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EFFECTS OF
SOCIO-ECONOMIC BACKGROUND ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The
responsibility of training a child always lies in the hands of the parents.
This is congruent with the common assertion by sociologists that education can
be an instrument of cultural change which is being taught from home. It is not
out of place to imagine that parental 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. Parental status is one of such variables. When a woman’s
nutritional status improves, so too does the nutrition of her young children
(Lisa cited in Ogunshola and Adewale, 2012).
Parents of
different socio economic classes often have different styles of child 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 family; rather they influence the average tendencies
of families for different occupational classes (Rothestein, 2004). The home has
a great influence on the child’s psychological, emotional, social and economic
state. In the view of Ajila and Olutola (2000), the state of the home affects
the individual since the parents are the first socializing agents in an
individual's life. This is because the family background and context of a child
affect his reaction to life situations and his level of performance.
Education
being one other major means of providing an opportunity in life and belong to a
suitable social class, modern Nigeria family now plays crucial roles in the
performance of children in school. It is widely recognized that many factors
are involved in child’s academic performance such factors as parental
educational level, occupation, income, social class and type of parenthood for
instance the socio-economic characteristics of the family in school. All these
factors have a bearing also on the duration of the student stay and achievement
at school. On this premise, Hill (2004) pointed out that socio-economic status
of parents has some influence on the academic performance of children.
Academic
attainment is an important parameter in measuring success in students.
Observations and reports have shown that success or high academic achievement
has become a herculean task to accomplish by Secondary School Students in
Biology in recent times. Hence, poor academic performance were recorded both at
the junior and senior secondary school WASSCE levels of education in Nigeria
(Tenibiaje, 2009).
The
performance of students at all levels in educational institutions in Nigeria
has attracted much criticisms from all and sundry from time immemorial. Poor
academic performance of students has been of great concern to educationists,
guidance and counsellors in particular. Despite all guidance programmes and
counseling strategies mounted in schools to improve students’ academic
performances, poor performances are recorded yearly.
Table
1: Performance of Candidates in SSCE
Biology
YEAR
No. of
candidates
No. that
passed
% that
passed
No. that
failed
% that
failed
2001
906,534
359,983
39.71
503,682
55.56
2002
1,027,351
623,572
60.7
364,340
33.71
2003
890.487
459,122
51.56
377,955
42.44
2004
897,707
295,777
32.95
515,118
57.38
2005
868,186
228,370
26.30
552,577
63.65
2006
917,689
440,190
47.97
390,548
42.56
Source:
National Examination Council, 2001-2006 Annual Report.
From the
above results, performances in the secondary school students in Biology have
not been encouraging. This can be traced to as far back as 1986 where the then
Minister of Education, Professor Jubril Aminu expressed his utmost
disappointment over students’ poor performances in WAEC examination
(Agboghoroma and Oyovwi, 2015).
Students’
academic performance in Biology has been largely associated with many factors.
In Nigeria, agitations abound these days over the fallen standard of education.
Although it is yet to be realized that education is every person’s business
apart from the parents whom educationists describe as one of the three legs of
educational tripod, while the teachers and the students constitute the other
two legs (Uchechukwu, Jeribe, Opara, Christopher and Chinyere, 2013). Inyanga
(2010) in his analysis noted that every society stands on a tripod. According
to him, education is the formation of the mind and the character of the human
person.
Education at
secondary school level is supposed to be the bedrock and foundation for higher
education. It is an investment as well as instrument that can be used to
achieve a more rapid economic social political technological scientific and
cultural development in the country, (Osonwa, Adejobi and Iyam, 2013). The
National Policy on Education (2010) stipulated that secondary education is an
instrument for national development that fosters the worth and development of
the individual for further education and development, general development of
the society and equally of educational opportunities to all Nigerian children
irrespective of any real or marginal disabilities. In most African Countries
and Western world, it is believed that economic status of a family is usually
linked with the family’s income, parents’ education level, occupation and
social status among the kits and kin and even at the global level.
The
importance of achieving the objectives of education programmed among the general
populace cannot be over emphasized. Thus, Laosa (2005) asserts that “the
educational achievement gap has deep root; it is evident very early in child’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”.
1.2 Statement of the Problem
Students
having financial problems have to face various hurdles. Their financial
problems perhaps may distract them from their studies and they fail to get high
grades and consequently have to suffer for finding a job. The low parental
socio-economic status causes environmental deficiencies which results in low self
esteem and academic performance of students (US Department of Education, 2003).
It is put
that across all economic groups, parents face major challenges when it comes to
providing optimal care and education for their children. For poor families,
these challenges can be formidable, as parents are required to place top
priority on housing, food, clothing and health care. Educational materials,
such as: laptops, games and books may appear to be luxuries and parents may not
have the financial resources.
Family of
lower socioeconomic status often lacks the financial, social and educational
support that characterizes families with high socioeconomic status. Lower
income families have inadequate or limited access to community resources that
promotes and supports children’s development and school readiness.
It is
against this backdrop that the research seeks to explore the effects of
socio-economic background on the academic performance of secondary school
students in Biology with a special reference to Ojo Local Government Area of
Lagos State.
1.3 Purpose of the Study
The study
will be conducted with the following objectives;
i.
To examine the effects of parental income on the academic performance of
secondary students in Biology
ii.
To assess the impact of parental educational status on students academic
achievement.
iii.
To find out if family type has effect on students learning outcomes.
iv.
To assess the influence of type residential home on student’ academic
performance.
1.4 Research Questions
This
research project will beam its searchlight on the following research questions;
Q1; Is there any effect of parental income on
the academic performance of secondary
students in Biology?
Q2: Could parental educational status be
responsible for academic attainment
of students?
Q3: Does family type have effect on students
learning outcomes?
Q4: Does the type of residential home of affect
their academic performance?
1.5 Research hypotheses
The
following research hypotheses will be tested.
H01:
There is no significant relationship between parental income and
the academic
performance of secondary students in Biology.
H02: There is no significant relationship
between parental educational status and
the academic performance of Biology students.
H03:
Family type is not having effect on students learning outcomes.
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