IMPACT OF STUDENTS SOCIO- ECONOMIC BACKGROUND ON THEIR ACADEMIC ACHIEVEMENT IN ECONOMICS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
In addition to actively participating in their children’s educational experiences, parents have a significant influence on their children’s education and development. A child’s home environment, as well as the educational resources available to them, are both influenced by their parents. A person’s socioeconomic status can be determined by a variety of factors, including their employment, level of education, income, wealth, and location. Sociologists frequently use a person’s socioeconomic standing to forecast behavior. (www.answers.com). Many academics have attempted to explain and investigate the reasons for inequalities in student academic performance by focusing on school/environment and inherited factors, but they have neglected to consider the effects of
socioeconomic status. According to the findings of certain studies, the academic development of children from lower socioeconomic status households and communities is slower than that of children from higher socioeconomic status households and communities. 2020 (Morgan, Farkas, Hillemeier, Maczuga).
According to research, school systems in low-income and low-status communities have fewer resources than other communities, which has a negative impact on students’ academic achievement. 2019 (Alscens and Barbarian). The home is the most important environment for children, and it has the potential to have a significant impact on students’ achievement. Hoover Dempsey and colleagues, 2019; Redding, 2020; Nyarko, 2021). Furthermore, the household is the primary location for the child’s educational experiences. As a result, the
The way a child lives, the food he or she consumes, and the lifestyle that the child chooses are all influenced by the environment. The type of family structure in which the child grows up may have an impact on his or her academic performance at school. According to Kellaghan (2019), having successful academic outcomes is dependent on parental actions at home. A person’s level of education is strongly related to their life chances, income, and overall well-being (Battle and lewis, 2021). As a result, it is critical to have a solid understanding of the factors that either help or hinder an individual’s educational success.
Today’s educators are becoming increasingly aware of the importance of In addition to background information, learning about students’ interests, needs, and motivations. Parents are crucial in their children’s educational development. In addition to being actively involved in their children’s educational experiences, parents not only create a learning environment in the home but also choose the educational materials that their children have access to. Because each student comes from a different family and upbringing, instructors must take the time to get to know their students on a personal level in order to impart knowledge in the most efficient manner possible. In order to comprehend and teach, the instructor must converse with each of these distinct groups of students.
Distinguish between the students’ actions and attitudes. Because students learn more effectively when the content of their educational experiences is relevant to their lives, teachers must have interests outside of intellectual development. He must be aware of his students’ cultural as well as financial backgrounds (Battle and lewis, 2021).
Students come from three distinct types of households, which can be classified as follows: poor families, affluent families, and average families, which are neither excessively wealthy nor impoverished (Wilson, . 2018). According to the researcher, some students came from dysfunctional families with a variety of issues; the researcher also stated that some children had highly educated parents while others did not.
I had illiterate parents. Which of these groups exhibits a distinct attitude toward their work and which of these groups achieves varying degrees of academic success in their classwork is dependent on the effect of the environment.
He went on to say that low-income children do not have access to radios, computers, television sets, or libraries, and they do not have the ability to search the internet for material that provides specific educational context. Furthermore, parents provide little to no encouragement, there are difficulties in meeting the financial obligations associated with attending school, there is little to no time for leisure activities or supplementary education, and the majority of parents have little to no formal education. It It is possible for students in higher grades to have enough money to cover their school fees. Furthermore, resources such as books, radios, libraries, and newspapers, to name a few, help to improve students’ mental capacities. The third group of parents is classified as middle-class, and the majority of them live in either owned or leased homes. Parents in this category give their children some independence, and the educational opportunities they have are adequate, but none of these things compare to what upper-class people have. These various aspects of children’s socioeconomic backgrounds have an impact on the mindsets they bring to school, as well as their cognitive processes and their academic performance.
linguistic abilities, and their academic accomplishments. It is widely held that children whose parents have a higher or intermediate socioeconomic status are better exposed to an educational environment at home because more learning resources are available.
Becker and Tomes (2020) support this notion by stating that it has become widely recognized that wealthy and well-educated parents ensure their children’s future earnings by providing them with a favorable learning environment, better education, and good jobs. They claim that it is now widely accepted that wealthy and well-educated parents ensure that their children will earn more in the future. Contrary to popular belief, children from low-income families may not have access to additional services.
As a result, their ability to climb to the top of the educational ladder may be more difficult for them (Drummond & Stipek, 2019).
Drummond and Stipek (2019) mentioned in their discussion of their research on “low income parents’ beliefs about their role in children’s academic learning” that a few of these parents indicated that they believed their responsibilities were limited to meeting their children’s basic and social-emotional needs, such as providing clothing, emotional support, and teaching appropriate social manners. The primary goal of this research is to determine the extent to which students’ socioeconomic circumstances influence their academic success.
1.2 THE PROBLEM’S STATEMENT
Students’ histories, particularly their socioeconomic and social histories, have been identified as variables that influence both their academic and social performance. lives, as well as their academic achievements. It is common for teachers to be unfamiliar with their students’ backgrounds. Furthermore, they find it difficult to inquire about the individual’s socioeconomic background. The findings show that many students, despite having access to additional lessons, perform abysmally in school, whereas students in their cohorts who have less or no access to extra instruction perform far better (Battle and lewis, 2021). Furthermore, it is difficult for teachers to comprehend the issues of emotional instability, tension, animosity, and anxiety that children bring from their impoverished environments. As a result, it is critical to conduct a thorough investigation into the relationship between students’ academic achievements and their socioeconomic circumstances.
families.
1.3 OBJECTIVES OF THE STUDY
The overarching goal of this research is to look into the impact of students’ socioeconomic backgrounds on their academic achievement in economics. This broad goal can be subdivided into the following specific goals:
i. To investigate the factors that influence a student’s academic performance in economics.
ii. To assess the relationship between parents’ occupation and students’ economics academic achievement.
iii. Determine the relationship between the home environment and students’ economics academic achievement.
1.4 QUESTIONS FOR RESEARCH
The following study questions have been prepared:
i. What are the factors that influence a student’s academic performance in economics?
Is there a link between parents’ occupation and students’ economics academic achievement?
Is there a third option?
What is the relationship between the home environment and students’ economics academic achievement?
1.5 THE IMPORTANCE OF THE STUDY
If necessary, the findings of the relationship between socioeconomic background and students’ academic performance will aid in making useful recommendations to improve the teaching profession.
If all of these problems are identified, known, and noted, the teacher will be able to take on new dimensions in teaching those less fortunate from low-income backgrounds. For example, the teacher could give an extra lesson to some sections of the class that are weak academically in certain aspects of their learning.
Even instructional materials such as television, radios, field trips, and various programs may be provided for all students, benefiting those from low-income families.
Some of the experiences that students who come from wealthy backgrounds have. As a result of this type of research, it is possible to make ongoing educational decisions about students from various social classes, cultural backgrounds, and economic backgrounds.
1.6 THE STUDY’S OBJECTIVE
This research will look into the factors that influence a student’s academic performance in economics. The study will also look at the relationship between parents’ occupations and students’ economics academic achievement. Finally, the research will look into the connection between the home environment and students’ academic achievement in economics. As a result, the study will be limited to Rivers State.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds have a tendency
to impede the researcher’s efficiency in sourcing relevant materials, literature, or information, as well as in data collection (internet, questionnaire, and interview), which is why the researcher chose a moderate sample size. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.
1.8 DEFINITIONS OF TERMS
Socioeconomic status: The various social strata or positions that people hold in society. It denotes the varying standard of living in the economy.
Academic achievement: performance outcomes that indicate how far a person has progressed toward specific goals that were the focus of activities in instructional settings, such as school, college, or university.
Leave a Comment