Home factors and completion of programme of English undergraduate students in affiliated colleges of education in North Central Zone of Nigeria
DOI:
https://doi.org/10.64171/JAES.5.4.66-73Keywords:
Home factors, English language, Undergraduate programme, North central zoneAbstract
This study investigated the influence of home factors on the completion of English undergraduate programmes in affiliated Colleges of Education within the North Central Zone of Nigeria. The research was motivated by persistent cases of delayed graduation and dropout among students despite government efforts to improve higher education outcomes. A correlational survey design was adopted to examine the relationships between parental education, socio-economic status, home learning environment, parental support, and family structure as predictors of programme completion. The population comprised 2,460 English undergraduate students across affiliated Colleges of Education in the zone, from which a sample of 400 final-year students was selected using multistage sampling techniques. Data were collected through a validated questionnaire titled Home Factors and Programme Completion Questionnaire (HFPCQ), which yielded a Cronbach Alpha reliability coefficient of 0.83. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression at a 0.05 significance level. Findings revealed significant positive relationships between all five home factors and programme completion. Parental support (β = .34, p < .001) emerged as the strongest predictor, followed by socio-economic status (β = .23, p < .001) and parental education (β = .16, p < .001). The regression model explained 48% of the variance in programme completion. The study concluded that favourable home conditions significantly enhance academic persistence and timely graduation. It recommended parental sensitization, financial aid, improved home learning environments, and counselling interventions to support students from disadvantaged backgrounds.
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