The Influence of Student’s Social Economic Background on Academic Performance of Integrated Science Undergraduate in Uniben.
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the effect of parent occupation on Academic Performance of Integrated Science Undergraduate in Uniben
- To find out the marital status of parent on Academic Performance of Integrated Science Undergraduate in Uniben
- To find out educational background of parent on Academic Performance of Integrated Science Undergraduate in Uniben
CHAPTER TWO
REVIEW OF RELATED LITERATURE
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). African-American students are also more likely to be placed in lower academic groupings and less likely to be in academic groups for “gifted” students (Seyfried 1998). Both African-American and Hispanic students are more likely to feel disconnected from their school and peers which leads to lower academic achievement (Crosnoe et al 2004a). Research also shows that African-American students tend to invest less in school and therefore do not perform as well as White students Crosnoe et al 2004a). It is thought that minority students, especially African-American students come to expect discrimination in school and believe that racial prejudice will outweigh their effort (Battle and Lewis 2002). This lack of investment in school has been connected not to a lack of ability, but rather, a reaction to the racial prejudice and discrimination that minority students face in the classroom and other areas of life (Battle and Lewis 2002, Seyfried 1998). William Carbonaro defines school effort as “ the amount of time and energy that students expend in meeting the formal academic requirements established by their teacher and/or school” (2005). Carbonaro (2005) has also identified three different types of school effort. These are: rule oriented effort (showing up to and behaving in class), procedural effort (meeting specific class demands such as completing assignments on time), and intellectual effort (critically thinking about and understanding the curriculum). It is expected that a student who puts forward significant effort in all three categories will perform the best (Carbonaro 2005). And studies have shown that school effort is an indicator of academic performance (Ceballo et al 2004, Carbonaro 2005).
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.
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 Influence of student’s Social Economic Background on Academic Performance of Integrated Science Undergraduate in Uniben.. 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 Influence of student’s Social Economic Background on Academic Performance of Integrated Science Undergraduate in Uniben.
Summary
This study was on the Influence of student’s Social Economic Background on Academic Performance of Integrated Science Undergraduate in Uniben.. Three objectives were raised which included; To find out the effect of parent occupation on Academic Performance of Integrated Science Undergraduate in Uniben, to find out the marital status of parent on Academic Performance of Integrated Science Undergraduate in Uniben and to find out educational background of parent on Academic Performance of Integrated Science Undergraduate in Uniben. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from students from Uniben. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study has been able to assess the relationship between socio-economic background and students’ achievement in Integrated Science in Uniben. It was found out that socio-economic background is a good predictor of achievement in Integrated Science. If the government provide adequate learning materials and other social amenities that we make the teaching/learning process conducive. Then there must be recruitment of qualified teachers to all our universities so that the less privilege students will benefit.
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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