EFFECTS OF SOCIO-ECONOMIC BACKGROUND OF PARENTS ON ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SCHOOLS
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EFFECTS OF
SOCIO-ECONOMIC BACKGROUND OF PARENTS ON ACADEMIC ACHIEVEMENT OF THEIR CHILDREN
IN SCHOOLS
ABSTRACT
The aim of
this study was to find out the effects of parental socio-economic background of
parents on the academic achievement of their children in school in Igueben
Local Government Area of Edo State. To carry out the study, five (5) research
questions were raised out of which five (5) hypotheses were formulated; they
were:
1. There is
no significant difference between children from wealthy parents and those from
poor parents in terms of academic achievement.
2. There is
no difference in the academic performance of children from polygamous families
and the children from monogamous families.
3. There is
no significant difference in academic performance between children from large
family and those from small family.
4. There is
no significant difference in the academic achievement of children from educated
homes and those from uneducated homes.
5. There is
no major difference in the academic achievements of children from broken homes
and children from intact homes.
A
questionnaire instrument was used for data collection and one hundred students
were selected (twenty from each school). The percentage statistical tool was
used by the researcher in analyzing the data collected.
From the
analysis, it was found out that:
i. There is
significant relationship between the socio-economic background of parents and
their children’s academic performance in school.
ii. There is
significant difference between the academic achievement of children from broken
homes and those from unbroken homes.
iii. There
is a significant difference in academic performance between children from large
family and those from small family.
iv. There is
a significant difference between the academic achievement of children from
educated homes and those from uneducated homes.
v. There is
a significant difference between the academic achievement of children from
polygamous families and those from monogamous families.
Thereafter,
some useful suggestions were made as possible solutions to the problems
identified.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Man as a
social being is endowed with different abilities to explore his environment and
possibly to improve the lots of mankind. That is why there are differences in
educational attainment of students.
However,
these variances are not only found in students’ characteristics like
hereditary, age, sex and intelligence quotients which are believed to relate
more strongly to his/her achievement levels. A considerable portion of
variation in students could be accounted for, in other forms via socio-economic
status of parents, family and environment, (family size), beliefs, value and prestige,
reward of higher educational parental choice etc.
The effects
of socio-economic background of parents on the achievement of their children in
school have been a great factor in the recent decade in academic system in the
country.
Socialization
is the study of the society. Various sociological schools of thought have
asserted that in deciding whether a child performs well or not at school is of
immense importance to identify the difference between the influence of the
socio-economic background of parents and their children’s academic achievement
and attainment.
Coleman
(1975) and Medill (1963) have argued that parental financial position and their
level of education also reflects strongly on students’ performances. This is so
because it is generally accepted that the educated parents mostly value
education. However, the background of a child affects his success in schools.
Levine and
Harighurt (1975) discovered that all societies large or small, primitive or
modern show social status group phenomenon of ranks. The leader and people of
high esteem occupying position at the top, others occupy intermediate position,
yet others are at the foot of the ladder in social scale.
Social
environmental factors have been found to affect educational achievement of a
child. These factors include:
a.
Occupational status of his parents.
b. The
parent’s attitude towards their children’s school and expectation that they
have for their children.
Boocock
(1973) and Durbey (1972 & 1973) explain that parents of socio-economic
upper class have more positive attitudes towards their children schooling and
also have high expectations and standard for the children as they are given
high motivation of success in school.
The status
of parents determines the type of education that the child is bound to receive;
wealthy parents often allow their children to attend private schools, while the
less privilege or opportune parents send their children to public school where
the school fees are affordable to them. Students’ progress through school is
reflected not only in grades list scores and accounts of personal behavior in
the classroom but in the characteristics.
Parents not
only train children towards the social norms of the society but improve their
socio-economic background towards achieving a stated goal. It’s therefore,
imperative and immense benefit to look at the effect of socio-economic
background of parents on the academic achievement of their children in schools.
1.2
Statement of Problem
This project
is designed to investigate the effect of socio-economic background on the
academic achievement of their children in school at Igueben Local Government
Area of Edo State.
The research
aimed at investigating the extent of the following sub-problems:
1. To what
extent does parents’ background usually affect their children’s academic
performance?
2. To what
extent do children from the home of low income group attend school regularly
because of their parents’ inability to provide for school requirements and
equipment adequately?
3. To what
extent there exist good parents – child relationship, how such affects their
children’s academic performance?
1.3 Research
Questions
To evaluate
the socio-economic background as it affects the academic achievement of
children in schools, the following research questions were raised:
1. Is there
any significant difference between children from wealthy parents and those from
poor parents in terms of academic achievement?
2. Is there
any major difference between the academic ends, achievements of children from
broken home and children from unbroken homes?
3. Is there
difference between the academic performance of children from polygamous
families and the children from monogamous families?
4. Is there
significant difference between the academic achievement of children from
educated home and those from uneducated homes?
5. Is there
any significant difference in academic performance between children from large
family and those from small family?
1.4 Research
Hypotheses
i. There is
no significant difference between children from wealthy parents and those from
poor parents in terms of academic achievement.
ii. There is
no difference in the academic performance of children from polygamous families
and the children from monogamous families.
iii. There
is no significant difference in academic performance between children from
large family and those from small family.
iv. There is
no significant difference in the academic achievement of children from educated
homes and those from uneducated homes.
v. There is
no major difference in the academic achievements of children from broken homes
and children from unbroken homes.
1.5 Purpose
of the Study
The purpose
of the study is to investigate and determine to what extent parents’ education,
wealth, parents-child relationship, types of family, size of family etc influence
academic performance or achievement of pupils in Igueben Local Government Area
of Edo State and make suitable recommendations to ameliorate them.
1.6
Significance of the Study
It is
believed that this study will highlight the effects of the socio-economic
background of parents on the academic achievements of their children in schools
in Igueben Local Government Area.
These
findings will no doubt influence parents or government to be well informed in
order not to be misled about the socio-economic variable that affect students’
educational achievements.
The findings
will help educate parents on how best to attain the best academic achievement
of their children. It also exposes teachers, counselors and educationist to the
problem facing students’ academic performance like emotional instability,
tension brought from poor homes.
Conclusively,
this work will give useful recommendations to government and parents on how to
improve the academic achievement of their students in schools.
1.7 Scope
and Delimitation
This study
is focused on how the socio-economic background of parents affects their
children’s academic performance in school in the present day, in Igueben Local
Government Area of Edo State.
Limitation
The
possibility of the respondents being hesitant to give the timely responses,
even after being assured of confidentiality. This may result in some inaccurate
result; some biased responses from some of the respondents may also affect the
accuracy of the findings.
1.8
Definition of Terms
In order to
avoid misinterpretation of terms, the following terms used in this study and
their definitions are given in accordance in this study as follows:
Socio-economic
Status: The socio-economic status of an individual in a family within any given
society is determined by the level of education, income, occupational
background and other criteria of social class.
Academic
Achievement/Performance: This refers to how much an individual has achieved or
attain after a course of instructional training in a school settings.
Polygamous
Family: This is a custom in which a man is married to more than one wife at a
time.
Monogamous
Family: This is the practice of a man being married to a wife at a time.
Broken Home:
This is a situation whereby the parents of the homes are apart or divorced,
that is the parents of a child are not living together (in most cases, the
children lack care, security and training).
Unbroken
Home: Here the co-operation exists between the father, mother and children,
because they are together and not divorced. In this practice the children enjoy
care, security, training, etc. So the child is well catered for.
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