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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