Socio-Economic Status Of Parents And Students’ Academic Performance
(A Case Study Of Lagelu Local Government Area, Oyo State)
The socio-economic status of parents significantly influences students’ academic performance, playing a pivotal role in shaping educational outcomes. This multifaceted connection encompasses various elements, such as parental income, occupation, and education level. Research consistently highlights the intricate interplay between these socio-economic factors and students’ scholastic achievements. Students hailing from economically advantaged backgrounds often benefit from a more extensive array of educational resources, including access to quality schools, tutoring services, and educational materials. Conversely, those from less privileged backgrounds may encounter obstacles that hinder academic success, such as limited access to educational support and extracurricular activities. The disparity in socio-economic status thus creates an educational landscape where students face divergent opportunities and challenges, influencing their academic trajectories. Understanding and addressing these dynamics is crucial for fostering a more equitable educational system.
This study examined socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state. The researcher adopted descriptive survey of correlational type. The study used random sampling technique to select ten public secondary schools out of twenty-six secondary schools. Stratified random sampling technique was used to select two hundred respondents. A research questionnaire titled “Socio-Economic Status of Parents Questionnaire (SESPQ) and Students’ Academic Performance Proforma (SAPP)” were used to collect relevant data from the respondents. One main hypothesis and three operational hypotheses were formulated and tested for this study. The hypotheses were tested using Pearson product moment correlation statistical method at 0.05 level of significance.The findings revealed that:
1. There was significant relationship between socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
2. There was significant relationship between educational status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
3. There was significant relationship between parents’ occupation and students’ academic performance in Lagelu Local Government Area, Oyo state.
4. There was significant relationship between family structure and students’ academic performance in Lagelu Local Government Area, Oyo state.
Based on the findings, it was recommendedthat every parent could be able to provide for the needs of their children. Parents should endeavour to improve on their socio-economic status in order to aid the performance of their children. Parents should endeavour to enhance their educational status so that they could assist their children in any of their class assignment.
Title Page
Certification
Dedication
Acknowledgment
Table of Content
Abstract
CHAPTER ONE:
INTRODUCTION
Background to the Study 1
Statement of the Problem 5
Purpose of the Study 6
Research Question 6
Research Hypothesis 7
Scope of the study 8
Significance of the study 8
Operational Definition of Terms 9
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
Concept of Social-economic status 11
Concept of Academic Performances 13
Students’ Academic Performance in Nigeria 14
Socio-economic Status of Parents and students’ academic
Performance 16
Parental Occupation and Students’ Academic
Performance 18
Parental Academic Background and students’ Academic
Performance 20
Other Factors Affecting students’ Academic Performance 23
Empirical Studies 27
Appraisal of Literature Reviewed 29
CHAPTER THREE:
RESEARCH METHODOLOGY
Research Design 31
Population, Sample and Sampling Techniques 31
Instrumentation 32
Validity and Reliability of the instrument 33Procedure for Data Collection 33
Method of Data Analysis 33
CHAPTER FOUR:
DATA ANALYSIS AND RESULTS
Hypotheses Testing 34
Summary of the Findings 38
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion of the Findings 40
Conclusions 42
Recommendations 42
REFERENCES 44
APPENDICE 49
INTRODUCTION
Background to the Study
Socio-economic status is a definite background variable that represents a feature of the social structure in society (Oakes & Rossi, 2003). It is a fact that families where the parents are privileged educationally, socially and economically, promote a higher level of achievement in their offspring. The socio-economic status of a child is usually determined by parental educational level, parental occupational status and income level (Jeynes 2002). It is understood that low socio-economic status negatively and depressingly affects students’ academic achievement. Due to low socio-economic status, a student does not have access to important resources and generates additional stress and tension at home (Jeynes, 2002, Eamon 2005). According to Parson, Stephanie and Deborah (2001), Socio-economic status is an expression which is used to differentiate between people’s relative status in the community with regard to family income, political power, educational background and occupational status.
Socio-economic status is an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others based on income, education and occupation. When analysing a family’s socio-economic status, the household income, earner’s education and occupation are examined, as well as combined income verses with an individual, when their own attributes are assessed (Keltner, 2008).
In the current era of globalisation and technological revolution, education is considered as a crucial step for every human activity (Farooq, Shafia, & Berhanu, 2011) and it is considered as the lifeline for efficient and stable working of human society. Education does not only provide knowledge and skills, but also inculcates values, training, fostering right attitudes and habits. Cultural heritage and values are transmitted from one generation to the next through education. Education is the best legacy parents can give to their children. The development of the nation starts from the family. When the family succeeds in teaching and impacting good values in their children, the country becomes a better place to live. It is generally believed that the basis for any true development must commence with the development of human resource. Formal education is the demonstration of such desires to effectively and efficiently build a sound and strong economy. Education is very vital in the human existence because the society and education are interrelated and inter-dependent. This can also be seen in the nature and development of a child born in a given society.
The school is an umbrella governing children from different parental background and social backgrounds and as such the children’s learning and rate of academic development is closely related to other experiences. Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing policies for state-controlled public education and state schools at a regional level. The education system is divided into kindergarten, primary education, secondary education and tertiary education. This study is focused on secondary education. Students spend six years in secondary school that is 3 years of JSS (Junior Secondary School), and 3 years of SSS (Senior Secondary School). The Senior Secondary School ends with Senior Secondary Certificate Examination. Junior secondary school is compulsory and leads to the Basic Education Certificate Examination (BECE), which opens the gate to Senior Secondary School. SSS curriculum is based on 6 core subjects completed by 2 or 3 elective subjects. Core subjects are: English; Mathematics, Civic Education, Computer: one major Nigeria language and others are elective; it contains vocational subjects which include; marketing, Animal husbandry, food and nutrition, technical drawing, music and fine arts. Students can also join, after the BECE a technical college. The technical college curriculum also lasts 3 years and leads to a trade/craftsmanship certificate.
Nigerian education has been experiencing a geometric set back since the past two decades which makes the academic performance of students to be getting poorer, this pathetic situation has always been an issue to attend to by government and the stakeholders in the educational sector. Numerous factors have been identified in various research studies to be responsible for the continuous declining of our educational system. Various factors such as classroom size, poor teacher-student ratio, in-adequate instructional materials, attitude of teachers towards work and lack of seriousness on the part of students.With the availability of more qualified teachers, improved technology and facilities for teaching and learning, educational system in Nigeria is still losing it values.
Motivation for this study is based on the fact that some students are exceptionally good in their work, while some extremely bad. When variations in scores are traced it is more often discovered that family background is a major contributory factor. It is therefore important that the levels of such contributions and the influence they have on children be examined so that useful suggestions to parents, teachers, educational planners and government could be made.
Orhungur (2003) asserts that the cultural background of the family is determined to a large extent by its socio-economic background. As the child grows up moves out to the interest wider society his/her interaction with it and perception of it are largely determined from her earlier, experiences at home.
Besides, the other factors such as individual and household characteristics, school related factors and government policies, socio-economic status is the most researched and debated factor that contribute towards the academic performance of students (Farooq et al, 2011). Furthermore, little empirical evidences are found in Nigeria regarding the association between parental socio-economic status and academic achievement of their students (Odoemena, 2010). As a result, conducting research on such issues would provide great insights on the association between socio-economic status of parents and academic performance of students.
The researcher is being motivated to study the effects of parental socio-economic status on the students’ academic performance, as most families are poor and cannot adequately affords 3-square meals not to talk of meeting the educational needs of their children. The researcher wishes to study the serious implication that the family socio-economic status had on the learning and performance of students’ academic performance. Osunloye, 2008 observed that there is an awareness of the importance of the home environment or family on children academic performance.
Statement of the Problem
Poor academic performance of secondary school students has been associated with high level of indiscipline from students, lack of commitment from parents, teachers and inefficient administrators in secondary schools (Ugoji, 2008). The gap in performance between students and academic excellence constitutes a great source of worry and serious concern as well as discomfiture to parents, school managers, policy makers and various governments responsible for the education of students in Nigeria.
In order to improve performance, much has been done to the factors that Ugoji (2008) reported above, as the level of discipline in many of the schools has improved, and the ministries of education and other stakeholders have done much to put in place efficient administration, but in spite of all these, students’ performance has not significantly improved. Therefore, it is important to establish other factors that affect academic performance in Nigeria outside those that are perceived by Ugoji and some other researchers.
Obanya (2004), Ebenuwa – Okoh (2010), and Atanda and Jaiyeoba (2011) noted that some of the factors responsible for the low performance of students in WASSCE and NECO are low socio-economic status of parents and lack of seriousness of students. This study therefore attempts to investigate parents’ socio-economic status and students’ academic performance in secondary schools.
Purpose of the Study
The main purpose of the study is to investigate socio-economic status of parents and students’ academic performance in Lagelu Government Area, Oyo state. Other purposes are to:
i. determine the relationship between the educational status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
ii. ascertain parents’ occupation and students’ academic performance in Lagelu Local Government Area, Oyo state.
iii. find out the relationship between family structure and students’ academic performance in Lagelu Local Government Area, Oyo state.
Research Questions
For the purpose of this research work the following research questions were raised:
i. What is the impact of educational status of parents on students’ academic performance in Lagelu Local Government Area, Oyo state?
ii. What are the types of occupation parents indulge in Lagelu Local Government Area, Oyo state?
iii. To what extent does family structure of students improve academic performance in Lagelu Local Government Area, Oyo State?
Research Hypotheses
The following null hypotheses were formulated to serve as main frame for this study.
Main Hypothesis
Ho: There is no significant relationship between socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Operational Hypotheses
Ho1: There is no significant relationship between educational status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Ho2: There is no significant relationship between parents’ occupation and students’ academic performance in Lagelu Local Government Area, Oyo state.
Ho3: There is no significant relationship between family structure and students’ academic performance in Lagelu Local Government Area, Oyo state.
Scope of the Study
The study will be confined to senior secondary school three (S.S.S. Three) Students in Lagelu Local Government Area, Oyo State. The geographical scope of the study will be limited to students in Lagelu Local Government Area, Oyo state. The respondents would be selected from 10 secondary schools. The variables scope is educational status of parents, parents’ occupation and family structure. The instrumental scope will be Socio-economic status of parents Questionnaire (SESPQ) and Students’ Academic Performance Proforma. The statistical scope will be descriptive and inferential statistics. The time frame is 2013-2016.
Significance of the Study
This research work presents the influence of parental socio-economic status on students’ academic performance. Most particularly it explains the way in which occupational status, educational status and family structure of parents affect the students’ academic performance.
The findings of this study would be of immense benefit to students, the ministry of education, the government, non-governmental agencies, examination bodies and guidance counselors. The findings of the study would help these various organisations to understand the effect of parental socio-economic status on the performance of students academically. The findings of this study would assist government to have better insight into adverse effects of the low socio-economic status of the populace. In short, the study would create awareness on the best ways to improve the education of the country.
The parents which are saddled with the responsibilities of ensuring high academic performance for their child stand to benefit from the findings of this study would assist them to have better knowledge about how their occupation, education and also the relationship the parents have with their children affect the children positively or negatively. Educational and curriculum planners could be guided in planning the curriculum without rigidity to suit diverse cultural environment. The professional counselor also stands to benefit immensely from the result of this study.
Operational Definition of Terms
As words may mean differently in different contexts, the following definitions are given as intended to be understood for the purpose of this study.
Family structure: refers to the characteristics that define a family like; income and social class in socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Educational Status of parents: refers to the educational background of students’ parents like; School Certificate, NCE, First degree, Masters and Ph.D holders in socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Parents’ occupation: refers to the job or occupation that parents are doing in socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Socio-economic Status: refers to position of recognition which one finds himself in the society, such a position may not be heredity but acquired through personal efforts like education, wealth, occupation and social class in socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
Academic Performance: refers to the students’ achievement, scores within the class or in external examination and their positions relative to all those subjected to the same test in socio-economic status of parents and students’ academic performance in Lagelu Local Government Area, Oyo state.
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Socio-Economic Status Of Parents And Students’ Academic Performance:
The relationship between socio-economic status (SES) of parents and students’ academic performance has been widely studied and debated in educational research. SES typically encompasses factors such as parental education level, occupation, income, and household resources. Here are some key points regarding this relationship:
- Correlation: Numerous studies have found a strong correlation between higher SES and better academic performance among students. Children from higher SES backgrounds often have access to more resources such as books, tutoring, educational materials, and extracurricular activities, which can positively influence their academic outcomes.
- Parental Involvement: Higher SES parents tend to be more involved in their children’s education. They may have more time and resources to devote to activities like helping with homework, volunteering at school, and participating in school events, which can contribute to better academic performance.
- Access to Quality Education: Higher SES families often reside in neighborhoods with better-funded schools and more resources. These schools may offer advanced coursework, experienced teachers, smaller class sizes, and better facilities, all of which can enhance students’ academic performance.
- Cultural Capital: Children from higher SES backgrounds may benefit from exposure to a culture that values education and intellectual pursuits. They may be more likely to have parents who emphasize the importance of education and provide them with opportunities to engage in intellectually stimulating activities.
- Health and Nutrition: SES can also influence students’ health and nutrition, which are closely linked to academic performance. Higher SES families are more likely to have access to healthcare services, nutritious food, and a safe living environment, all of which can contribute to better cognitive development and academic achievement.
- Peer Influence: Students from higher SES backgrounds may have access to social networks with other academically motivated peers, which can positively influence their own academic attitudes and behaviors.
- Inequality and Disparities: The relationship between SES and academic performance also highlights issues of inequality and disparities in educational opportunities. Students from lower SES backgrounds may face challenges such as inadequate resources, unstable home environments, and limited access to quality education, which can negatively impact their academic outcomes.
- Policy Implications: Recognizing the importance of addressing SES-related disparities in education, policymakers often implement programs and interventions aimed at providing additional support and resources to disadvantaged students, such as funding for low-income schools, targeted educational interventions, and initiatives to increase parental involvement.
In conclusion, while there is a strong correlation between SES and students’ academic performance, it’s important to note that this relationship is complex and multifaceted, influenced by various factors including access to resources, parental involvement, cultural capital, and social networks. Efforts to address disparities in education and improve academic outcomes often require comprehensive strategies that target both individual and systemic barriers to success.