THE INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
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THE
INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC
ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1
Background 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
operations 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
17thcentury (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 both
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.
1.4 Purpose
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
Mushin 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. What is
the influence of parents’ educational attainment in school involvement?
3. Does
parents’ occupation influence school involvement?
4. 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’ occupation and school involvement
of students.
4. There is
no significant relationship between parental involvement and students’ academic
achievement.
1.6
Significant of the Study
This study
when completedwill 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 influenceof family background on academic performance of a child in
school.
1.7 Scope of
the Study
This study
will focus mainly on the influence ofparental socio-economic status on school
involvement and academic performance of secondary school student in Mushin
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 principalmeans of earning
living.
·
Socio-Economic Status: This refers to positionof 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 allthose 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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