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.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of
Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem 5
1.3 Research Questions 6
1.4 Research Hypotheses 7
1.5 Purpose of the Study 8
1.6 Significant of the Study 9
1.7 Scope and Delimitation 10
1.8 Definition of Terms 11
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 13
2.2 Socio-Economic Background 14
2.3 The effects of Broken Home on the Achievement of
Children in schools 20
2.4 Family Size and Types as its affects the Academic
performance
of a child 24
2.5 Parents’ Educational Attainment as it affects the academic
Performance of children 26
2.6 Review and Summary 30
CHAPTER THREE: RESEARCH METHOD AND PROCEDURE
3.0 Introduction 32
3.1 Research Design 33
3.2 Population 33
3.3 Sample and Sampling Techniques 33
3.4 Research Instrument 34
3.5 Validity of Instrument 35
3.6 Reliability of the Instrument 35
3.7 Method of Data Collection 36
3.8 Method of Data Analysis 36
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND
DISCUSSION
OF RESULTS
4.1 Introduction 38
4.2 Presentation and Analysis of Results 38
4.3 Testing the Hypotheses 52
4.4 Discussion of Results 60
CHAPTER FIVE: SUMMARY,
CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction 63
5.2 Summary 63
5.3 Findings 65
5.4 Conclusion 67
5.5 Recommendations 67
5.6 Suggestions for Further Research 69
References 71
Appendix 73
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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