Assessing the Impact of Students’ Socio-Economic Characteristics on Academic Performance (Case of Study Modibbo Adama University, Yola)
Chapter One
Objective of the study
The objectives of the study are;
- To examine the relationship between students’ socio-economic characteristics and their academic performance.
- To identify the specific socio-economic factors that are most strongly associated with academic achievement.
- To explore how these socio-economic factors interact with other factors such as student motivation, teacher quality, and school resources to shape academic outcomes.
- To assess the extent to which educational disparities can be explained by socio-economic factors.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
Amutabi, M.N ( 2003) discuss the impact of socioeconomic status on children’s readiness for school:”The segregating nature of social class, ethnicity may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, dictate neighbourhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems. APA ( 2001) describe the relationship of family socioeconomic status to children’s readiness for school, Across all socioeconomic groups; parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on housing, food, clothing, and health care. Educational toys, games, and books may appear to be luxuries, and parents may not have the time, energy, or knowledge to find innovative and less-expensive ways to foster young children’s development.( Ominde, S.H 1964) observes that even in families with above average income parents often lack the time and energy to invest fully in their children’s preparation for school, and they sometimes face a limited array of options for high-quality child care both before their children start school and during the early school years. Kindergarten teachers throughout the country report that children are increasingly arriving at school inadequately prepared. Families with low socioeconomic status often lack the financial, social, and educational supports that characterize families with high socioeconomic status. Poor families also may have inadequate or limited access to community resources that promote and support children’s development and school readiness. Parents may have inadequate skills for such activities as reading to and with their children, and they may lack information about childhood immunizations and nutrition. Lareau, Annette (2004) state that “low maternal education and minority-language status are most consistently associated with fewer signs of emerging literacy and a greater number of difficulties in preschoolers.” Having inadequate resources and limited access to available resources can negatively affect families’ decisions regarding their young children’s development and learning. As a result, children from families with low socioeconomic status are at greater risk of entering kindergarten unprepared than their peers from families with median or high socioeconomic status.
From the literature, it was observed that lots of research have been conducted on factors that affect academic performance which include socio-economic factors. Among other factors, the effect of socio-economic factors on students’ academic performance has really gained prominence. Socio-economic status has been expressed from different perspectives in the literature since there is no accepted conceptual meaning for it . In Socio-economic status was described as a family or individual ranking based on their access level to or control over some combination of valued commodities such as wealth, power and social status. From a social point of view, it was described in as a high quality work force, equal opportunity, social development of civil awareness and community attainment.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine assessing impact of students socio economic characteristics on the academic performance. Modibbo Adama University, Yola form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain assessing impact of students socio economic characteristics on the academic performance. Modibbo Adama University, Yola. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an a assessing impact of students socio economic characteristics on the academic performance.
Summary
This study was on assessing impact of students socio economic characteristics on the academic performance. Modibbo Adama University, Yola. Three objectives were raised which included: To examine the relationship between students’ socio-economic characteristics and their academic performance, to identify the specific socio-economic factors that are most strongly associated with academic achievement, to explore how these socio-economic factors interact with other factors such as student motivation, teacher quality, and school resources to shape academic outcomes and to assess the extent to which educational disparities can be explained by socio-economic factors. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from sModibbo Adama University, Yola. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the assessment of the impact of students’ socioeconomic characteristics on academic performance is a crucial area of research in Modibbo Adama University, Yola. Through various studies conducted, it has been established that socioeconomic factors such as parental education, income, occupation, and family size significantly influence students’ academic performance.
Students from low-income families and those whose parents have limited educational backgrounds are more likely to struggle academically compared to their counterparts from higher socioeconomic backgrounds. Additionally, factors such as gender, ethnicity, and age can also have an impact on academic performance.
Therefore, it is important for educational institutions to recognize the impact of socioeconomic factors on students’ academic performance and provide necessary support to ensure that all students have equal opportunities to succeed. This may include providing financial aid, mentoring programs, and academic support services for students from disadvantaged backgrounds.
Overall, the assessment of the impact of socioeconomic factors on academic performance should be an ongoing area of research and action in Modibbo Adama University, Yola, and beyond, in order to ensure that all students have equal access to educational opportunities and the chance to achieve their full potential.
Recommendation
Based on the assessment of the impact of socioeconomic characteristics on academic performance in Modibbo Adama University, Yola, the following recommendations can be made:
Provide financial aid: The university should provide financial aid to students from low-income families to ensure that they can access quality education and succeed academically. This may include scholarships, grants, and loans.
Establish mentoring programs: The university should establish mentoring programs to provide academic and emotional support to students from disadvantaged backgrounds. This can help them to overcome challenges and achieve their academic goals.
Offer academic support services: The university should provide academic support services, such as tutoring and study groups, to help students who may be struggling academically. This can help to bridge the gap between students from different socioeconomic backgrounds.
Address biases and discrimination: The university should address any biases and discrimination that may exist in the educational system. This can help to ensure that all students are treated equally and have access to the same opportunities.
References
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