INFLUENCE OF PARENTAL SOCIO ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC PERFORMANCE IN SECONDARY SCHOOL STUDENT
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INFLUENCE OF
PARENTAL SOCIO ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC PERFORMANCE
IN SECONDARY SCHOOL STUDENT
ABSTRACT
Parental
socio-economic status largely determines where a family reside, quality and
quantity foods they eat, quality school the child attends among others. It is
not clear the extent it influences on parental involvement and academic
achievement of students. However, the study was therefore designed to examine
the influence of parental socioeconomic status in school involvement and
academic achievement of secondary school students in Kosofe Local Government
Area of Lagos State. The study adopted the descriptive survey design. A
researcher designed questionnaire was used to collect data from respondents of
120 (SS2 students) randomly selected from four (4) Senior Secondary school. The
data were analyzed using one-way ANOVA.
The results of the analysis revealed that socio-economic status of
parents (particularly educational level and occupational status of parents) has
little or no impact on school involvement and academic achievement of students.
The study furthers revealed that the higher the educational qualification of
both parents, the higher the likelihood they would be involved in their
children education. The study recommends that schools should strengthen their
parents-teachers’ forums so as to induce parents interest in their children’s
academics. The school administrator can also create online platforms where
parents can conveniently access academic profiles of their children.
CHAPTER ONE
INTRODUCTION
1.2Background
of the Study
Education is
the key to creating a society which is dynamic, productive, offering
opportunities and fairness to all.
Education is the best legacy parents can give to their children. The
development of nation start from the family, when the family succeeds in
teaching and impacting good values in their children, the country becomes a
better place to live. It is generally believed that the basis for any true
development must commence with the development of human resource. Formal
education is the demonstration of such desires to effectively and efficiently
build a sound and strong economy.
Education is
the process of learning and acquiring skills for the benefit of the individual
and the society as a whole. Education could be formal, non -formal or
informal. Formal education is the
institutionalized teaching in relation to a curriculum. It is a classroom based
knowledge provided by trained teachers in a systematic intentional way. Thus
schooling is a concept that defines an institution that provides education.
According to the MDG goals of 2020, education is a major trust of the United
Nations for all its member countries. Equally, the operation of educational
institutions is central to the realisation of the goals and objective of any
nation.
In Nigeria,
the major activities of educational institutions centre on the building and
development of human capacity to serve the development needs of the nation at
all levels. Going by the forewords to the National Policy on Education (2013)
edition, education is seen as an investment for economic, social and political
development; an aggregate tool of empowerment for the poor, and the socially
marginalised groups; an effective means of developing full capacities and
potentials of human resources, as well as development of competent work force
through the acquisition of practical life skills relevant to the world of work
as a veritable means of developing sound intelligent learning societies fit and
relevant to the 21st century.
From the
fore going, it is instructive to note that educational institutions in Nigeria
are saddled with enormous responsibilities, but there are factors militating
against the achievement of this goal. One of them is truancy as may be
influenced by many other factors one of which is the parental socio-economic
factor. Numerous factors have been identified in various research studies to be
responsible for continuous declining of educational system. Various factors
such as classroom size, poor teacher-student ratio, inadequate instructional
materials, attitude of teachers towards work and lack of seriousness in the
part of the students. Motivation for this study is that some student are
extremely good in their work, while some are extremely bad. When such
variations in scores are traced it is more often discovered that family
background is a major contributory factor. It is therefore important that the
level of such contributions and the influence they have on children be examined
so that useful suggestions to parents and teachers, educational planners and
government could be made.
The quality
of students’ performance remains at top priority for educators. It is meant for
making a difference locally, regionally, nationally and globally. Educators,
trainers, and researchers have long been interested in exploring variables
contributing effectively for quality of performance of learners. These
variables are inside and outside school that affect students’ quality of academic
achievement. These factors may be termed as student factors, family factors,
school factors and peer factors(Crosnoe, Johnson & Elder, 2004). The formal
investigation about the role of these demographic factors rooted back in 17th
century (Mann, 1985). Generally these factors include age, gender, geographical
belongingness, ethnicity, marital status, socioeconomic status (SES), parents’
education level, parental profession, language, income and religious
affiliations. These are usually discussed under the umbrella of demography
(Ballatine, 1993). In a broader context demography is referred to as a way to
explore the nature and effects of demographic variables in the biological and
social context. Unfortunately, defining and measuring the quality of education
is not a simple issue and the complexity of this process increases due to the
changing values of quality attributes associated with the different
stakeholders’ view point (Blevins, 2009; Parri, 2006).
In the
recent study, socioeconomic status is one of the most researched and debated
factor among educational professionals that contribute towards the academic
performance of students (Muola, 2010). The most prevalent argument is that the
socioeconomic status of learners affects the quality of their academic
performance. Most of the experts argue that the low socioeconomic status has
negative effect on the academic performance of students because the basic needs
of students remain unfulfilled and hence they do not perform better
academically (Adams, 1996). Muola (2010) stated that the urge to achieve varies
from one individual to the other. For some, the need for achievement is very
high while for others, it is very low. He adds that achievement motivation is
learnt through the socialization process.
Parental
involvement takes many forms including good parenting in the home, the
provision of a secure and stable environment, intellectual stimulation,
parent-child discussion, good models of constructive social and educational
values and high aspirations relating to personal fulfillment and good
citizenship. It also entails contact with schools to share information,
participation in school events, participation in the work of the school and
participation in school governance (Desforges and Abouchaar, 2003). A child’s
capability to succeed in school depends on how successfully the child is
managed by his /her parents in the home environment. It is an environment where
the child learns the skills, attitudes and behavior which could mould them into
a productive and successful student. However, not every child comes from a home
that could provide them with the requisite educational resources necessary for
their academic success, a parent’s socioeconomic status plays an important role
in providing these educational resources and it appears to impose the greatest
impact on the child’s educational outcomes (Vellymalay, 2012). Socioeconomic
status has a relatively strong impact on parental involvement on students’
academic achievement compared to other factors.
1.2 Statement of the Problem
The gap in
the performance between students and quality of academic performance constitute
a great source of worry and serious concern as well as discomfiture to parent,
schools managers, policy makers and various governments responsible for
education of student in secondary schools.
Experience
has shown that among the secondary school students, there exist some
differences which influence student academic performance such as some student
being able to pay their school fees promptly, while others were often sent away
for non-payment of school fees, some student have problem with the provision of
school uniform but others do not. Likewise, some student were motivated by
their parent through the provision of educational materials like computers,
textbooks and exercise books, others were not, whereas some student come to
school properly feed others were not. One then wonders whether the influence of
family background had played in these issues.
1.4Purpose
of the Study
The main objective
of the study is to examine the influence of parental socio-economic status on
school involvement and academic achievement of Secondary School students in
Kosofe Local Government Area, Lagos. Specific objectives of the Study include:
1. To find out the influence of parental
social economic status on school involvement of Secondary Students.
2. To investigate into the effect of
parental socio-economic status on academic achievement of students.
3. To ascertain the influence of parental
educational attainment in the school involvement of their children.
4. To determine the influence of parents’
occupation on school involvement.
5. To study the influence of parental school
involvement on academic performance of students.
1.4 Research Question
For the purpose of this research work the
following research questions have been formulated;
1. Is there effect of parental
social-economic status on the school involvement of secondary students?
2. Does parental socio-economic status
influence the academic achievement of students?
3. What is the influence of parents’
educational attainment in school involvement?
4. Does parents’ occupation influence school
involvement?
5. Does parental school involvement
influence academic achievement?
1.5 Research Hypothesis
The
following hypothesis will be tested to guide this study;
1. There is no significant relationship
between parental socio-economic status and
school involvement of student.
2. The socio-economic status of parent has
no significant influence on the academic performance of secondary school
students’.
3. There is no significant relationship
between parents’ socio-economic status and school involvement.
4. There is no significant relationship
between parents’ occupation and school involvement of students.
5. There is no significant relationship
between parental involvement and students’ academic achievement.
1.6 Significant of the Study
This study
when completed will help parents to be aware of the effect the family has on
the children and how such affect the child positively and negatively in
relation to their school involvement and academic performance. From the
available recommendations, they will be able to adopt measures of bringing up
their children in such a way that they will perform well academically.
Similarly, it is likely to encourage parents to make their children relatively
comfortable in school. This study also could aid children of various families
to be aware and bear in mind their parent inability to provide them all the
necessary requirement in schools, and also sympathize with them in family
problems and situations.
More also,
educational and curriculum planners could be guided in planning the curriculum
without rigidity to suit diverse cultural environment. In addition, the
teachers would be aware that cordial teacher parent relationship may in a way
improve the influence of family background on academic performance of a child
in school.
1.7 Scope of the Study
This study
will focus mainly on the influence of parental socio-economic status on school
involvement and academic performance of secondary school student in Kosofe
Local government Area of Lagos State.
1.8 Operational Definition of Terms
The study makes
use of certain concepts, which need explanation and this is due to the
relativity of concepts and the meaning.
· Occupational Status: Person’s trade
vocation or principal means of earning living.
· Socio-Economic Status: This refers to
position of recognition which one finds him in the society. Such a position may
not be hereditary but acquired through personal efforts like education, wealth,
occupation and social class.
· Academic Performance: This refers to
the student’s achievement, scores within the class and position relative to all
those subjected to the same test.
· Parental Educational Attainment: Is the
highest grade completed by parents within the most advanced level attended in
the educational system.
· Parental Occupation: Is the work that a parent
does. It is an activity that a person spends time doing.
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