transmitting cultural knowledge and facilitating learning. Pupils from non-dominant linguistic backgrounds often face additional challenges in school, particularly when the language of instruction differs from their home language (GarcÃa & Wei, 2019). This language barrier can impede comprehension, participation, and overall academic success.
In addition, cultural attitudes toward education vary across different communities. In cultures that emphasize rote learning and discipline, pupils may excel in tasks that require memorization but struggle with creative thinking and problem-solving activities (Li, 2021). On the other hand, pupils from cultures that encourage inquiry-based learning and critical thinking may perform better in more open-ended, exploratory academic tasks.
Teachers' cultural awareness and responsiveness also influence pupils' academic success. When teachers understand and incorporate pupils' cultural backgrounds into their teaching strategies, they create a more inclusive and supportive learning environment (Villegas & Lucas, 2021). This enhances pupil engagement, leading to better academic performance. Conversely, a lack of cultural sensitivity in the classroom can result in miscommunication, marginalization of certain pupils, and reduced performance.
Statement of the problem
Despite the growing awareness of the role of culture in education, many primary school systems continue to adopt uniform teaching methods and curricula that do not adequately account for the diverse cultural backgrounds of pupils. This cultural disconnect between the home environment and the school setting can lead to academic underperformance, particularly for pupils from minority or marginalized cultures. In schools where the dominant culture differs significantly from the pupils' own cultural experiences, challenges such as language barriers, differing learning styles, and cultural miscommunication may arise, negatively affecting pupils' academic achievements.
Furthermore, studies have shown that pupils whose cultural backgrounds are not reflected in their learning environment often experience lower levels of engagement, motivation, and self-esteem, which can result in poor academic outcomes (Gay, 2018). These pupils may feel alienated or misunderstood, which can reduce their participation in class activities, limit their interactions with teachers and peers, and hinder their overall academic progress.
While it is acknowledged that parental involvement and support are key determinants of academic success, cultural and linguistic differences between parents and schools can create barriers to effective communication and collaboration (Epstein & Sheldon, 2020). As a result, many pupils, especially those from culturally diverse or economically disadvantaged backgrounds, are left without the necessary support both at home and in school, further exacerbating their academic struggles.
This problem raises critical questions: To what extent does culture influence the academic performance of primary school pupils? How can schools create a culturally responsive environment that promotes academic success for all pupils, regardless of their cultural background? Addressing these issues is essential for improving academic outcomes and ensuring educational equity.
Objectives of the study
The major objectives of this study is to investigate Influence of culture on pupils academic performance of primary school in Etsako East
The specific objectives are
1. To examine the impact of pupils' cultural background on their academic performance in primary school.
2. To assess the role of language as a cultural element in the academic success or challenges faced by primary school pupils.
3. To explore the influence of parental involvement, shaped by cultural values and expectations, on the academic performance of primary school pupils.
4. To evaluate the effect of teachers’ cultural competence on the academic performance of pupils from diverse cultural backgrounds.
Research questions
The following research questions were generated to guide the study
· How does pupils' cultural background affect their academic performance in primary school?
· What role does language, as a cultural element, play in the academic success or challenges of primary school pupils?
· In what ways does parental involvement, influenced by cultural expectations and values, contribute to or hinder pupils' academic performance?
· How does teachers' cultural competence influence the academic performance of pupils from diverse cultural backgrounds?
Significant of the study
The findings can guide policymakers in developing and implementing culturally responsive educational policies that recognize and accommodate the diverse cultural backgrounds of pupils. This is crucial for promoting equity and improving educational outcomes across different demographics.
Educators can benefit from the insights gained regarding the impact of cultural factors on learning. By understanding how to effectively incorporate cultural awareness into their teaching methods, teachers can create more inclusive classrooms that cater to the diverse needs of their students, ultimately enhancing academic performance.
The study may provide valuable information on the significance of parental involvement in education, particularly in culturally diverse contexts. This can help schools develop targeted strategies to engage parents from different cultural backgrounds, fostering stronger home-school connections that support pupil success.
By examining the role of language in academic performance, the study can shed light on the challenges faced by pupils who are non-native speakers or come from linguistically diverse backgrounds. Understanding these dynamics can lead to the implementation of effective language support programs in schools.
The research underscores the importance of cultural competence among teachers. By highlighting effective practices for engaging with diverse student populations, the study can contribute to teacher training programs that prepare educators to meet the needs of all pupils, enhancing classroom dynamics and learning outcomes.
This study will add to the existing body of literature on education and cultural studies by providing empirical evidence on the relationship between culture and academic performance. It may also inspire further research on r
Scope of the study
The study aimed at nvestigating the influence of culture on pupils academic performance in primary schools. The study cover five selected primary schools in Estako East local government area of Edo State.
Definition of terms
Culture: Refers to the shared values, beliefs, customs, language, and behaviors of a group of people. In this study, culture encompasses the various social and familial norms that shape pupils' worldview and influence their academic behaviors and interactions in school.
Academic Performance: The measurable outcomes of pupils' learning, typically represented by grades, test scores, and other assessments that evaluate their understanding of the curriculum. It reflects pupils' proficiency and success in their academic work.
Primary School Pupils: Children enrolled in primary school education, typically between the ages of 6 and 12 years, who are in the foundational stages of formal learning. This study focuses on this group as they develop critical cognitive and social skills.
Cultural Competence: The ability of educators to understand, communicate with, and effectively interact with pupils from diverse cultural backgrounds. It involves recognizing cultural differences and adapting teaching methods to support all learners in a multicultural classroom.
Parental Involvement: The participation and engagement of parents in their children's education. This can include helping with homework, attending school meetings, communicating with teachers, and fostering a supportive learning environment at home.
Language Barrier: A communication obstacle that occurs when a pupil's home language differs from the language of instruction in school. Language barriers can affect a pupil's ability to comprehend lessons, participate in class discussions, and succeed academically.
Culturally Responsive Teaching: An educational approach that acknowledges and incorporates pupils' cultural backgrounds into the teaching and learning process. This practice helps create a more inclusive and equitable classroom environment, improving engagement and academic outcomes.
Socioeconomic Factors: Refers to the social and economic conditions that influence individuals' access to resources, including education. In this study, socioeconomic factors such as family income, parental education level, and access to educational resources may impact pupils' academic performance.
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