Assessing Family and School Academic Consciousness and Students’ Performance in English Language Among Senior Secondary Schools in Port Harcourt City Local Government Area

This paper examines the influence of family academic consciousness and school academic consciousness on students’ performance in English language in secondary schools within Port Harcourt City Local Government Area. The population consists of all senior secondary two students (SS2) in public secondary schools in Port Harcourt City Local Government Area of Rivers State numbering 3,089. The sample size of 120 senior secondary school students was used for this study. Three instruments; Family Academic Consciousness Questionnaire (FACQ), School Academic Consciousness Questionnaire (SACQ) and English Language Achievement Test (ELAT). The Family Academic Consciousness Questionnaire (FACQ), Family Academic Consciousness Questionnaire yielded a Cronbach Alpha reliability index of 0.80 and 0.77 respectively and English Language Achievement Test has a KR20 reliability coefficient of 0.72. One way Analysis of Variance (ANOVA) used to analyze data and test hypothesis, the null hypothesis is rejected. The findings suggest that Family and School Academic Consciousness has a significant influence on students’ achievement in English Language. Parents should promote a reading culture at home, monitor homework, and engage with teachers on learner progress. Schools’ management should improve school climate, provide professional development for English language teachers, equip schools with linguistic resources and engage parents through formal parent-teacher associations and create intervention programs targeting low- performing learners.