ABSTRACT
This research explores the influence of the home environment on the language development of public primary school students in Ikpoba Okha Local Government Area, Edo State. Numerous factors hinder the language development and academic success of these students, including parental education levels, occupations, incomes, social classes, the proximity of their homes to schools, training levels, professionalism, and the role of the mother tongue in language development. The study examines how the home environment correlates with students' academic performance in language development. To meet this goal, the following research questions were posed: (i) Does the home environment affect the academic performance of public primary school pupils in Ikpoba Okha Local Government Area, Edo State? (ii) How does family interaction and behavior influence pupils' language development? (iii) How do physical facilities and education impact pupils' performance? (iv) Does parental involvement influence pupils' academic achievements? During the research, it was found that the home environment significantly contributes to helping students achieve their academic objectives. This study benefits family members, teachers, students, schools, and community leaders by highlighting how family interactions and behaviors, the availability of learning materials, and parental involvement impact a child's language development. The study's population included all primary schools, parents, and teachers in Ikpoba Okha Local Government Area. Twenty public primary schools were randomly selected from the 53 in the local government area. The sample consisted of 100 respondents, with five teachers chosen from each school using purposive sampling. The research instrument was a structured questionnaire titled "The Home Environment as a Determinant of Language Development in the Academic Achievement of Public Primary School Pupils in Ikpoba Okha Local Government Area of Edo State," designed by the researcher. It contained 20 Likert scale items (Strongly Agree, Agree, Disagree, Strongly Disagree). The questionnaire's reliability was assessed using the Pearson Product Moment Correlation Coefficient (PPMCC), resulting in a score of n=0.864. For internal consistency, test items were split into two equal halves (odd and even), each category receiving an independent score for analysis. In conclusion, the study demonstrated the critical role of the home environment in shaping language development among public primary school pupils. The findings emphasize the need for parental involvement, access to reading materials, and language stimulation to support language development. These results suggest the development of targeted interventions and programs to enhance language skills in public primary school students. Parents and caregivers should prioritize language-rich activities such as reading, storytelling, and engaging conversations with their children. Educators should create strategies to involve parents in language development activities, including parent-teacher conferences, language workshops, and home-school language programs.
