THE EFFECTS OF PARENTAL SOCIO-ECONOMIC STATUS ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS
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THE EFFECTS OF PARENTAL
SOCIO-ECONOMIC STATUS ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY
SCHOOLS
ABSTRACT
The study examined the
effect of socio-economic status of parents on students’ academic performance at
the secondary level in selected public
secondary schools in Shomolu Local Government Area of Lagos State. Also,
this study reviewed some relevant and related literatures under sub-headings.
The descriptive research
survey was applied in this study for the assessment of the opinions of the
selected respondents for this study, with the use of the questionnaire and the
sampling technique.
A total of 200 (n=200)
respondents were sampled for this study. Three null hypotheses were formulated
and tested, with the application of the t-test and Pearson Product Moment
Correlation tools at 0.05 level of significance.
1. There is a significant difference
between parental socio-economic status and students’ academic performance.
2. There is a significant relationship
between parental socio-economic status and children’s social adjustment.
3. There is a significant gender
difference in academic performance of both male and female due to parental
socio-economic status.
CHAPTER ONE
INTRODUCTION
1.9Introduction
Parents are the greatest
single influence on their children’s development in two indisputable ways.
Parents act as socializing agent in providing goals and value system from which
the child develops various patterns of behaviours.
In some situations, parents
adopt care free attitude towards the learning of their children, even their
social orientation, and this has in many instances, caused the low academic
performance of children even their maladaptive behaviours in their immediate
society (Hake, 1999). According to Ndubuisi (2005) there is a positive
correlation between parental attitude and children’s social orientation and
academic achievement. Ndubuisi is of the opinion that parents’ dimensions of
value placement on their children’s well-being or otherwise, significantly
affects the child’s positive or negative adaptation to the society and even the
way students carry out their academic work in school.
Many factors contribute
directly or indirectly to the educational development of a child both within and
outside the school system. These factors stem from either heredity or
environment. Many psychologists such as Freud and Adler now de-emphasize the
significant role of heredity in the total development of the child while
underlining the prominence of the environment. Craft et al (2002), made some
contributions to the understanding of the relationship between the child’s home
background and his academic performance in school. A child is the product and
reflection of the society. While the school runs the formal education system,
the home provides formal and non formal educational experiences.
Many psychologists have
advocated that the immediate environment (Home) should be made quite
stimulating so as to enhance the development of a child’s intellect and good
academic performance. According to Locke (1970) we are like a clean slate at
birth and that the environmental influences determine what fills the vacuum.
This is what he referred to as “Tabula Rasa”. In other words, whatever we
inherited from our parents may be enhanced or dampened by the kind of
environment we live in.
Studies carried out by
Mudock and Mudock (2004), show that the first six years of a child are very
important because whatever goes wrong at this stage will have long lasting
effect on the child when he grows up. It is during this early period that the
personal characteristics and mental health of the child are established. The
child learns how to love and be loved and how to cope with sibling rivalry.
Also, it is at this time that the child develop feelings of hostility and
aggression if the environment is not conducive. This early socialization
process is important because it helps a child adjust to places outside his
home.
Psychologists and
sociologists like Jersild (2005), Hurlock (2006), believe that if solid
foundations are not laid for the acquisition of basic skill when the child is
young, learning becomes a problem later in life as it is often unsuccessful.
Joyce and others (2005) have long established that in effective schools where
high quality education is provided, there is usually frequent communication
between the school and parents and this is mainly positive, such as at award
days and parent days and two-way, with parents often initiating contact with
the school.
This should involve parents
monitoring efforts to accountability and acting as advisors in school
improvement efforts. This may be achieved by having parents serve on standing
and ad-hoc special committees and boards of the school such as special events
committee, disciplinary committee and governing board. This way, parents get
first hand knowledge of the needs and problems of the school and work
co-operatively with the school in resolving them (Aloe, 2006).
When parents possess the
necessary knowledge and skills relevant to the school curriculum such parents
may serve as information sources, the audience for school academic activities
and/or class assistants. There also seems to be ample evidence to suggest that
parental involvement in home work and assignments may improve children’s
performance in school.
Parental positive and
co-operative attitude towards the development of the school has been found to
influence positively on children’s learning outcomes in school. Such parental
behaviours are reflected in good attendance at PTA meetings, sending children
to school on time, fees are paid on time, children are made to complete
homework on time and parents visit the school regularly to monitor the progress
of their children. Teachers have a remarkably difficult job and will appreciate
any one who supports them and acknowledges their work.
1.10Statement of the Problem
The problem of low
socio-economic status among parents, and its attendant effect on the academic
achievement of students cannot be overemphasized. Most parents in Nigeria today
are poor, and majority of them are unemployed. This can be linked to poor
economic situation in the country and the world economic recession. As a
result, parents lack the wherewithal to maintain themselves and their children.
Most Nigerian parents fail in their duties to send their children to school.
Many of them whose children are in school, do not take adequate care of them
because they lack the financial power to carry or foot their children’s school
bills. This has caused many children whose parents are poor to constantly
absent themselves from school, while majority of the children have finally
dropped out of school. These parents do not purchase relevant books for their
children or foot other school expenses for the child (Jimoh, 2006).
Not only that, the children
of the poor are not properly cared for. For instance, children whose parents
are not rich, do not feed well before and after school. Thus most of them go to
school in an empty stomach, and while in school, they do not pay attention to
what is going on in the classroom. A child needs proper feeding to complement
cognition, but children of the poor do not feed adequately not to talk of
balanced diet. For lack of money, children whose parents are poor, are meant to
live in an unfriendly environment where they are incapable of reading freely
and the materials to study are not available for them to carry out meaningful
academic work. As a result of these, the children record poor academic
achievement at school. The above problems therefore, necessitated this study.
1.11Purpose of the Study
The main purpose of this
study was to examine the effect of socio-economic status of parents on the
academic achievement of students in selected five senior secondary schools in
Somolu Local Government Area of Lagos State.
The specific objectives of
the study include:
2. To determine whether parents’
socio-economic status affects their children’s social orientation.
3. To examine whether parents’
socio-economic status affect their children’s academic achievement.
4. To examine whether there is
relationship between parents’ socio-economic status and children’s academic
achievement.
5. To investigate whether gender
difference exists in the academic performance of students due to socio-economic
status.
6. To determine the difference between
the academic performance of children who come from high socio-economic and
those from the low socio-economic families.
1.12Research Questions
The following research
questions were raised in this study:
1. Does parents’ socio-economic status
affect their children’s social orientation?
2. Does the socio-economic status of
parents affect their children’s academic performance in the school?
3. Is there any relationship between
parental socio-economic status and children’s academic performance?
4. Does gender difference affect
academic performance of children in the school?
5. How can the difference between the
academic performance of children who come from high socio-economic and those
from the low socio-economic families be determined?
1.13Research Hypotheses
The following research
hypotheses were formulated to guide this study:
H01: There is no significant difference between
parental socio-economic status and student’s academic performance.
H02: There is no significant relationship
between parental socio-economic status and social adjustment of their senior
secondary students.
H03: There is no significant gender difference in
academic performance of both male and female due to parental socio-economic
status.
H04: There is no gender difference in the
academic performance of children in the school due to socio-economic status.
H05: There is no significant difference between
the academic performance of children who come from high socio-economic and
those from the low socio-economic families.
1.14Significance of the
Study
This study will be of great
benefit to the various segments of individuals and group of individuals in the
society. For instance
(1) The students will benefit from this
study because its findings and recommendations will help them to appreciate
that they need parental care and positive values for them to be successful in
school and society at large. It will make the students to be more adaptive to
parental control and care.
(2) Parents would also benefit from this
study because it will enable them to be up and doing in the upbringing of their
children if they want them to be successful in both academic and in life. This
study will enlighten parents on the best methods of bringing up a child in the
home.
(3) Teachers would be beneficiaries of
this study because, it will enable them to be more enlightened on how best to
train their children in the home and at school, as surrogate parents.
(4) The society will undoubtedly, benefit
from this study because it will enable the adults members of the society to
learn that parental value system has something to do with the child’s behaviour
and his/her academic success in the school.
1.15Scope of the Study
The study examined the
effect of socio-economic status of parents on the academic achievement of
students in selected five senior secondary schools in Somolu Local Government
Area of Lagos State.
1.16Definition of Terms
Operational definitions of
terms were appropriately provided in this study. Virtually, all the variables
in the study were defined accordingly.
(1) Parents: This means father, mother or
ancestors e.g. our first parents (Adam and Eve).
(2) Students: This means a person who is
studying at a college, polytechnic or university; boy or girl attending
schools; anyone who studies or who is devoted to the acquisition of knowledge.
(3) Academic Performance: This refers to
the level or rate at which students in school perform in their academic career.
It also shows the level at which students carry out their school works at a
given period of time and the result of it.
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