EFFECT OF PARENTAL SOCIOECONOMIC FACTORS ON CHILDREN’S ACCESS TO SECONDARY EDUCATION

EFFECT OF PARENTAL SOCIOECONOMIC FACTORS ON CHILDREN’S ACCESS TO SECONDARY EDUCATION

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

In addition to providing information and abilities, education instills ideals, trains instincts, and fosters the proper attitude and habits. According to Muhammed, they believe that cultural legacy and values are passed down from generation to generation through education (2010). It is always the responsibility of the parents to educate their children. This is consistent with sociologists’ frequent argument that education can be used to effect cultural change when taught at home, which is relevant in this discussion. It is reasonable to believe that a parent’s socioeconomic status influences their children’s academic performance in school. Whatever influences a child’s developmental stage may have an effect on their academic performance or attitude toward it (Meli, 2005). Parental status is one of these criteria. When When a woman’s nutritional health improves, so does the nutrition of her young children “Different occupational classes of parents frequently have different child-rearing approaches, different methods of disciplining their children, and different reactions to their children. These distinctions do not appear in every family in the same way, but they do have an impact on the average inclinations of families in various occupational classes.” 2004 (Rothestein) (Rothestein). According to Hill (2004), a parent’s socioeconomic status influences not only their children’s academic performance, but also their access to good and secondary education, allowing children from low socioeconomic backgrounds to compete in the same academic environment as their counterparts from high socioeconomic backgrounds. Ulvund (2002) also claimed that parental socioeconomic status was a strong predictor of intellectual performance at the age of five. a period of eight years (SES). Similarly, some studies hypothesized that parental socioeconomic status may influence schoolchildren’s flexibility in adapting to various school schedules (Guerin, 2001). Machebe (2012) reached a similar conclusion in her research that parents’ socioeconomic status may influence their children’s academic achievement at school. In a previous local study in Nigeria, Oni (2007) stated that there is a significant difference in rates of deviant behavior between students from high and low socioeconomic backgrounds. Another factor influencing students’ academic performance is their health, which can be linked to their parents’ socioeconomic status. According to Adewale (2002), children’s academic performance is severely hampered in a rural community where nutritional status is low and health problems are common. This is an assumption. is also influenced by the parents’ socioeconomic status. Furthermore, Eze (1996) asserts that a child’s capacity to engage with and fully utilize the full complement of resources provided by a formal learning environment is enhanced when they receive adequate nourishment, health care, and stimulation throughout their pre-school years. According to the World Bank (2007), non-school factors such as parental education, child rearing practices, nutrition, health care, and pre-school education have a greater impact on children’s access to education. It also states that in developed countries, positive school factors such as teachers and books have a greater impact than in developing countries. As a result, the positive effects of school inputs are frequently stronger in children from lower socioeconomic backgrounds than in children from higher socioeconomic backgrounds.children from better socioeconomic backgrounds. Poverty is one of the most important factors that may influence education demand based on the socioeconomic status of the education system’s clients. According to UNICEF (2004), poor households are trapped in a poverty cycle because they lack the ability and resources to purchase proper and balanced meals, resulting in their inability to pay for their children’s education. Children’s labor becomes increasingly important for family survival as poverty levels rise (Abagi, 1997). Child labor is increasingly used in household services, agriculture, and petty trade in both rural and urban areas, and children themselves must consider the opportunity cost of schooling in some circumstances. As a result, parents have continued to send their children to work, primarily as domestic workers

in metropolitan areas.

1.2 THE PROBLEM’S STATEMENT

The significance of parental involvement in their children’s education cannot be overstated. Parents play an important role in modeling their children’s behavior, facilitating effective communication between them and secondary school, and identifying critical needs in terms of their children’s academic demands (Smith, 2001). Student learning and behavior, like that of adults, are influenced by a number of interconnected factors, some of which are internal to the learner and others that can be attributed to the environment and government laws. The goal of education is to provide equal access to children of school age, ensuring that all students receive an education (Moest, 2003). Many underdeveloped countries, such as Nigeria, have low rates of school attendance and education.

has been regarded as a valuable resource (Murungi, 2006). This is primarily due to the parents’ socioeconomic status; however, the problem of low secondary education access is worth investigating because many students’ lives are at risk of being squandered; thus, the purpose of this study is to determine the impact of parents’ socioeconomic factors on their children’s secondary education access.

1.3 THE STUDY’S OBJECTIVES

The primary goal of the study is to determine the impact of parents’ socioeconomic status on their children’s access to secondary school. The study’s specific goals are as follows:

i. Determine the impact of parents’ socioeconomic status on the educational factors of their children.

ii. Investigate the challenges that students in secondary schools face during their secondary education.

iii. Inspect the

The impact of socioeconomic factors on children’s access to secondary school.

1.4 QUESTIONS FOR RESEARCH

i. What effects does a parent’s socioeconomic status have on their children’s educational factors?

ii. What are the challenges that secondary school students face in their education?

iii. How do parents’ socioeconomic factors affect their children’s access to secondary school?

1.5 THE STUDY’S SIGNIFICANCE

The findings of the study may be useful to a number of organizations, including educational authorities, parents, politicians, and policymakers, as well as the community and country as a whole. The research will help quality assurance and standards officers improve student access and general education standards. Policymakers may use the findings to develop better policies.

Policies governing promotion from one grade to another, for example, affect access rates. Education planners could use the data to advise the government on budget allocation and critical actions to improve access in public secondary schools. All stakeholders can use the study’s findings to reduce or eliminate limited access caused by any source.

1.6 THE STUDY’S OBJECTIVE

This study will take place in Oyo State, specifically in the Ido LGA.

1.7 RESTRICTIONS OF THE STUDY

Over the course of the studies, obtaining funding for general research activity will be difficult. Correspondents may also be unable or unwilling to complete or submit questionnaires sent to them. However, it is anticipated that these constraints will be overcome by making the greatest use of existing resources and devoting more time to research than is required. As a result, despite these constraints, it is strongly believed that their impact on this research report will be minor, allowing the study’s purpose and importance to be met.