IMPACT OF SOCIO-ECONOMIC BACKGROUND ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT

IMPACT OF SOCIO-ECONOMIC BACKGROUND ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

It is always the parent’s responsibility to educate their child. This is consistent with sociologists’ widely held belief that education, when taught at home, can be used as a tool for cultural change. It is not implausible to believe that a child’s intellectual ability in school is influenced by his or her parents’ economic background. Whatever influences a child’s growth environment may have an impact on his or her proclivity for education. Parental status is one of these criteria. When a woman’s nutritional health improves, so does the nutrition of her young children (Ogunshola & Adewale, 2012).

Different socioeconomic strata’s parents frequently have disparate approaches to child rearing, disparate methods of punishing their children, and disparate responses to their children. These distinctions do not appear consistently in every case.

family; rather, they have an impact on the average inclinations of families from various occupational groups (Rothestein, 2004). A child’s psychological, emotional, social, and economic development are all influenced by the environment. The status of the house has an effect on the person, according to Ajila and Olutola (2000), because parents are the primary socializing agents in the child’s life. This is due to the fact that a child’s familial background and environment influence how he responds to life circumstances and his level of performance.

The modern Nigerian family today plays a critical role in children’s academic achievement, as education is another important way of providing opportunities in life and belonging to a proper social class. A child’s academic achievement is influenced by a variety of factors, including the parent’s.

For example, the socioeconomic aspects of the family at school include educational level, employment, income, social status, and type of parenthood. All of these factors influence the length of a student’s stay and academic progress. Hill (2004) asserted, based on this assumption, that parents’ socioeconomic status influences their children’s academic achievement.

Socioeconomic status is a comprehensive economic and sociological assessment of a person’s work experience as well as an individual’s or family’s economic and social standing in comparison to others, calculated using income, education, and occupation (Marmot & Michael, 2004). The household income, the earners’ education and employment, as well as the combined income, are all considered when determining a family’s social economic standing.

According to Lareau (2003), socioeconomic status is typically divided into three categories: high, middle, and low, indicating the three areas into which a family or individual may fall. Any or all of the three variables income, education, and occupation can be assessed when categorizing a family or an individual into one of these categories.

Furthermore, low income and a lack of education have been shown to be major predictors of a variety of physical and mental health issues, possibly because environmental factors were the initial source of the individual’s social dilemma.

According to Simiyu (2001), the term “family income” includes wages, salaries, profit, rentals, and any other type of revenue.

Furthermore, income may be received in the form of

Unemployment or workers’ compensation, social security, pensions, interest or dividends, royalties, trusts, alimony, or any other form of governmental, public, or familial financial assistance. Income can be viewed in two ways: relative and absolute terms. Absolute income, as defined by economist Keynes, is the relationship in which when income rises, consumption rises as well, but not at the same rate.

Low-income households prioritize meeting immediate needs over saving money to pass on to future generations, increasing inequality. Families with more disposable income may be able to save money and prioritize immediate needs while still consuming and enjoying luxury and weathering disasters (Okoh, 2015).

According to Ominde (2010), education has a significant impact on both the skill sets required for job acquisition and the level of education.

Specific characteristics distinguish people with higher and lower socioeconomic status. Annette Lareau discusses the concept of concerted cultivation, which is when middle-class parents actively participate in their children’s education and development by using supervised planned activities and instilling a sense of entitlement through encouraged dialogue. According to Laureau, low-income families are excluded from this movement, which creates a sense of limitation in their children. As a result of these two disparities in child rearing, there is a schism in educational performance. Occupational prestige, according to Gachathi (1976), is a component of socioeconomic standing that includes both income and educational achievement.

Occupational status denotes the educational requirements for the job as well as the pay levels associated with various jobs and occupational rankings. Furthermore, it demonstrates mastery of

job-related abilities. Occupational status is a social position indicator that describes work characteristics such as decision-making power and control, as well as job-related psychological demands (Erick &Nyakundietal, 2012). As a result, this research focuses on the effect of socioeconomic status on secondary school students’ academic performance.

1.2 THE PROBLEM’S STATEMENT

Children of higher socioeconomic status parents have been found to exhibit more “disengagement” behaviors than their less fortunate peers. Disengagement behaviors such as fiddling with other things and sketching images while being addressed are considered representations in this perspective. Individuals born into less fortunate circumstances tended to make more eye contact and nods as indicators of contentment when placed in an engaged social situation. The more fortunate peers were less likely to form bonds.

because they anticipated no future need for their assistance (Ajila & Olutola 2000).

According to Frederick (2013), a family’s socioeconomic standing is determined by its income, parental education level, parental employment, and social standing within the community, which includes community contacts, group associations, and the family’s academic success within the community. Families with a higher socioeconomic status frequently have a better chance of successfully preparing their young children for school because they generally have access to a variety of services that encourage and support the development of young children. They are able to provide high-quality child care, books, and toys to their young children, allowing them to participate in a variety of home-based learning activities. Furthermore, they have easy access.

access to information about their children’s health and development on all levels, including social, emotional, and cognitive development. Furthermore, upper-income families frequently seek information to help them better prepare their children for school (Frederick, 2013).

1.3 THE STUDY’S OBJECTIVES

The primary goal of this research is to investigate the effect of socioeconomic background on secondary school students’ academic achievement. Other specific goals of this research include:

i. To determine whether family background influences senior secondary school students’ academic achievement.

ii. To determine whether the home environment influences the academic achievement of students in senior secondary schools.

iii. To ascertain whether parents’ educational attainment influences their children’s academic success.

iv. To determine whether parents’ income

has an effect on the academic achievement of secondary school students.

1.4 QUESTIONS FOR RESEARCH

This study will be guided by the following research questions:

i. Does the family background of senior secondary school students affect their academic achievement?

ii. Does the home environment influence students’ academic achievement in senior secondary schools?

iii. Does the educational attainment of parents influence their children’s academic success?

iv. Does the income of parents affect the academic achievement of secondary school students?

1.5 THE STUDY’S IMPORTANCE

The study’s findings apply to students, teachers, parents, guardians, and school administrators. To students, the study elucidates the effect of certain socioeconomic factors on their academic performance; home environment influence has been identified as a significant factor contributing to

Secondary students have poor academic performance.

Because parental financial resources have a significant influence on children’s academic achievement, this study educates parents on their financial responsibilities in ensuring their children’s financial security.

A poor school environment has an impact on students’ academic performance. Furthermore, this study assists school administrators in understanding their responsibilities in creating a positive learning environment for children.

This study will contribute to the existing body of knowledge by considering sections of the literature that have not previously been researched or explored and incorporating these aspects into the current study. As a result, the work will serve as a foundation for future research on the subject.

1.6 STUDY OBJECTIVES

This research will look into the effects of socioeconomic factors.

Secondary students have poor academic performance.

Because parental financial resources have a significant influence on children’s academic achievement, this study educates parents on their financial responsibilities in ensuring their children’s financial security.

A poor school environment has an impact on students’ academic performance. Furthermore, this study assists school administrators in understanding their responsibilities in creating a positive learning environment for children.

This study will contribute to the existing body of knowledge by considering sections of the literature that have not previously been researched or explored and incorporating these aspects into the current study. As a result, the work will serve as a foundation for future research on the subject.

1.6 STUDY OBJECTIVES

This research will look into the effects of socioeconomic factors.

Background information on secondary school students’ academic performance. It will specifically investigate whether family background has an impact on senior secondary school students’ academic achievement, whether home environment has an impact on the academic achievement of students in senior secondary schools, whether parents’ educational attainment has an impact on their children’s academic success, and whether parents’ income has an impact on secondary school students’ academic success.

Students from selected secondary schools in Yenagoa, Bayelsa State, will take part in this study’s survey.

1.7 THE STUDY’S LIMITATIONS

This study will only look at the effect of socioeconomic background on academic achievement in secondary school students. It will specifically investigate whether or not

determining whether family background has an impact on senior secondary school students’ academic achievement, determining whether home environment has an impact on the academic achievement of students in senior secondary schools, determining whether parents’ educational attainment has an impact on their children’s academic success, and investigating whether parents’ income has an impact on secondary school students’ academic achievement.

Students from selected secondary schools in Yenagoa, Bayelsa State, will participate in this study’s survey; therefore, the sample size was limited because only a few respondents were chosen to answer the research instrument; thus, the results cannot be generalized to other secondary schools outside the state.

1.8 TERM DEFINITION

A significant effect or influence.

socioeconomic status: socioeconomic background

is a combined economic and sociological total measure of a person’s work experience, economic access to resources, and social position in relation to others.

Academic achievement or academic performance refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives. Academic achievement is demonstrated by the completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees.

is a combined economic and sociological total measure of a person’s work experience, economic access to resources, and social position in relation to others.

Academic achievement or academic performance refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives.