EFFECT OF CULTURE ON PUPILS' ACADEMIC PERFORMANCE IN PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The influence of culture on pupils' academic performance has garnered significant attention in educational research. Culture encompasses the values, beliefs, customs, and social behaviors shared by a group of people, shaping individuals' experiences and interactions with their environment, including education (Hofstede, 2011). In primary education, early exposure to specific cultural norms can profoundly impact learning abilities, academic engagement, and overall performance.
Research suggests that a pupil's cultural background influences their approach to education, including their perception of teachers, classroom interactions, and learning processes. For example, children from collectivist cultures may excel in collaborative learning environments, whereas those from individualistic cultures may thrive in independent learning settings (Trumbull et al., 2021).
Language also plays a crucial role in transmitting culture and can either facilitate or hinder academic performance. Pupils whose first language aligns with the language of instruction tend to perform better than those whose home language differs from the school language (Cummins, 2020). Language barriers can affect comprehension, participation, and overall performance, particularly for children from multilingual households.
Additionally, cultural perceptions of education significantly influence academic performance. In communities where education is highly valued, pupils tend to engage more actively and achieve better outcomes (Friedman, 2022). Conversely, where education is undervalued or where socioeconomic constraints limit access, pupils may struggle to meet academic expectations.
Teachers’ cultural competence also plays a critical role. Teachers who are aware of and adapt to their pupils' cultural backgrounds create inclusive learning environments that foster academic success (Gay, 2018). In contrast, a cultural mismatch between teachers and students may lead to misunderstandings, disengagement, and poor academic performance.
1.2 Statement of the Problem
Despite growing awareness of culture's role in education, many primary school systems continue to adopt uniform teaching methods that do not adequately consider pupils’ diverse cultural backgrounds. This cultural disconnect can result in academic underperformance, particularly among pupils from minority or marginalized groups.
In schools where the dominant culture differs from pupils' own cultural experiences, challenges such as language barriers, varying learning styles, and cultural miscommunication may arise, negatively affecting academic achievement. Pupils who do not see their cultural identities reflected in their learning environments may experience lower engagement, motivation, and self-esteem, leading to poor performance (Gay, 2018).
Moreover, cultural and linguistic differences between parents and schools often create barriers to effective communication and collaboration, limiting parental involvement—a key factor in pupils' academic success (Epstein & Sheldon, 2020). This study seeks to investigate the extent to which culture influences pupils’ academic performance and how schools can foster a culturally responsive learning environment.
1.3 Objectives of the Study
The major objective of this study is to investigate the influence of culture on pupils' academic performance in primary schools in Etsako East. The specific objectives are to:
Examine the impact of pupils' cultural background on their academic performance in primary school.
Assess the role of language as a cultural element in pupils' academic success or challenges.
Explore the influence of parental involvement, shaped by cultural values and expectations, on pupils' academic performance.
Evaluate the effect of teachers’ cultural competence on the academic performance of pupils from diverse cultural backgrounds.
1.4 Research Questions
The following research questions will 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?
1.5 Significance of the Study
The findings of this study will be valuable to various stakeholders:
Policymakers: The study can guide the development and implementation of culturally responsive educational policies that promote equity and improve academic outcomes.
Educators: Teachers will gain insights into the impact of cultural factors on learning, helping them create inclusive classrooms that cater to diverse student needs.
Parents: The study may provide valuable information on the significance of parental involvement in education, helping schools develop targeted strategies to engage parents from different cultural backgrounds.
Researchers: By adding to the existing body of literature, this study will provide empirical evidence on the relationship between culture and academic performance, inspiring further research in education and cultural studies.
1.6 Scope of the Study
This study focuses on investigating the influence of culture on pupils' academic performance in primary schools. The study covers five selected primary schools in Etsako East Local Government Area of Edo State.
1.7 Definition of Terms
Culture: The shared values, beliefs, customs, language, and behaviors of a group of people. In this study, culture encompasses social and familial norms that shape pupils' academic behaviors and interactions in school.
Academic Performance: Measurable outcomes of pupils' learning, typically represented by grades, test scores, and assessments that evaluate their understanding of the curriculum.
Primary School Pupils: Children enrolled in primary education, typically aged 6–12 years, who are in the foundational stages of formal learning.
Cultural Competence: The ability of educators to understand, communicate with, and effectively interact with pupils from diverse cultural backgrounds.
Parental Involvement: The participation and engagement of parents in their children’s education, including helping with homework, attending school meetings, 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, affecting comprehension, participation, and academic success.
Culturally Responsive Teaching: An educational approach that acknowledges and incorporates pupils' cultural backgrounds into the teaching and learning process to create an inclusive and equitable classroom environment.
Socioeconomic Factors: Social and economic conditions, such as family income and parental education level, that influence access to educational resources and academic performance.
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