The Effects Of Socioeconomic Conditions On Student Academic Achievement In Senior Secondary Schools

The Effects Of Socioeconomic Conditions On Student Academic Achievement In Senior Secondary Schools

Chapter: 1

INTRODUCTION

Background study (1.1)

According to Michael (2004), socioeconomic status is an economic and sociological evaluation of an individual’s or family’s job experience and economic and social position in comparison to others, based on income and education. In contrast to an individual’s personal traits when examining their own attributes, the household income, earners’ education, and employment, as well as the combined income, are taken into consideration while evaluating a family’s social economic position.

Socioeconomic status is often broken down into three categories: high, middle, and poor to characterize the three zones in which a family or individual may fall. This is according to Lareau, Annette (2003). Any or all of the three factors—income, education, and occupation—can be taken into consideration when placing a family or individual into one of these groups. Furthermore, it has been demonstrated that low socioeconomic status and a lack of education are significant risk factors for a number of physical and mental health problems, indicating that environmental variables may be the cause of that person’s social standing. Simiyu (2001) defined “family income” as any sort of earnings, including wages, profits, rental income, and commissions. Income may come from workers’ compensation or unemployment benefits, social security, pensions, interest or dividends, royalties, trusts, alimony, or other forms of public, private, or family assistance.

Income can be viewed in two different ways: relative and absolute. Absolute income, in the opinion of economist Keynes, describes the relationship between rising income and falling consumption. Increased inequality results from low-income people prioritizing meeting immediate needs over accumulating wealth that could be passed down to future generations. Families with more disposable income may be able to accumulate money, concentrate on pressing needs, enjoy luxurious lifestyles, and withstand disasters (GOK, 1983). According to Ominde (1964), education has a big impact on the skill sets needed to find work as well as the distinctive qualities that distinguish people with higher and lower social economic status apart. Annette talks about the idea of concerted cultivation, wherein middle-class parents actively participate in their kids’ learning and development by including them in supervised, structured activities and promoting conversation.

Low-income families, according to Laureau, do not participate in this movement, causing their kids to feel constrained. A gap in educational success arises as a result of these two differences in child raising. Occupational prestige, which encompasses both wealth and academic achievement, is a factor of socioeconomic standing, according to Gachathi, P. (1976). The quantity of schooling required to find a job, the pay ranges associated with various professions, and the ranks of occupations are all considered aspects of occupational status. Additionally, it exhibits competence in skills relevant to the work (Marmot, 2004).

In order to assess social standing, occupational status refers to occupational characteristics, decision-making ability and control, and psychological pressures on the job (Nyakundietal, 2012). The impact of socioeconomic circumstances on students’ academic achievement in senior secondary school is the main topic of this study as a result.

Statement of the problem: (1.2)

According to studies, children of parents with higher socioeconomic status displayed more “disengagement” habits than their less fortunate counterparts. Disengagement habits include things like fumbling with other things or drawing while being spoken to (Laureau, 2008). Other people who were born into less fortunate circumstances made more eye contact and nodded as signs of delight when put in an engaged social situation (Erick, 2011).

The more privileged peers were less inclined to interact with their group because they saw no future need for their assistance. The socioeconomic standing of a family is defined by the family’s income, parental education and work levels, and social standing in the community, including ties to the community, membership in groups, and academic achievement of the family. Families in a high socioeconomic position have a greater chance of preparing their children for school since they frequently have access to a variety of resources to promote and aid early children’s development (Gachathi, 1976). To encourage their young children to engage in various learning activities, they can offer top-notch childcare, books, and toys at home.

They may easily get information about their children’s growth in terms of social, emotional, and cognitive skills as well as their health. High-income households also commonly look for information to help them better prepare their young children for school. The goal of this study is to determine how socioeconomic circumstances impact students’ academic performance in senior secondary schools in Dass Local Government in Bauchi State.

1.3.1 PURPOSE OF THE STUDY

This study’s main objective is to examine how socioeconomic factors affect students’ academic performance in senior secondary schools in Dass Local Government, in Bauchi State. The following are the study’s explicit objectives:

i. To look into how students’ familial backgrounds affect their academic achievement in senior secondary schools in Dass Local Government of Bauchi State.

ii. To ascertain how the home environment affects students’ academic performance in senior secondary schools in Dass Local Government of Bauchi State.

iii. To ascertain how peer pressure affects students’ academic performance in senior secondary schools in Dass Local Government of Bauchi State.

iv. To ascertain the effect of the educational setting on students’ academic performance in senior secondary schools in Dass Local Government of Bauchi State.

v. To determine whether parental income and their children’s academic success in senior secondary schools are related.

1.4 Research questions

The main objective of this study is to examine how socioeconomic factors affect students’ academic performance in senior secondary schools in the Dass Local Government of Bauchi State. The following are the study’s explicit objectives:

What effect does a student’s familial background have on their academic achievement in senior secondary schools in Dass Local Government of Bauchi State?

What effect does the home environment have on kids’ academic performance in senior secondary schools in Dass Local Government of Bauchi State?

What effects does peer pressure have on students’ academic achievement in senior secondary schools in the Dass Local Government of Bauchi State?

iv. How does the learning environment in senior secondary schools in the Dass Local Government of Bauchi State affect students’ academic performance?

v. Do parents’ incomes and their kids’ academic success in senior secondary schools correlate?

1.5 THE STUDY’S SIGNIFICANCE

The findings of this study have implications for students, teachers, parents, guardians, and school officials. The study helps students comprehend how specific socioeconomic circumstances affect their academic performance. Peer pressure has been found to play a significant part in secondary pupils’ subpar academic achievement. One of the main factors influencing students’ academic success is their parents’ financial stability, and this study teaches parents about their responsibilities in making sure that their kids are financially supported.

low educational environments can also be linked to students’ low academic performance. This study also helps school administrators understand their responsibilities for creating a conducive learning environment for children. This study will contribute to the body of knowledge by taking into account portions of the literature that have not yet been investigated or examined and including these features into the current study. The study will therefore act as a starting point for additional study in the field.

1.6 THE STUDY’S SCOPE

The focus of this study is confined to examining how socioeconomic factors affect students’ academic performance in senior secondary schools in the Dass Local Government of Bauchi State. Secondary schools run by the Dass Local Government were used as test sites.

1.7 Limitations of the Study

Some of the major difficulties the researchers encountered while performing this study included a shortage of time and a lack of enthusiasm to share information.