EFFECT OF SOCIO-ECONOMIC BACKGROUND ON THE ACADEMIC PERFORMANCE OF PARENTS ON THE ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SCHOOLS

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EFFECT OF SOCIO-ECONOMIC BACKGROUND ON THE ACADEMIC PERFORMANCE OF PARENTS ON THE ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SCHOOLS

ABSTRACT

The relationship between home-based environment factors and the academic performance of students in selected secondary schools in within Oru West local government area of Imo State is investigated. Samples were obtained with one hundred and eighty (180) adultstudents randomly selected from three secondary schools in Oru West local government area. The four factors that were examined and statistically analyses were: adult socio-economic background, adult Educational background, adult Educational qualification and students’ health statuses. Diverse statistical tests were performed on the various data collected to establish statistical significance of the effects on students’ academic performance. Adult socio-economic statuses and adult Educational background did not have significance effect on the academic performance of the children. However, the adult Educational qualification and health statuses of the students were identified tom have statistical significant effect on the academic performance of the students. The two variables that indicated significant influence do reflect nature of the student’ home environment and played notable role in the academic achievement of the respondents. Government could intervene to raise level of academic achievement among students in rural area.

1.0 INTRODUCTION

Socioeconomic status is a definite background variable that represents a feature of the social structure in society (Oakes & Rossi, 2003). It is a fact that families where the people are privileged Educationally, socially and economically, promote a higher level of achievement in their offspring. They also give higher levels of psychological support for their children through enriched atmosphere that promote and encourage the development of skills required for success at school (Williams, 1987 & Williams et al., 1993). The socioeconomic status of a adult student is usually determined by adult Educational level, adult occupational status and income level Jeynes 2002). It is understood that low socioeconomic status negatively and depressingly affects students’ academic achievement because due to low socioeconomic status, a student does not access to important resources and generates additional stress and tension at home Eamon, 2005 and Jeynes, 2002). According to Parson, Stephanie and Deborah (2001), socioeconomic status is an expression which is used to differentiate between people’s relative status in the community regarding people income, political power, Educational background and occupational status. Saifi and Mehmood (2011) state that socioeconomic status is a combined measure of economic and social position of an individual or people relative to others on the basis of income, Education and occupation.

Suleman et al. (2012) found that that those children whose socioeconomic status was strong show better academic performance and those with poor socioeconomic status showed poor and unsatisfactory academic performance. Heyneman (2005) stated that for many years researches have revealed that students do not show effective performance in school whose adult socioeconomic status is low. The academic achievement of students is negatively correlated with the low adult socioeconomic status level as it prevents the individual in gaining access to sources and resources of learning (Duke, 2000 & Eamon, 2005). Most of the researchers and experts believed that the low socioeconomic status negatively affect the academic performance of students because due to low socioeconomic status their needs and demands remain unfulfilled and that is why they do not show better academic performance (Adams, 1996). Farooq et al. (2011) concluded that the higher level of socioeconomic status is the best indicator which plays a fundamental role in promoting quality of students’ achievement. The current paper was designed to explore the effects of adult socioeconomic status on the academic achievement of secondary school students. The researchers expect that this study will be useful for secondary school students and their people as it will suggest some remedial measures for the effective and better academic performance of the secondary school students.

1.1 BACKGROUND OF THE STUDY

The responsibility of training a adult student always lies in the hand of the people. This is congruent with the common assertion sociologist that Education can be an instrument of cultural change which is being taught from home is relevant in this discuss. It is not out of place to imagine that adult socio–economic background can have possible effects on the academic achievement of children in school. Whatsoever affect the development environment of children would possibly affect their Education or disposition to it. Adult status is one of such variables. When a woman’s nutritional status improves, so too does the nutrition of her young children

“People of different occupation classes often have different styles of adult student rearing, different ways of disciplining their children and different ways of reacting to their children. These differences do not express themselves consistently as expected in the case of every people; rather they influence the average tendencies of families for different occupational classes.” (Rothestein, 2004).

In line with the above assertion, Hill et al. (2004) had also argued that socio–economic status of people do not only affect the academic performance, but also makes it possible for children from low background to compete well their counterparts from high socio – economic background under the same academic environment. Moreover, Smith, Fagan and Ulvund (2002) had asserted that significant predicator of intellectual performance at age of 8 years included adult socio economic status (SES). In the same vein, other researchers had posited that adult SES could affect school children as to bring about flexibility to adjustment to the different school such Oru Westles (Guerin et al., 2001). In a previous local finding in Nigeria, Oni (2007) and Omoegun (2007) had averred that there is significant difference between the rates of deviant behaviour among students from high and low socio–economic statuses.

The health status of the children which could also be traceable to adult socio – economic background can be another factor that can affect the academic performance of the students. Adewale (2002) had reported that in a rural community where nutritional status is relatively low and health problems are prevalent, children academic performance is greatly hindered. This assertion is again hinged on nature of adult socio–economic background. Moreover, Eze (1996) had opined that when a adult student get proper nutrition, health care, stimulation during pre–school years, the ability to interact with take optimal advantage of the full complement of resources offered by any formal learning environment is enhanced.

The foregoing discussion had established that socio – economic status and host of other factors relating to home environment of students, such as Educational background of people, health status of students, adult occupation and people size could have effects on children academic achievement.

It is against this background that this work is being undertaken to empirically investigate the possible effect of these factors on students’ academic achievement in selected schools in the state. This study is aimed at investigating the possibility of adult socio–economic background playing a significant role on students’ academic performance taking some selected secondary schools in Oru West local government area of Imo State as a case study.

1.2 STATEMENT OF THE PROBLEM

The influence of people background, that is, the socio-economic status of people in the academic achievement of their children have been posing very serious problem to many people in our society. It is argued in some quarters that children from rich people perform better academically than those children from poor adult background in the classroom situation. But some people hold the opposite view by arguing that most of the children from rich families are way-wards in school academically than children from poor and average families. In the classroom here in Oru West Local Government Area, the teacher teaches adult together irrespective of their people background.

This research work is premised on this erroneous thinking and misconception in our society. The researcher is therefore poised to make findings to determine whose adult student performs better academically and what are the causative agents to this. The researcher will also find solution to the problems and suggest ways and methods to eradicate or improve upon the situation for the benefit of adult, people, schools, Oru West, and the society as well.

1.3 OBJECTIVE OF THE STUDY

This study is being undertaken with the following objectives

a. To find out the effect of adult socio – economic status on children’ academic performance

b. To determine the effect of Educational status of the parent on their children’ academic performance .

c. To determine the impact of Educational qualification on students’ academic performance .

d. To find out if there is any link between statuses of students and the academic performance.

e. To find out the effect of adult socioeconomic status on the academic achievement of secondary school students

f. To determine the effect of adult Educational level on the academic achievement of secondary school students

g. To find out the effect of adult occupational level on the academic achievement of secondary school students and

h. To suggest workable recommendations for the enhancement of the students’ academic achievement.

I. Identifying the influence of people background as it affects the academic achievement of their children.

K. Carrying out controlled study and investigation on home environment and facilities in these homes for children Educational development with special reference to Oru West Local Government Area.

L. Seeking to suggest the possible solutions to the problem so as to enhance adult academic performance in schools.

1.4 RESEARCH QUESTIONS

a. Is there any effect of adult socio – economic status has on their academic performance .

b. Can you determine the effect of Educational status of the parent on their children academic performance .

c. Can you also, determine the impact of Educational qualification on students’ academic performance .

d. To find out if there is any link between statuses of students and their academic performance.

e. Is there any significant difference in the academic achievements of adult whose people are of higher socio-economic class and the academic achievements of adult whose people are of low socio-economic class?

f. Is there any significant difference between academic achievement of adult from Oru West and adult background?

1.5 RESEARCH HYPOTHESIS

1.H0: Adult socio – economic status does not have significant effect on the academic achievement of students.

H1: Adult socio – economic status have significant effect on the academic achievement of children.

2. H0: Adult Educational background has no significant effect on students’ academic achievements.

H1: Adult Educational background has significant effect on their’ academic achievements

3.H0: Adult qualification has no significant effect on the academic achievement of students.

H1: Adult qualification has significant effect on the academic achievement of students

4. H0: Health status of children has no significant on the academic achievement of students.

H1: H0: Health status of students has significant on the academic achievement of students.

1.6 SIGNIFICANCE OF THIS STUDY

It is envisaged that the findings of this study may expose some factors that might be responsible for poor performance of students in school. The identified areas where government at different levels could come in will be brought into focus in other to bridge the gap of Educational attainment of children of low and high income earners in the society. The importance of achieving the objectives of Education programmed among the general populace cannot be over emphasized. A researcher, Laosa, had posted as follows:

“The Educational achievement gap has deep root; it is evident very early in adult student’s lives; even before they enter schools. Socio–economic differences – such as health and nutrition status, home environments that provide access to academically related experiences, mobility rates, and financial assets can certainly influence academic achievements” (Laosa, 2005:5)

Also, This study is therefore significance because of the following reasons:

i). It will highlight the problems associated with adult performance in school.

ii). The result of the study will also uncover the fundamental roles expected of the people in respect to the intellectual training of the adult student.

iii). The study will also serve as a source for future research in its area of study

iv). The outcome of this study will also be of immense value to the inhabitants of the area in that it will seek to improve the interest of people with regards to Education

v). Finally, it is hoped that when this research work is completed, the learners, people, teachers, ministry of Education, curriculum planners, government and the entire society will benefit from the findings by formulating a policy that will bridge the gap between children of high socio-economic status and that of the low socio-economic status in respect of their academic performance in school.

1.7 SCOPE OF THE STUDY

This research work covers secondary schools in Oru West local government area of Imo state which is chosen as a case study.

1.8 LIMITATION OF THE STUDY

In the course of the conduct of this research, the writer experienced some limitation. It was sandwiched between regular lectures and other academic programmes. The investigation involved traveling a number of times from one primary school to another. Apart from financial constraint, only one local government area was covered so as to meet with time the project is expected to be completed and submitted.

1.9 DEFINITION OF TERMS

INFLUENCE: This is the power to affect somebody’s character, benefits or action through example.

PEOPLE: This refers to a social unit consisting of people and their children.

PARENT: This refers to the one who has begotten offspring or occupies the role of mother or father.

ACADEMIC ACHIEVEMENT: This refers to how much the adult respond to the teaching and learning of the formal school successfully especially using their own effort and skill.

PUPIL: This is a person who is being taught, especially a adult student in a school.

LOW SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N200.00 to N1,000.00 per month.

MIDDLE SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N1,000.00 to N5,000.00 per month.

HIGH SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N5,000.00 to N50,000.00 per month.

TEXT REVIEW: Interesting work have been carried out by eminent scholars on how the people a adult student is born into affect his or her academic achievement in school. Thus, this chapter is specifically concerned with reviewing from text books, journals and unpublished sources, what others have said as they apply to this research study.

From the purpose of logical presentation of facts, the information gathered from sources were presented under the following headings:

i). Effect of people background of people towards the academic achievement of children.

ii). Effect of literate and illiterate families on academic achievement of children

iii). Relationship between home environment and academic achievement of children.

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