CHAPTER ONE

INTRODUCTION

Background to the Study

          Social studies as discipline is gradually gaining ground in Nigerian institution of higher of higher learning. It is a core subjects which now made compulsory at the primary and junior secondary schools levels.

          It is on record that having realizing to enhance functional and productive teachers in the subject areas who could improve the status of Nigerian secondary school students in the subject.

          There have been several studies done with in and out side Nigerian on the effects of home environments as well as the socio economic status of parents on the academic achievements of students (Ajila and Olutola, 2007; Uwaifo, 2012). Research has found does in school and the amount of confidence the students have for themselves. However, in Nigerian, like other growing economic nation, families are finding it more difficult to stay in contact with their children’s major cities such as Lagos where both parents work outside the state. Carmen (2007) noted that the extended family has become significantly less extended as mobility has increased parents are becoming isolated from their children and finding it difficult to keep a careful watch on what needs to be done to help them succeed in school. Many families are not even led a parent, but by a grandparent, guardian, or some other adult. Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It is generally believed that the basis for any the developments must commence with the development of human resource. Much their said formal education remains the vehicle for social economic development and social mobilization in any interested prolong military rule and aborted civilian administrations, which necessitude the promulgation of degrees edicts and levels. The inconsistence continuation of government, due to coup defeated emphasized the continuity in the implementation of educational laws and policies since 1970s till the presents time fallen standard in education of the primary and secondary school levels (Shitu, 2004).

          Frequently changes of ministers and commissioners of education by successive government coupled with the politicization of education by political parties that emerged in the country’s political leaders in 1979 have also brought about disparity in educational practices, which caused differential academic performances and classroom functioning of both teacher and students from state to state.

          With the changes in family life and indeed in societal make up, schools are now finding it increasingly difficult to keep parents informed of and actively engaged in the day to day progress of their children (Deslandes and Bertrand, 2007). Teachers and administrators are discovering that the support they once received in getting students to do their home work is not there, because the parents are not home to assist the students to complete their assignments.