This study sets to find out how home factors relate to the academic performance of internally displaced secondary school students (IDSSs) in Fako division in Cameroon. A concurrent triangulation mixed methods combining qualitative and quantitative survey approaches was adopted. The independent variable was home factors whereby it was appraised how their influence academic performance, the dependent variable. The population was made up of secondary school students and administrators. 360 students and 24 administrators made up the sample. Schools were sampled using double-stage sampling, purposively followed by simple random sampling while participants were sampled purposively and conveniently, supported by snow-ball. The study was guided by the Bronfrenbrenner’s ecological systems theory, Maslow’s hierarchy of needs theory, the theory of educational productivity and the Dynamic model of displacement. Quantitative data were analyzed with the support of SPSS 21.0, whereby they were described using frequency and proportion and multiple-responses analysis to aggregate scores within conceptual components while hypotheses were tested using Binary Logistic Regression. As for the qualitative / textual data, their abstraction was reduced via thematic analysis with the support of Atlas.Ti 5.2 software. Internally displaced students were satisfied with home factors to a weak majority proportion weight of 61.5%. Parental support and care was the most highlighted and this trend corroborated qualitative findings. The predictive effect (PF) of home factors was significant (P=0.002). Two indicators of the conceptual component ‘home factors’ surfaced as significant predictors of academic performances (P<0.05) namely ‘Good health’ and ‘Clean environment’. Among them, one was a critical predictor (P < 0.05, OR > 1, and LB of OR >1), which was good health that had a positive impact while clean environment was detrimental to their wellbeing given the negative impact. This therefore aligns with the qualitative findings that also unfold home factors as a setback. School key informants as further clarified in the following lines complained that these students live in inadequate home environment mostly congested to provide enough space for reading or for living comfortably, noise and hygiene issues. The socio-economic challenges faced by many families were as corollaries of the ongoing socio-political crisis. It was recommended the enhancement of a conducive home environment by curbing the question of congested home, make sure that noise and hygiene as major determinant of health should be paid enough attention. Given the abject question of home climate, interaction and care, it was recommended that parents should pay more attention to their IDSSs.
Home factors, academic performance, internally displaced students, secondary schools, Fako, Cameroon
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