i V \WW4'j t i S ' j a i t / t UNIVERSITY OF IBADAN LIBRARY Education ForToda?. Voi. 12(1) March. 2 0 Ib EDUCATION FOR TODAY Voi. 12(1) March, 2016 ISSN 1596-0773 Journal of Faculty of Education University of Calabar Journal o f Faculty o f Education University o f Calabar UNIVERSITY OF IBADAN LIBRARY Educanon For Today, Voi. 12(1) March. 20 i 6 Copyright © EDUCATIONFOR TODAY Voi 12(1) March, 2016. Education for Today is a publication o f thè Faculty of Education University o f Calabar Calabar - Nigeria. Published by: University of Calabar Press Calabar - Nigeria. ISBN: 1596-0773 All Rights Reserved: N o p a rt o f th is Jo u rn a l m ay b e rep ro d u ced , s to red in a re triev a l System , o r tran sm itted in an y fo rm o r b y an y m ean s, e lec tron ic , m ech an ica l, p h o to co p y in g , reco rd in g , or O therw ise, w ith o u t th è p r io r p e rm iss io n o f th è Faculty of Education, University of Calabar, Calabar, Nigeria. Journal o f Faculty o f Education :: University o f Calabar UNIVERSITY OF IBADAN LIBRARY Education For Today. Voi. 12( 1 ) march. 2016 TABLE OF CONTENTS Authors Artides Entrepreneurship Skills Required by Youths in David Adie Alawa Fish Production for Reduction o f Insurgency 1-10 and Economie Development o f South- South Nigeria Eyong, Isu Usang Robert, Blessing Etukudo Information Literacy and 11-17 & Akpama, Simon Ibor National Development in Nigeria Predictive Influence of Stress on Academic Fakolade, Olufemi Aremu Performance of High Achieving Students 18-24 in Some Model Schools in Ibadan, Oyo State Relevance of Integrating Entrepreneurship into D. 0. Edu Technical Vocation Education and Training (TVET) 25-33 Programmes for Quality Work Force and Development in Nigeria Akuegwu, Basii A. Students' Assessment o f thè Effectiveness of Uchendu, Chika C. & Entrepreneurship Educators in Universitie§w 34-42Nwafor, Innocent Arinze in Cross River State, Nigeria G. 0. Edu Information and Communication Technology (ICT) B. U. Cornelius-Ukpepi Integration into Universal Basic Education for 43-5! & R. A. Ndifon Sustainable National Development in Nigeria Developing Skills for thè Teaching o f Vocational 52-56 Edwin Chizoba Isani & Agriculture in Technical Colleges in Enugu North Isiwu Edward Chukwuka Senatorial Zone of Enugu State Nigeria Relative Effect ofThe Use o f Literature Uguma, Vincent Ugah Circles in Teaching on Students' Performance 57-64 in Literature-in-english Effective Utilization of Environmental Neji, H. A; & Resources on Chemistry Learning Outcome 65-70 Joda, F M. of Secondary School Students in Cross River State, Nigeria. Ogaboi; Joseph Odey Analysis of Selected Physical Fitness Profiles of Dada, Oluseyi Akintunde Students with and without Disabilities in 71-7 & Sanusi, Mohammed University of Calabar, Nigeria. Journal ofFuculiy ol Educalior University of Calabar |P g > UNIVERSITY OF IBADAN LIBRARY Education For Today, Voi. 12(1) 2016 Education For Today, Voi. 12( 1 ) March. 2016 Omotilewa T. Edegbai Integration of Entrepreneurship into Deborah O. Olatunde Secondary Schooì Education for National 79-85 & Opeoluwa O. Osoba Development: Focus on Abeokuta, Ogun State Ihéke, Chinasa, Brown Extemal Factors Militating against Integration Orini, Matthew Ashike o f ICT Into Classroom Instructional Practices for 86-92 & Igba, Innocent Ushi Children with Special Needs in Calabar Metropolis, Nigeria Magdaline B. Bisong Need For Sustainable Development Through Obi, Florence Godwin Ekunke & Agbogo, Regina Agor Youth Participation in Vocational Career 93-99 Gadzama, Philumeon.s. Education in Nigeria: Guidance Implication. Complimenting Reductionist Naturalism with Imo M. Obot Inclusive Naturalism as a Philosophy of Education Towards Effective Knowledge 100-105 Integration Anne Meremikwu Ethnomathematics, Mathematics Education and Knowledge Integration in National 106-113 & Obinna Enukoha Development: A Nigerian Case Study Beshel, Cecilia Ugbong, Benedict U. Teaching The Adult Leamers 114-121 & lfere, Akasse-Blossom B. Creatively for EEective Leaming Aderibigbe, S. A. Equalizing Educational Opportunities for Egaga, Musa Moses Persons with Special Needs: Implications 122-125 & James, Daniel Daniel for National Development Open and Distance Leaming System and Dr Matthew Achigbe (KSM, JP) & Dr. German Ejfa Anagbogu Access to University Education: 126-133Implication for National Development Bisong, Magdaline Bessong Application o f Token Economy in thè Classroom Uzor, M. O., Ambuli, A. to Modify Attention Deficit and Hyperactivity 134-138 & Ozang, Gabriel O. Disorder in thè Child. Ihejiamaizu, C. C. Senior Secondary School Science Teachers Inyang, M. I. Participation in Workshops, Conferences & Adah, S. A. And Seminars in Calabar Metropolis 139-144in Cross Ri ver State, Nigeria Pg-vi | Journal of Faculty o f EducationUniversity o f Calabar UNIVERSITY OF IBADAN LIBRARY Education Fot Today. Voi. 1K l ) Match. 2016 Peer Influence and Family Factors as Correlate G.A. Adelodun, Ph.D o f Academic Achievement o f High Ability Girls 145-151 & G.I. Ibeabuchi in Secondary Schools in Owerri, Imo State Odok, E. A . Spoits Participation and Physical Personality & Edim, M. E. o f Students in Senior Secondary Schools 1152-156 in Ikom Education Zone o f Cross River State, Nigeria Effect O f Computer Assisted Instruction And Jacob, U. S., Adewumi, O. E. Rebus Approach On The Reading Skills Óf 157-165 & J. O. Oyundoing Children With Mild Inteilectual Disability Oferri U. J., Evans, G. U., Assessment o f Teacher-trainees' Research Thompson, Mfon E. Skills in Colleges Of Education in 166-170 & Nkanang, I. U. Cross River State, Nigeria Role o f Social Studies as an Imperative Undie, Joseph Bekeh for Socio-economie Problems in Nigeria 171-176 Teachers' Discipline, Teaching Experience B.A. Bassey and Application ofTesting Skills Ikot Ekpene 177-185 & E. E. Ekpoudom Education Zone, Akwa Ibom State, N igeria"' Jurmang Jikukka Isuwa The Need for Inclusive Education in Jikukka Lengnen Jurmang 186-194Africa: The Case o f Nigeria & Ojo, Moses Kayode Classroom Leaming Environment as Predictor I. M. Akubuiro o f Student Interest in Science Education in 195-201 Senior Secondary Schools in Cross River State Information and Communication Technology Obeten, Okoi Okorn & Ekpoh, Uduak I. (1CT) Infrastructure and Knowledge Integration in Nigeria:Evidence from School Administrators 202-207 Ekpiken, William E Personnel Management and Academic Staff & Egbe, Magdalene W. Effectiveness in Universities in Cross River State 208-213 Sports Participation and Socio-Personality Edim, M. E. Development of Students in Senior Secondary 214-218 & Odok, E. A. Schools in Ikom Education Zone of Cross River State, Nigeria Journal ofFaculty o f Educ University o f Calabar n|P g - v if UNIVERSITY OF IBADAN LIBRARY Education ForTodav, Voi. 12(1)2016 Education For Today, Voi. 12(1 ) March. 2016 Dominic E. Wonah Public-Private Partnership in thè Nigerian & Helen Andong Electricity Provision: Challenges and 219-222thè Way Forward Eke Vitalis Ugochukwn. Regular Teachers' Variabies and Integration Edem, Mary, Moses o f Special Education Knowledge for Pupils 223-229 & Opara.uche Eunice with High Incidence Disabilities in Public Primary Schools in Cross River State Akeke, Mercy N. G. Implementation of Vocational Education Angiating, Georgina Ikwun Curriculum for National Development of 230-234 & Agbor, Godwin Ebri Senior Secondary Students in Calabar South Pedagogie Practices of Language Arts Agbor, Catherine A. Educators and Knowledge Integration 235-241 for National Development in Nigeria C. R Etor Managing Early Childhood Development G. E. Ukpabio Education and Knowledge Integration for 242-250 & A. O. Edet National Development P rr i m i ì I Journal o f Faculty o f Education C o - V U 1 J University o f Calabar UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEMENT OF HIGH ABILITY G1RLS IN G.A. Adclodun, Ph.D & G.I. Ibeabuchi SECONDARY SCHOOLS IN OWERRI. IMO STATE Education For Today. Voi. 12(1) March. 2016 PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEM ENT O F H IG H ABILITY GIRLS IN SECONDARY SCHOOLS IN OW ERRI, IM O STATE By G.A. Adelodun, Ph.D & G.I. Ibeabuchi A bstract It has become obvious that it is diffidili to determine factors that have direct relationship with academic achievement o f students, most especially thè high ability girls in our secondary schools. It is on this basis that this study investigatecipeer influence andfamilyfactors as correlate o f academic achievement o f high ability girls in secondary schools in Owerri, Imo State, Nigeria. The study adopted thè descrittive survey research design o f thè ex-post facto type. Simple random sampling technique was used to select ten secondaiy schools in Owerri, Imo State. Ten participants were purposively selected from each school making a total ofone hundred (100) participants. The main instruments usedf o r thè study include: Slosson Intelligence Test (S1T), S tuden ti Academic Record as well as Family Cohesion, Broken Home, Parental Socio-Economie Status, Peer Influence and Academic Achievement Questionnaire (FaBSPAQ) developed by thè researchers. Data were analysed using simple perc ent age and Pearson's Product Moment corml-ation at thè 0.05 level o f significance. Findings revealed that, there is a positive and significant relationship between broken home and fam ily cohesion (r=0.461), parental socio-economie status related to fam ily cohesion r=0.539, and parental socio-economie status with broken home r=0.594. Peer influence has a relationship with fam ily cohesion r=0.457 and parental SES r=0.308 respectively. Therefore, there is relationship among thè independent variables but not statistically signifìcant. Findings also revealed that none ofthe fo u r independent variables has any signifìcant effect or contribution to thè prediction o fa cademic achievement among high ability girls with fam ily cohesion (fi = -.066, t = - .500 p>0.05), broken home, (fi— -031, t =236p>0.05), parental SES (fi— -.189p>0.05),andpeer influence (fi= -128, t = -1.114 p>0.05). Finaliy’, thè findings revealed that there is no signifìcant combined influence o f independent variables to thè prediction o f dependent variable. The ANOVA result o f thè regression analysis shows that there was no- signifìcant jo in t influence o f thè independent variables on academic achievement. The model summary table revealed that adjusted R2 o f 1.21% o f thè variance observed in thè achievement o f thè student which was statistically not signifìcant. F (4,95) = .742, p>0.005. it is therefore recommended that schools, parents and researchers should identify other factors that may affect thè academic achievement ofhigh ability girls. Recommendation was also made that parents should promote unity at home as this may promote positive emotional status ofhigh ability girls which in turn could lead to improved academic achievement. Keywords: Peer Influence, Family Factors, Academic Achievement, High Ability Girls Introduction academic performance is consistently above High ability girls could be described as average. In most cases, they demonstrate high temale students who possess a minimum of potential in virtually all school subjects. The intelligence quotient (IQ) o f 120 and whose intellectual ability o f these set o f students are Journal of Faculty of Education Universiiitty ofCalabar UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEMENT OF HIGH ABILITY GIRLS IN G.A. Adelodun, Ph.D & G.I. Ibeabuclii SECONDARY SCHOOLS IN OWERRI. IMO STATE Education For Today, Voi. 12(1) March, 201 fa significantly higher than average when compared challenges of inadequate financial resources. If to their peers which is manifested in superior students from unstable homes are to be compared academic achievement. with those from stable homes, it would be seen Academic achievement is seen as thè that thè former have more social, academic and knowledge attained or skills shown in a particular emotional problems. The famiiy and its structure school subject. It is thè school evaluation o f thè play a great role in children's academic classroom work on thè basis of thè grades achievement. Researches have shown that awarded. Academic achievement according to maritai instability brings about stress, tension, Ayodele (2007) is o f two types: positive and lack of motivation and frustration. Obviously, negative (poor) achievement. Among other these manifestations act negatively on a child's factors, famiiy factors and peer influence bave academic performance. For example Kaufman been shown to affect students' academic (2015) asserts that children o f broken homes achievement in school. often fail at school and are at risk emotionally. The academic achievement o f high However, this may not be completely applicable ability girls has long been a topic o f interest in in all cases of broken homes. research com m unity . N um erous facto rs Various studies reported profound famiiy contribute to a child's level o f academic success, influences on development of high ability girls. one factor being thè famiiy factor and thè other is According to Davis & Rimm, (2014), parents thè peer influence as mentioned above. For thè may engagé in three unhealthy approaches to purpose o f this study, some variable that will be dealing with their daughter's giftedness: some generated from famiiy factor include: Family parents deny their daughter's giftedness in an Cohesion, broken home and parental socio- attempt to give her a “normal” life, other parents economie status. The famiiy unit is considered do not talk to their daughter about her gifts and one of thè most influential components of a talents because thFylfre afraid it will “swell her child's academic achievement due to thè fact that ego”, stili others acknowledge thè giftedness but thè famiiy is thè first source o f informai try to “put her in her place” so sffewould not think education for a child (Summani, Hussin, & Siraji, she is better than others. Callahan et al, (2004) 2010). The famiiy is thè child first place of analysed influences of famiiy on high ability contact with thè world. The child as a result, teenage girls to face and cope with barriers to acquires initial education and socialization from their academic achievement. parents and other significant persons in thè As earlier stressed in thè second famiiy. paragraph of this study, apart from famiiy factors, The parental socio-economie status of a peer group influence has also been discovered to girl with high ability is majorly determined by affect students' academic achievement. Peer c o m b in in g p a re n ts ' e d u c a tio n a l le v e l, influence refers to thè influence exerted by a peer occupational status, and income (Jeynes, 2002). group in encouraging a person to change his or It is believed that low socio-economie status her attitudes and values in order to conform to affeets academ ic achievem ent because it group norms (Kirk, 2000). While most educators prevents access to vital resources which might believe that peer pressure has an influence on aid academic achievement and it may cause stress children's academic achievement, Kirk, (2000) at home. The economie hardships that are caused observes that few studies have been done to by low socio-economie status can lead to prove this assertion. Castrogiovanni, (2002) sees disruptions in parenting, an increasing amount of peer group as a small group o f similar age, famiiy famiiy conflicts and an increased likelihood of dose friends, sharing thè same activities. He depression in parents and two parents househoìds further stressed that peer group is an important (Eamon, 2005). socialization agent. Life in a single parent famiiy or broken The researchers are interested in working home can be stressimi for both thè child and thè on high ability girls because thè influence of parent. Such families are often faced with gender on academic achievement has been an P g . l4 6 | Journal o f Faculty o f EducationUniversity o f Cafabar UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEM1C ACH1EVEMENT OF HIGil ABILITY GIRLS IN G.A. Adelodun, Ph.D & G.I. Ibeabuchi SECONDARY SCHOOLS IN OWERRI, IMO STATE Education For Today. Voi. 12(11 March. 2016 issue o f concem to most researchers. Many which often have an implication on their researchers believe that gender has some academic achievement. The incidence o f poor powerfuì effect on learning. Although research academic achievem ent in high achieving results vary widely, thè following conclusions students in secondary schools is worrisome. This have been drawn; Bielinskia & Davison, (2003) is evident in thè results o f different extemal carne up with thè findings that males are more examinations; particularly thè Senior School abstract leamers, females have more anxiety Certificate Examinations (SSCE) conducted in about study success, males are more instructive, Nigeria in thè last one decade. This phenomenon and that females are more analytical and is not only a source of concem to govemment and organized. Fauto-sterling (2005) and Friedman educators but also to parents. Since thè home is (2005) discovered that there is no significant thè cradle o f child's development, there is thè difference in cognitive ability between males and need to understand thè role of family in female while Okoye (2000) postulated that sex enhancing thè academ ic achievem ent of differences have little or no effect on academic students. This is thè motivation behind this achievement, rather, he submits that eventual present study which aims at examining whether achievement by leamers is predicted more on or not there is a relationship between peer personal effort than sex variable. influence and family factors and academic U ndoubted ly , thè a fo rem en tio n ed achievement of high ability girls in secondary reasons informed thè choice of high ability girls schools. so as to confinn whether or not gender plays a s ig n if ic a n t ro le in s tu d en ts acad em ic Purpose of thè Study achievement. Furthermore, it is assumed that The primary purpose of thè study is to peers, parents, siblings and teachers, all play a examine thè relationship that exist between peer large role in students' function in everyday living. influence, family*~factors and academ ic There is a need to know how these factors achievement among high ability girls in influence thè high ability girls. These reasons secondary schools. The secondaryobjectives are: informed thè researchers' decision to carry out a (i) To examine thè relationship that exists research on peer influence and family factors as between family cohesion and academic correlate o f academic achievement o f high ability achievement among high ability girls. girls in secondary schools. (ii) To examine thè relationship that exists between broken home and academic Statement o f thè Problem achievement among high ability girls. There is a global awareness of thè (iii) To examine thè relationship that exists importance of family factors and peer influence between peer influence and academic on s tu d e n ts ' a c a d e m ic a c h ie v e m e n t . achievement among high ability C a s tro g io v a n n i, 2 0 02 ) n o te s th a t thè girls. environment in which thè students come from (iv) To examine thè joint contributions of thè can greatly influence his academic achievement. independent variables to thè prediction o f The effects of broken homes may impact greatly academic achievement among high on thè internai organization of thè family and by ability girls. extension; affect a child's emotion, personality and academic achievement. Bearing in mind thè Research Questions role o f thè family in a child's education, thè The study provided answers to thè failure of thè family to perform its duties could following research questions. hinder thè child's academic achievement. (i) Is there any significant relationship Both family factors and peer group among thè independent variables influence has been discovered to affect students' (family factors and peer influence) academic achievement. Studies have shown that and thè dependent variable (academic girls are strongly influenced by their peer groups achievement) among high ability Journal o f Faculty o f Education University o f Cafabar ■Pg-147 UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEMENT OF HIGH ABILITY GIRLS IN G.A. Adelodun, Ph.D & G .I. Ibeabuchi SECONDAR’)’ SCHOOLS IN OWERRI. IMO STATE Educalion For Today, Voi. 12(1 ) March. 201 n girls? ■ participants are high ability students. (ii) What is thè relative contribution of each The main instruments used for thè study of thè independent variables (family include: Slosson Intelligence Test (SIT) (to factors andpeer influence) to thè screen for high ability girls), Students Academic predi ction of academic achievement Record (to screen for high ability girls) and among high ability girls? Family Cohesion, Broken Home, Parents' Socio- (iii) What is thè joint contribution of thè Economie Status, Peer Influence and Academic independent variables (family factors and Achievement Questionnaire (FaB3PAQ). The peer influence) to thè prediction of adapted questionnaire was subjected to a test academic achievement among high retest pilot study. The reliability co-efficient of ability girls thè test retest pilot study was 0.72 using Cronbach's Alpha. Methodology The instruments were administered on The study adopted a descriptive survey one hundred (100) respondents. Data were research design of thè ex-post facto type. Simple analysed using simple percentage and Pearson's random sampling technique was used in selecting Product Moment Correlation at 0.05 level of ten (10) Senior Secondary Schools out of fifteen significance. (15) Senior Secondary Schools in Owerri, Imo State. Ten (10) students were randomly selected from each school through a multidimensional Results approach (use o f multiple criteria) making a total Research Question 1 :Is there any significant reiationship of hundred ( 100) participants. This multifaceted among thè independent variables (Family approach included thè use of Slosson Intelligence Cohesion, broken home, peer influence and Test (SIT), School Academic Records and parental socioeetm om ic status) and thè Achievement Test to ensure to ensure thè dependent variable (academic achievement) among high ability girls? ----- Table 1: Correlation matric between thè independent variables and thè dependent variable Achievem ent Family Broken Parental Peer Test Cohesion Home SES Influence A c h ie v e m e n t T e s t 1.00 F a m i ly C o h e s io n - .1 2 5 1.000 B r o k e n H o m e - .0 3 3 .4 6 1 1.000 P a r e n ta l S E S - .0 8 3 .5 3 9 .5 9 4 1.000 P e e r I n f lu e n c e - .1 6 3 .4 5 7 .1 3 8 .3 0 8 1.000 Table 1 above showed thè inter- family cohesion r = 0.457 and parental SES r = correlation matrix of thè reiationship among thè 0.308 respec tive ly . T herefo re , there is predictor variables (family cohesion, broken reiationship among thè independent variables but home, peer influence and parental socio- not statistically significant. economie status) and thè dependent variable (academic achievement). The table reveals th?t, Research Question 2 there is a positive and significant reiationship between broken home and family cohesion (r = What is thè relative contribution of thè 0.461), parental SES related to family cohesion r each of thè independent variables to thè = 0.539, and parental SES with broken home r = prediction o f academic achievement among high 0.594, peer influence has a reiationship with ability girls? P o 1 4 8 ■ Journal o f Faculty o f Education | University ofCalabar UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORJ0.05) broken Multiple R = .174a home ((3 = 031, t = 236 p>0.05), parental SES ) |3 = Multiple R2 ^ =.003 -.026, t = -. 189 p>0.05), and peer influence ({3 = - AdjustedR2 =-.011 . 128, t = -1.114 p>0.05). Std. error of thè estimation = 2354 ANALYSIS OF VARI ANCE M ode Som of DF M ean F Sig. Squares Square Regression 19.335 4 4.839 .742 .566a Residuai 619.555 95 6.522 Total 638.910 99 Table 3 above revealed that there is no significant Discussioni of Findings combined influence o f independent variables The results of thè study for research (family cohesion, broken home, peer influence question one revealed that family factors and and parent socio-economie status) to thè prediction o f dependent variable (academic peer influence had a significant relationship but achievement). The result yielded a coefficient of do not predict academic achievement among multiple regressions R = 0.174, multiple R2 = high ability girls. The implication is that there 0.003 and Adjusted R2 = -.011. Furthermore, thè exist a significant relationship among family ANO VA result o f thè regression analysis shows factors as well as between family cohesion and that there was no significant joint influence of thè peer influence. This corroborates thè findings of independent variables on academic achievement. Friedman (2005), who discovered that there was The model summary table reveals that adjusted a positive relationship between peer group R2 o f 1.21% of thè variance observed in thè influence and family background among high achievem ent o f thè studen t w hich was statistically not significant. F(4,95) = .742, ability students. p>0.005. Journal o f Facuìty o f Education H q i a r> University ofCalabar ■ " g . UNIVERSITY OF IBADAN LIBRARY PEER INFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEMENT OF HIGH ABILITY GIRLS IN G A . Adelodun, Ph.D & G.l. Ibeabuchi SECONDARY SCHOOLS IN OWERR1. IMO STATE Education For Today. Voi. 12(1) March. 2016 For research question two, there was no peer influence do not contributo to thè academic significant relative contribution o f family achievement ofhigh ability girls. Therefore, high cohesion, broken home, parental socioeconomic ability ' girls are encouraged to embark on status and peer influence to thè prediction o f independent studies to help maximize their academic achievement amonggifted girls. Thisis potentials and unleash them into thè world of in line with thè fmdings o f Kirk, (2000) who creativity. stated that peer influence does not contribute to academic achievement o f students. This does not Recommendations agree with thè fmdings o f thè following Based on thè fmdings of this study, thè researchers though conducted using regular following recommendations weremade: students: Smith, Fagan and Ulvund (2002), ♦♦♦ Schools, parents and researchers should Krampe and Newton (2008), Jeynes (2002), put into consideration to identify other Jeynes (2007), Ayodele (2007), Olson and Gorall factors that may affect thè academic (2003) who all observed that family factors and achievement o f high ability girls. p ee r in flu en ce co n trib u te to academ ic ❖ Schools and parents should encourage achievement. h igh ab ility g irls to em bark on The fmdings of thè research quesuon independent studies. This will boost their three showed that there was no joint relationship ability and confidence to undertake and between family cohesion, broken homes, complete diffìcult tasks without support parental socioeconomic status and academic from their peers. achievement. This is in agreement with thè ❖ Though it was observed that family fmdings o f Clark, (2006); Jacobson, (2000) and cohesion did not predici academic Sak, (2004) who all discovered that high ability achievement,- parents should promote girls are intrinsically and highly motivated to unity at home as this may promote achieve their goals. This implies that high ability positive emotional status of high ability girls require little or no extemal motivation to girls which in tum could lead to improved excel in academics. However, thè fmdings of this academic achievement. study disagrees with that of Jeynes (2007). ♦> High ability girls should be encouraged Jeynes, (2007) and Ayodele, (2007) found out to continue to excel in their specific that, family factors and peer influence predicts academic endeavours and to engagé in academic fields or areas dominated by their male achievement of students. counterparts. ❖ Parents and guardians should always Conclusion monitor thè peer groups which their In conclusion, in this study, it is evident children relate with. It should be healthy that family factors and peer influence are and this may positively influence their variables that do not influence thè academic academic achievement. achievement among high ability girls. This implies that high ability girls are motivated to References achieve academically with or without thè A y o d e l e , S .O . 2 0 0 7 . E d u c a t i o n a l contribution o f thè aforementioned independent Opportunities for Nigerian Leamers; variables. Nevertheless, parents should always How do we fare thus far? A paper make thè home conducive for leaming and presented on Aprii 6, 2007 at thè recognize thè importance o f family cohesion to workshop organized by Network for thè holistic development o f their high ability Gender for sensitive Educational daughters. Parents and teachers should always Management in Africa and thè British promote healthy and positive relationships Consul in Nigeria. between high ability girls and their regular peers. Bielinskia, T & Davidson, M.J. 2003. A Sex Through this study, it was observed that d i f fe rence by i tem dif f iculty P r r 1 S O H Journal ofFaculty o f Education x g . 1 J U gjg University ofCalabar UNIVERSITY OF IBADAN LIBRARY PEER 1NFLUENCE AND FAMILY FACTORS AS CORRELATE OF ACADEMIC ACHIEVEMENT OF HIGH ABILITY GIRLS IN G.A. Adelodun, Ph.D& G.I. 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