This study aimed to investigate the relationship between parental influence, learning environment, motivation, and the academic performance of senior secondary school students in Biology in Ekiti State, Nigeria. A mixed research design, including correlational and ex-post facto elements, was employed, utilizing both primary and secondary data sources. The study population consisted of 12,690 Senior Secondary School Two (SSS II) students in Ekiti State public secondary schools, with a sample of 300 students selected using stratified random sampling. Data were collected through a self-designed questionnaire titled “Parental Influence Questionnaire” (PIQ) and students’ information records. The questionnaire gathered demographic information and assessed parental influence on students’ academic performance, while students’ information records provided academic performance data. The instrument’s validity was ensured through expert review, and its reliability was established through the test-retest method. The findings of the study revealed significant relationships between motivation, parental/guardian influence, and learning environment influence with the academic performance of SS II students in Biology in Ekiti State. Specifically, motivation was found to have a positive impact on academic performance, parental/guardian influence significantly affected academic performance, and the learning environment had a significant predictive effect on academic performance
Keywords: : Academic Performance, Biology, Parental influence., Students
