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EFFECTS OF
SOCIO ECONOMIC STATUS ON THE ENROLLMENT OF STUDENTS INTO SCIENCE CLASSES
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND OF STUDY
The hope
that parents hold for their children’s success in life is often first vetted
through their children’s success in school. Indeed, doing well academically is
related to doing well in life economically (Butler, Beach, & Winfree,
2008). Yet for many children, chances of academic success are diminished
because of poverty (Ducan & Brooks-Gunn, 2000); family economic status is a
strong predictor of children’s academic outcomes (Sirin, 2005). Children’s
academic success is considered to be a key mechanism for disrupting the
inter-generational transmission of poverty
(Orfield, Losen, Wald, & Swanson, 2004). However, researchers and
practitioner need to know more about the processes that link family economic
status with children’s academic outcome to effectively intervene in the
inter-generational transmission of poverty.
Education is
the best legacy a nation can give to her citizens especially the youths. This
is because the development of any nation or community depends largely on the
quality of education of such a nation. It is generally believed that the basis
for any true development must commence with the development of human resources.
Much then is said that formal education remains the vehicle for socio-economic
development and social mobilization in any society. Nigeria like any other
development nations has witnessed prolong
military rule and aborted civilian administration, which necessitate the
promulgation of decrees, edicts and laws concerning educational practices at
federal, state and local government levels.
The inconsistent continuation of government, due to coup d’etat
de-emphasized the continuity in the implementation of educational laws and
policies since 1970’s till the present time. This gradually laid the foundation
of fallen standard in education at the primary school level of education
(Shittu, 2004). Danesy (2004) opined that poverty of parents has elastic
effects on their children academic works as they lack enough resources and
funds to sponsor their education and good school, good housing facilities and
medical care and social welfare services. Mba (2001) lamented that poverty of
the parent has made education and learning impossible for children in the rural
areas. He lamented that poverty has further caused other problems, such as
disease, frustration, poor performance, and psychological problems and so on.
Good parenting support by strong economic home background could enhance strong
academic performance of the pupil. Frequent changes of ministers and
commissioners for education by successive government coupled with the
politicization of education by political parties that emerged in the country’s political scene since 1979
have also brought about disparity in educational practices, which caused
differential academic performance and class room functioning of both teachers
and Students, from state to state (Danesty, 2004). These measures have not
improved the socio-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 in contrast, some 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). High level of
illiteracy, poverty and low socio-economic status coupled with high rate of
paternal and maternal deprivation of pupil’s academic choice, which was
necessitate by poor-economic situation
of the country has thrown many farmer and old rural dwellers into untold
financial problems such as poverty, lack of money to purchase necessary
textbooks and working materials for their wards who are supposed science
students. Also, many rural and suburban dwellers can no longer pay the school
fees of their wards. These ugly situation have prompt Students to drop out of
school to engage in subsistence farming and become housemaids or engage in
other menial jobs to support their academic pursuit or fall back to an
easier-to-fund class of education. Hence, many Students have since taken school
as a secondary assignment and school attendance on rotational basis.
The
resultant problem posed by this, is poor academic performance in school
examination. Parents with low socio-economic status often lacks the financial,
social and educational support that characterizes families with high
socio-economic status. Lower income families have inadequate or limited access
to community resources that promote and support children’s development and
school readiness. At secondary school level, children hailing from low
socio-economic status are trained to respect authority and obey orders that
employers like in manual laborers. Conformity and obedience are encouraged
rather than individual critical thinking and evaluative abilities amongst the
Students at this. It is good to note that the quality of parents and home
background of a pupil goes a long way to predict the quality and regularity of
the satisfaction and provision of a child’s functional survival and academic
needs. Poor parental care with gross deprivation of social and economic needs
of a child, usually yield poor academic performance of the child. On the
other hand, suffers parental and
material deprivation and care due to divorce or death, or absconding of one of the parent, the child’s schooling
may be affected as the mother alone may not be financially buoyant to pay school fee especially for a
scientifically career oriented student, purchase books and uniforms, such child
may play truant, thus his performance in school may be adversely affected
(Shittu, 2004).
Danesy and
Okediran (2002) lamented that street hawking among school Students have
psychologically imposed other problems, like sex networking behaviour, juvenile
delinquent behaviour, which takes much of the Students’ school time that necessitate
the poor academic performance and drop out syndrome noticed among school
Students. Nevertheless, they also lamented that the maternal and paternal
deprivation of the essential needs of the Students have prompted their poor
performance. Education not only provides knowledge, but also inculcates values,
training of instincts and fostering the right attitude and habits. So the
quality of education obtained by students is of great concern to most parents.
The various economic, sociological, political, financial, familial and cultural
positions of parents in general have impact on both the quality and standard of
education to wards in a quest for attaining enviable attributes. Education is
considered as a human right that should be accorded to all human beings, in
fact, it was the reason why a lot of international human right bodies consider
education as a fundamental human right. The first and perhaps the greatest
challenge facing Nigeria and making it difficult for good quality education
that is capable of bringing about sustainable development is corruption and
inadequate attention. Education in Jos North a city in the Middle Belt of
Nigeria with a population of about 900,000 residents based on the 2006 census,
Popularly called "J-town" or "Jesus Our Saviour" by the
residents, the administrative capital of Plateau State and a Local Government
Area in Plateau State, Nigeria, is not exonerated from the same general menace.
These issues underscore the need for this study.
1.2 STATEMENT OF PROBLEM
Nigeria
today is regarded as a third world country as a result of developmental
redundancy. The common assertion of sociologist that the responsibility of
training a child always lies in the land of the parents and the education can
be an instrument of cultural change which is being taught from home is relevant
in this discourse. It is not out of place to imagine that parental
socio-economic background can have possible effects on the academic line of
Students in school. Whatsoever affect the development environment of children
would possibly affect their education or disposition to it. In line with the
above assertion, Hill, Henry, and Wilson (2004) also argued that socio-economic
status of parent do not only affect the
academic line, but also makes it impossible for children from law background
not to compete well with their counterparts from high socio-economic background
under the same academic environment. From the issues above, the problem of this
study to investigate the effects of socioeconomic status on the enrollment of
Students into science classes in Jos North.
1.3 PURPOSE OF STUDY
This study
highlights the need for the inspectors of education as quality assurance agents
to place a serious check on the quality of education and system of enrollment
of students in Jos North. The following are the reasons for carrying out this
research study: To determine the effects of parents’ socio economic status on
the academic line of Students. To determine whether parental socioeconomic
status have the same influence on the academic line of all Jos North Students.
To determine whether parental socioeconomic status have the same influence on
the academic line of Students in developed and developing areas of Jos
North.
1.4 RESEARCH QUESTIONS
The following
research questions will help give direction to the research study:
1. What is the influence of parental level
of income on Students’ choice of academic line.
2. Does parental economic status have high
influence on the choice of academic line of all Jos North Students?
3. Does parental economic status have the
same influence on the academic line of Students in developed and developing
areas of Jos North?
1.5 HYPOTHESES
The
following formulated hypothesis will help check for the trueness of the
research study:
H01 There is no significant effect of parents’
socio-economic status on enrollment of Students into science classes in Jos
North
H02 There is no significant difference in
enrollment rate into science classes between Students in developed and Students
in developing areas in Jos North.
1.6 SIGNIFICANCE OF THE STUDY
This work
will be of a high importance to parents, government and policy makers. The
findings of the study may expose some factors that might be responsible for
poor performance of Students in school. The identified areas where government
at different levels could come in will be brought into focus in other bridge
the gap of special enrollment preferences of children of low and high income
earners in the society. The importance of achieving the object of education
programme among the general populace cannot be over emphasized. A researcher,
Laosa, has posted as follows: “The educational achievement gap has deep root:
it is evident very early in child’s lives; even before they enter primary
school. Socio-economic differences such as health and nutrition status, home environment that provide access to
academically related experience, mobility rates, and financial assets can
certainly influence academic
achievements” (Laosa, 2005).
1.7 SCOPE OF STUDY
The study is
limited to all senior secondary Students in Jos North, Plateau State.
1.8 DEFINITION OF TERMS
Socio-Economic
status: The interaction of social and financial ability/capacity of an
individual or parent.
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