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ABSTRACT
This study was designed to ascertain the influence of home environment on the achievement of junior secondary school students in English language in Oredo local government of Edo state. Four (4) research questions were formulated to guide the study. The population of this study consists of one thousand seven hundred and eight students in the thirteen (13) public secondary schools in Oredo local government area of Edo State while the respondents were the one hundred and twenty-eight (128) J.S.S.S III students in the public junior secondary schools in Oredo Local Government Area. The research instrument for the study was a Questionnaire titled: Influence of Home Environment on the Achievement of Junior Secondary School Students in English Language Questionnaire (IHEAJSSSELQ). The instrument which was distributed to the respondents and collected immediately after completion from respondents. The Cronbach Alpha was used to determine the reliability of the instrument and it had the value of 0.718, this showed that the instrument was reliable. Findings revealed that there is a perceived a connection between family socio-economic status and academic achievement in English language, influenced by socio-economic factors affecting reading habits and school choice. Additionally, findings showed that higher parental education positively influences academic achievement in English, while family involvement, including parental interest, support, and access to technology, plays a pivotal role in shaping students' academic experiences. It was recommended that to enhance English language academic achievement, schools should address socio-economic influences by providing reading resources and guidance on school choices, while also promoting parental involvement, irrespective of educational background, and smaller family sizes, enabling opportunities for individual attention, extracurricular activities, and fostering family togetherness.
