INFLUENCE OF FAMILY BACKGROUND ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS (A CASE STUDY OF DALA LOCAL GOVERNMENT AREA OF KANO STATE)

ABSTRACT This study examined the influence of family background on the academic performance of primary school pupils in Dala Local Government Area of Kano State. The study was motivated by the persistent decline in pupils’ academic achievement despite efforts by government and educational stakeholders to improve the quality of primary education. A descriptive survey research design was adopted, with a population of 15,000 pupils from public primary schools. A sample size of 390 pupils was selected using multi-stage sampling techniques. Data were collected using a structured questionnaire titled Family Background and Academic Performance Questionnaire (FBAPQ), which was validated by experts and tested for reliability using Cronbach Alpha, yielding a coefficient of 0.82. The data were analyzed using descriptive statistics such as frequency, percentages, mean, and standard deviation. The findings revealed that family background significantly influences pupils’ academic performance. Specifically, parental educational level was found to enhance academic guidance, supervision, and motivation; socio-economic status influenced access to learning materials, nutrition, and conducive study environments; while parental marital stability affected pupils’ emotional well-being and concentration in school. The study concluded that academic success at the primary school level is strongly shaped by home environment factors. It therefore recommended increased parental involvement in children’s education, provision of support programs for pupils from disadvantaged families, and stronger collaboration between schools and parents to improve learning outcomes.