The Effect of the Parents’ Socio- Economic Status of Parents on the Academic Performance of Students in Mbano Lga.
CHAPTER ONE
OBJECTIVES OF THE STUDY
The main objective of the study is to examine the influence of socio-economic status on academic performance of students in Mbano LGA.. Specific objectives of the study include:
- To investigate into the effect of socio-economic status of parents on the educational performance of students’.
- To find out if social-economic status of parents influences their students’ academic performance in physics.
- To find out whether educational attainment of parent affect their students’ academic performance in physics.
- To find out the influence of family size on educational upbringing of physics students.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
CLASS AND SOCIO-ECONOMIC STATUS
Some scholars in sociology perceive class as more about lifestyles of people since it determines even the ‘birth weight and cause of death, when to marry and whom to marry… (Conley, Strully and Bloom, 2003) cited in Hout (2007:2). This line of argument clearly portrays division (Wright, 1997; Giddens, 2005; and Bob, 2008). The reason is that class societies are formed primarily between two opposing classes, one stronger and the other weaker (Giddens, 2005 and Bob, 2008). This implies that class portrays a master-servant relationship, and this explains why the rich in society wants to ‘rule’ the poor because by virtue of their wealth they are influential and powerful in their communities (Giddens, 2005; and Bob, 2008). Socio-economic status is the social standing of an individual in society with respect to his or her level of education, income, type of occupation and general quality of life. It also includes his or her access to goods and services in the market place. The upper-class ‘persons are influential and powerful in their communities’ (Ornstein and Levine, 2006:320). On the other hand, people with low socio-economic statuses are seen as ‘low in prestige and power’. Indeed, the factors that determine one’s class may vary from one society to another and even within the same society. Studies have established that there is a ‘strong relationship between social class and educational achievement’ (Ornstein and Levine, 2006:320). They note that different studies have proved that ‘working-class students have performed less well than middle and upper- class students’. In support of this argument, Mooney, et al.(2007:263) are of the view that ‘one of the best predictors of educational success and attainment is socioeconomic status’. The upper class is the highest on the class structure. This is sub-divided into upper-upper class and lower-upper class (Warner, 1949; Coleman and Rainwater, 1978). The upperupper class people are born into rich families (Warner 1949, Coleman and Rainwater, 1978) which probably implies they inherited their wealth from family members. Coleman and Rainwater (1978) describe them as people who have college degrees with a household income level of over $60,000 as at 1978. Thompson and Hickey (2005), consider the upper class as group of people who have control over the nation’s economic resources and political affairs. One characteristic of the upper class is that they have a united front. Just as Marx observes that the proletariat or the suffering masses who became ‘more conscious of their shared class position and common interest of overthrowing capitalism’ and therefore mobilized themselves to ‘resist capitalist exploitation’ (Bob, 2008:56). This means class society embraces solidarity and may aim at protecting their positions in society (Hout, 2007; and Bob, 2008). The lower-upper class are individuals who have made it by dint of hard work either through education, entrepreneurship and other high paid jobs (Warner, 1949 and Coleman and Rainwater, 1978), unlike the upper-upper class who are born into it or inherited it. This class consists of successful elites, top professionals, senior corporate executives, entrepreneurs among others. They have degrees from good Colleges and their household income is in excess of $60,000 (Coleman and Rainwater, 1978). The second category of people on the social structure is the middle class. The middle class is made up of individuals of an upper middle class who are professionals, managers and small business owners who have distinguished themselves through high educational attainment and are economically secured; and the lower middle class, consists of semiprofessionals such as technical workers, technicians, sales personnels and clerical workers (Ornstein and Levine, 2006:320).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the effect of the parents’ socioeconomic status of parents on the academic performance of students.
Sources of data collection
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF DATA
One hundred and sixty (160) questionnaires were distributed and one hundred and forty (133) were returned. This figure was the sample size. Out of the one hundred and thirty-three, only one hundred and twenty (120) were properly responded to. As a result, the researcher used one hundred and twenty for this study when more than 50% of the respondents agree to the questions, the answer is taken as valid for the purpose of this study. In analyzing the data, the approach that will be adopted is to find out the percentage and positive and negative answers to the question posed.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on the effect of the parents’ socio- economic status of parents on the academic performance of students in Mbano LGA. 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 the challenges of socioeconomic background on academic performance of secondary school student.
Summary
This study was on The effect of the parents’ socio- economic status of parents on the academic performance of students in Mbano LGA. Four objectives were raised which included: To investigate into the effect of socio-economic status of parents on the educational performance of students, to find out if social-economic status of parents influences their students’ academic performance in physics, to find out whether educational attainment of parent affect their students’ academic performance in physics and to find out the influence of family size on educational upbringing of physics students. In line with these objectives, two research questions were asked and answered. The total population for the study is 200 staff of selected secondary school in Mbano LGA. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
This study reveals that family background including family structure, parental occupation and parental education level had no significant influence on students’ achievement. The implication of this is that parents of this age are more aware and serious about giving their children the best education they can irrespective of their own shortcomings. Most studies carried out earlier were showing significant influence of family background on students’ achievement. Consequently many researchers indicted parents as contributing to students’ poor performance in science, for example Okafor (2010). It is gratifying to note that things are changing for the better as regards family background influence on academic achievement as this study reveals. Perhaps from the foregoing, researchers should intensity their research efforts towards other possible factors in order to find lasting solution to the problem of poor performance
Recommendation
Based on the findings and discussion made above, the researchers recommend as follows:
- Parents should continue getting involved in their children’s academic progress by monitoring their activities in and out of school, ensuring that home work is done, providing all necessary materials they need in school and meeting with their teachers when the need arises.
- Since the findings of this study seem to suggest that parents, irrespective of their background status, are getting involved in their children’s academic work, they should be regularly informed of their children’s academic progress by the school authorities.
- Similar studies could be carried out in other states of the federation with different cultures to ascertain whether the same result will be obtained
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