EFFECT OF SOCIO-ECONOMIC STATUS ON SOCIAL ADJUSTMENT AND ACADEMIC PERFORMANCES OF SECONDARY SCHOOL STUDENT
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EFFECT OF
SOCIO-ECONOMIC STATUS ON SOCIAL ADJUSTMENT AND ACADEMIC PERFORMANCES OF SECONDARY
SCHOOL STUDENT
CHAPTER ONE
INTRODUCTION
BACKGROUND
TO THE STUDY
The social
economic status of the parents is determined by their education, job, income,
political power and prestige in society. Parson and Sardo-Brown (2001)
described the “Socio-economic Status is the term used to distinguish between
people’s relative position in the society in terms of family income, political
power, educational back ground and occupational prestige”. According to these
indicators peoples are categories in social economic status classes or groups.
The group has higher degree, better job, higher income and some status in the
society is categorized as upper class, the other which have relatively low
income less education and less status are categories as middle class and the
group which is low on these indicators is known as lower class.
Bond (1981)
study the relation of social economic status and educational achievement. He
concluded that the students from different classes do not perform at the same
level of achievement. The
Performance
of students belongs to lower class was poor and the reason identified by him
was the non supportive attitude of teachers towards them.
Kaeley
(1990) studied the influence of SES, entry style and instructional variables on
learning of Mathematics in Neo-literate society. He concluded that SES affects
the achievement in mathematics. The findings of his research further showed
that the classroom instructions have no significant effect on mathematics
achievement.
Verma and
Tiku (1990) conducted a research to study the SES and general intelligence. He
found no interaction between intelligence and socio-economic status was noted
with regard to high school students.
Mirza (2001)
conducted a research to study the “relationship of SES with achievement” and
the findings showed that socio economic status of students has fairly
significant effect on their achievement without giving the clear description
regarding which socio economic status class has greater achievement and which
perform poorly.
Sirin (2005)
in his research reviewed the research studies already conducted during the
period of 1990-2000 on the same topic. The result showed medium to strong
relationship between socio economic status and achievement.
Barry (2005)
also reported the same result; i.e. high achievers belong to high SES and low
achievers belongs to low socio-economic status. Ewijk and Sleegers (2010) also
concluded that SES is an important determinant of academic achievement.
Academic performance is the outcome of all those activities which are going on
in the environment around the individual. According to Piaget (1969,) this
change occurs in the result of assimilation, accommodation and adaptation of
new ideas.
Vygotsky
(1978,) said that “every function in child’s development appears twice: first
on the social level and then on individual level”. This means that individual
academic achievement is affected by social interaction. It does not negate the
Piaget’s point of view, it only gives broader view that an individual achieve
not at his own but the social environment around him also affect his academic
performance.
According to
Olotu (1994), in the quest of finding survival feet, the nation has evolved
series of socio-economic and educational measures and policies such as;
Structural Adjustment Programmes (SAP), Austerity measures, Universal Primary
Education (UPE), Universal Basic Education (UBE) and devaluation of the Naira.
These measures have not improved the social-economic and educational status of
families in the country. They have rather increased their sufferings and
widened the socio-economic gap between families.
Johnson
(1996) lamented that parents become poor due to these hard measures, such that
they can no longer provide adequately for good education of their children.
Also, they can no longer provide shelter, clothing and special need of their
children in school (such as provision of text books, school uniforms and good
medical care and so on).
According to
Danesy (2004), complimenting environmental and socio-economic factors to
produce high academic achievements and performance include good teaching, counseling,
good administration, good seating arrangement and good building. Dilapidating
buildings, lacking mental stimulating facilities that are characterized with
low or no seating arrangement will also be destructive.
Okon (2006)
emphasized that socio-economic status of a person affect his or her attitude
and life chances. These attitudes include: positive or negative attitude
towards academic, food, dressing, drug use and abuse and the group the
individual belongs.
In the same
vein, Aluede and Maliki (1998) emphasized the socio-economic status of parents
as a major determinant of the attitude of students towards anti-social
behaviors. They further stated that students of low socio-economic families
lack basic necessities of life and are both economically weak and socially
depressed. Such students develop certain negative psychological feeling which
often lead to frustration and could culminate in the manifestation of poor
academic achievement.
Kallaghan
(1972) observed that there is a positive correlation between socio-economic
status of parents and students attitudes and behaviour manifestations. He
opined that the relationship between the two variables may be the economic
advantage of the parents, which enables them to give their children the materials
money can buy. A child from a high socioeconomic background is enriched with
necessities of life, receives stimulating experiences that translates into a
healthy attitude towards life generally.
Socioeconomic
statuscan be defined as a person’s overall social position to which attainments
in both the social and economic domain contribute. (Ainley et al., 1995). When
used in studies of children’s school achievement, it refers to the SES of the
parents or family. Socio-economic status is determined by individual’s
achievements in: education; employment and occupational status; and income and
wealth.
Students
from low-socio-economic status backgrounds are less well adjusted academically
and personal-emotionally, as well as having less attachment to their university
than their peers from higher social economic status backgrounds.
Several
comprehensive reviews of the relationship between socio- economic status and
academic performance exist (Amato, 1987; Williams et al., 1991; Mukherjee,
1995; Ainley et al., 1995). These studies and reviews make it clear that
children from low social economic status families are more likely to exhibit
the following patterns in terms of academic performance compared to children
from high social economic status families:
1. Have
lower levels of literacy, numeracy and comprehension;
2. Have lower retention rates (children from
low SES families are more likely to leave school early);
3. Have lower higher education participation
rates (children from low SES families are less likely to attend university);
4. Exhibit higher levels of problematic
school behavior (for instance truancy);
5. Are more likely to have difficulties with
their studies and display negative attitudes to school; and
6. Have less successful school-to-labour
market transitions.
These
results remain the same irrespective of how socio- economic status is measured
and whether the studies are based on individual or aggregate level data
(Graetz, 1995).
Similarly,
studies of children’s educational achievements over time have also demonstrated
that social background remains one of the major sources of educational
inequality. (Graetz, 1995). In other words, educational success depends very
strongly on the socio-economic status of one’s parents. (Edgar, 1976,
Graetz1995).
Adebayo
(1981) observed that the social status of individuals is a reflection of their
economic status and he went further to explain that socio-economic status is
usually a measure of the income and occupation of the individual, irrespective
of his or her educational or social standing. According to him this has a
tremendous influence on students’ behaviour.
Ezewu (1987)
posited that socio-economic status can affect the academic performance of
students in terms of early attendance at school, attendance of best schools and
the provision of necessary materials. The students from low socioeconomic
status would find it difficult to obtain his needs from his parents. So he or
she may belured into anti social behaviour in order to meet his needs.
Giddens
(1996) in a longitudinal study of the influence of socio-economic status of
parents on children’s behavior found out that children with behavioral problems
come from families with low socio-economic background.
Okon (2006)
emphasized that socio-economic status of a person affect his or her attitude
and life chances. These attitudes include: positive or negative attitude
towards academic, food, dressing, drug use and abuse and the group the
individual belongs.
STATEMENT OF
THE PROBLEM
The problems
that are inherent in students’ social adjustment and academic performance
cannot be over emphasized. This is because the high rate of failures among
student has been attributed to high level of illiteracy, poverty and low
socio-economic status coupled with high rate of paternal and maternal
deprivation of students’ academic needs, which was necessitated by poor
socio-economic situation of the country.
The crucial
factor in poor homes is that Parents of low economic status cannot fulfill the
legitimate needs of their children. This financial incapability makes students
vulnerable to the deceit of anti social behavior, which may affect the academic
performance of the child either positively or negatively. Parent of low economic
status may not be able to pay the school fees of the children, purchase their
educational materials such as books, uniforms and other necessary items for the
child’s success in school. When a student lacks the privilege of being provided
for and supported to succeed in his or her education, the child may not have
high educational achievement (Ayo 2002). Parents who cannot afford the basic
necessities for their children as a result of low economic status would not
help the children in optimizing his potentials and capabilities to excel as
expected.
The above
problems, give rise to the examination of the effect of socio economic status
on students’ social adjustment and academic performance.
PURPOSE OF
THE STUDY
The purpose
of this study is to:
1. To
find out the effect of SES on the student.
2. To find out whether Parent SES have
influence on student social adjustment and academic performance.
3. To find out factors in the environment
that militates against students’ academic performance and social adjustment.
4. To find out if occupation of parent have
effect on students’ academic performance.
5. To know if there is any relationship
between socio-economic status and students’ academic performance.
RESEARCH
QUESTIONS
1. What are the possible effects of SES on
students social adjustment?
2. Do parent SES have influence on
students’ social adjustment and academic performance?
3. To what extent do environmental factors
militates against students’ academic performance and social adjustment?
4. Do occupations of parent have any impact
on the academic performance of students’?
5. Is there any relationship between
socio-economic status and students’ academic performance?
HYPOTHESES
The
following hypothesis would be tested in this study:
1. There will be no significant effects of
SES on students’ social adjustment.
2. There will be no significant relationship
between parent SES and students’ academic performance
3. There will be no significant difference
between environmental factors and students’ academic performance.
4. There will be no significant relationship
between the educational qualification of parents’ and students’ academic
performance.
5. There will be no significant influence of
socio economic status on students’ academic performance.
SIGNIFICANCE
OF THE STUDY
1. The findings will be of immense worth to
parent and adults to know the impact of socio economic status and social
adjustment in their children’s academic performance and to know the
consequences there-in.
2. The study will also help the students
greatly because it will enlighten them on some variables attributable to their
academic failure and to consult the school counselor who would be of help in
resolving the problems.
3. The study would also be of benefit to the
school counselors, psychologists, sociologists, educators, government and
general public with a thorough understanding of different socio economic , the
associated problems and the extent to which these problems influence students
in school.
4. At the end of the research work, the government and policy makers will see
need for providing all secondary schools with adequate counselors, sociologists
and psychologists who would help in student related problems such as; the socio
economic status, parental influence and variables so as to help foster their
academic performance.
SCOPE OF THE
STUDY
This study
was limited to Ejigbo Local Government Area of Lagos State.
DEFINITION
OF TERMS
Social
Economic Status: Thisisthe term used to distinguish between people’s relative
position, rank in relation to others in the society in terms of family income,
political power, educational back ground and occupational prestige.
Academic
Performance: This is referred to as the result of a task given to student in an
academic environment.
Social
Adjustment: Thisis the ability to integrate successfully with others in a
defined environment.
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