The Effects of Parental Socio-economic Status on Students’ Academic Performance in Selected Secondary Schools
Chapter One
Purpose of the Study
The main purpose of this study was to examine the effect of socio-economic status of parents on the academic achievement of students in selected five senior secondary schools in Somolu Local Government Area of Lagos State.
The specific objectives of the study include:
- To determine whether parents’ socio-economic status affects their children’s social orientation.
- To examine whether parents’ socio-economic status affect their children’s academic achievement.
- To examine whether there is relationship between parents’ socio-economic status and children’s academic achievement.
- To investigate whether gender difference exists in the academic performance of students due to socio-economic status.
- To determine the difference between the academic performance of children who come from high socio-economic and those from the low socio-economic families.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
According to Sclafani J. (2004), not only are children’s educations influenced by the personal, educational background of their parents, but these personal experiences are highly connected to their economic background.Students come from more educated families and higher status of occupations tends high achievement values in academy, since low socioeconomic status of parents have been seen as hindrance to student’s success and it could lead to poor academic performance (Amarveer S. et al., 2014). Academic performance of students is very much influenced by numerous factors like Socioeconomic Status of the parents, residential locality of the students, gender, age, school and class room environment and many more. Socio-economic Status of student’s family or parents have great impact upon academic success (Rofikul M., et al., 2017). According to Brent S. (1998), Parental occupational status is strongly associated with how people think about and act in school. He showed that the students from high level occupation are more likely to have the economic resources to purchase instructional materials and educational services (example, computers and tutor-tuitions) that are not available to students whose parents have low level occupational status. Parent’s income, educational level, occupation and family size are the basic components to influence students’ academic achievement. Regarding this, Schneider J. and Coleman H. (2000) showed that parents’ income level have strong positive effect on the students’ grades, and students from lower income families are less likely to succeed academically. He also revealed that parents with low educational level may have less expertise or information about how to interact with their children’s education. This could result with poor children achievement.
STUDENT ROLE PERFORMANCE
Student Role Performance (SRP) is how well an individual fulfills the role of a student in an educational institution. SRP involves factors such as, sex of the student, students’ race/ethnicity, school effort, extracurricular activities, deviant behavior, and student disabilities. The affect that sex has on a student’s academic achievement has been debated and heavily researched over the past several decades (Chambers and Schreiber 2004, Eitle 2005). Past research has indicated an academic achievement gap between the sexes, with boys ahead of girls. However, more recent research has shown that the achievement gap has been narrowing and that in some instances girls have higher academic achievement than boys (Chambers and Schreiber 2004). For example, girls have been found to exert more effort at school, leading to better school performance (Ceballo, McLoyd, and Toyokawa 2004). Additionally, studies show that girls perform better in reading than males (Eitle 2005). But, males are found to outperform females in mathematics and science (Eitle 2005). Still, other research has found little to no difference in achievement between the sexes. (Chambers and Schreiber 2004). Race has been shown to play a major role in the life of a student (Battle & Lewis 2002, Crosnoe, Johnson, and Elder 2004a, Tam and Basset 2004, Seyfried 1998). Numerous studies have found non-White, minority students to be at a disadvantage and to reach lower academic achievement than Whites (Battle et al 2002, Crosnoe et al 2004, Tam et al 2004, Seyfried 1998). In particular African-American and Hispanic students have lower test scores. For example, African-American students scored significantly lower on the 1991-1992 SAT assessments than White students (Seyfried 1998).
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 the effects of Parental Socio-economic Status on Students’ Academic Performance in Selected Secondary Schools. Somolu Local Government Area of Lagos State forms the population of the study.
SAMPLE SIZE DETERMINATION
A study sample is simply a systematic selected part of a population that infers its result on the population. In essence, it is that part of a whole that represents the whole and its members share characteristics in like similitude (Udoyen, 2019). In this study, the researcher adopted the convenient sampling method to determine the sample size.
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 the Effects of Parental Socio-economic Status on Students’ Academic Performance in Selected Secondary Schools. 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 the effects of Parental Socio-economic Status on Students’ Academic Performance in Selected Secondary Schools.
Summary
This study was on the effects of Parental Socio-economic Status on Students’ Academic Performance in Selected Secondary Schools. Three objectives were raised which included; To determine whether parents’ socio-economic status affects their children’s social orientation, to examine whether parents’ socio-economic status affect their children’s academic achievement, to examine whether there is relationship between parents’ socio-economic status and children’s academic achievement, to investigate whether gender difference exists in the academic performance of students due to socio-economic status and to determine the difference between the academic performance of children who come from high socio-economic and those from the low socio-economic families. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Somolu Local Government Area of Lagos State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the findings of this study, it is concluded that socio-economic factors such as parent’s academic background, parent’s occupation and parent’s annual of income are significantly related to students’ academic achievement in secondary schools in Somolu Local Government Area of Lagos State
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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