African Educational Research Journal, 2015; 3(1): 80-88.Education is viewed as a tool for change. Globally, efforts are geared toward enhancing the educational process of students’ academic achievement in secondary schools. However, there is gap associated with differences in the students’ attributes, and the desire for parents to provide better educational opportunities to their children. To achieve the goal of this research, students from Katsina State Science and Technical Education Board (STEB) were purposively selected for the study. Random sampling technique was used to select 300 students from six secondary schools. Primary data were collected using a structured questionnaire designed to address the specific objectives of the study. Cramer’s V and stepwise regression model were used as tool of analyses to achieve the stated objectives of the study. Age of students was found statistically related to students’ academic achievement using Cramer’s V. The regression model has an R2 (.915) implying that 92% of the total variations in students’ academic achievement was accounted for by the independent variables. The F statistic was also reliably fit and statistically significant at p ≤ 0.001 confidence level. Of the nineteen variables, nine were statistically significant and show effect on students’ academic achievement. The significant variables that were positively related to academic achievement are: parent education, parent occupation, family feeding, provision of resource materials, visits to schools, provision of pocket money, and residential type. Family type and age category of parents had negative effects on students’ academic achievement. We recommend for an intensified public enlightenment and awareness campaign on family planning and child spacing as well as dilution of family resources to counter the effect of family type being a risk factor.Ahmadu Bello University Zaria, Nigeria