ABSTRACT
The study examine the influence of socio-economic
status and environmental factors on primary schools pupils on academic
performance in Kwara state, Nigeria in Ifelodun Local Government of Kwara
State. The main objectives of the study were to examine the effect of
socio-economic status, and educational background of parents on the basic
scholar’s academic performance in the above study area. Concerning methology,
the researcher employed both primary and secondary data for the study.
Secondary data for the study. Secondary data for the study was gotten from
textbooks, research journals and the internet. The researcher used
questionnaire for the collection of data from the respondents. A sample of 200
pupils from five (5) public and five (5) private primary schools were used for the
study. Data was analysed using simple percentage, the mean and standard
deviation correlation coefficient to analysis research questions and hypotheses
respectively all the tests were conducted at 0.05 level of significance. Findings
from the study revealed that socio-economic status of parents effects the
performance of both the public and private primary schools pupils, but not so
feasible in the later. Out of 200 pupils used for the study, majority asserted
to this and the alternate hypothesis was accepted. Other findings from the
study showed that there is a relation between pupils academic performance as
well as parents educational background. The researcher recommended that various
strategies should be put in place to reduce peers influence.
TABLE OF CONTENT
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Content vi
CHAPTER ONE: INTRODUCTION
1.1 Background
of the Study
1
1.2 Statement
of the Problem 6
1.3 Purpose
of the Study 7
1.4 Research
Questions 8
1.5 Research
Hypotheses 9
1.6 Significance
of the Study 9
1.7 Scope
of the Study 11
1.8 Operational
Definition of Terms 11
CHAPTER TWO: LITERATURE
REVIEW
2.1 Introduction 14
2.2 Theoretical
Framework 33
2.3 Empirical
Study 36
2.4 Summary
of Literature Review 41
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1 Introduction
43
3.2 Research
Design 43
3.3 Population
of the Study 44
3.4 Sample
and Sampling Techniques 44
3.5 Instrumentation 44
3.6 Procedure
for Data Collection 45
3.7 Method
of Data Collection 46
CHAPTER FOUR: RESULT
AND DISCUSSION
4.1 Presentation
of Tables and Interpretation 47
4.2 Hypothesis
Testing 53
4.3 Summary
of Findings 58
4.4 Discussion
of Findings 58
CHAPTER FIVE: SUMMARY,
CONCLUSION AND
RECOMMENDATION
5.1 Summary 62
5.2 Conclusion 63
5.3 Recommendation 63
5.4 Suggestion
for Further Studies 64
References 66
Appendix 72
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education not only provides knowledge and skills, but also
inculcates values, training of instincts, fostering right attitude and habits.
According to Muhammed and Muhammed (2010) they are of the opinion that,
cultural heritage and values are transmitted from one generation to another
through Education. The responsibility of training a child always lies in the
hand of the parents.
This is
congruent with the common assertion by sociologist that education can be an
instrument of cultural change which is being taught from home is relevant in
this discuss. It is not out of place to imagine that parental socio-economic
background can have possible effects on the academic achievement of children in
school. What so ever affect the developmental stage of children would possibly
affect their education or disposition to it. Parental status is one of such
variables. When a woman’s nutritional status improves, so too does the
nutrition of her young children “Parents of different occupational classes
often have different styles of child rearing, different ways of disciplining
their children and different ways of reacting to their children. These
differences do not express themselves consistently as expected in the case of
every families, rather they influence the average tendencies of families for
different occupational classes.” (Rothestein, 2004). In line with the above
assertion, Hill et al. (2004) had also argued that socio-economic status of
parents do not only affect the academic performance, but also makes it possible
for children from low background to compete with their counterparts from high
socio-economic background under the same academic environment.
Moreover,
Smith, Fagan and Ulvund (2002) had asserted that significant predictor of
intellectual performance at age of 8 years included parental socio-economic
status (SES). In the same vein, other researchers had posited that parental SES
could affect school children as to bring about flexibility to adjustment to the
different school schedules (Guerin et al., 2001).The same view is shared by
Machebe (2012), in her research, concluded that,parental socio-economic status
could influence academic performance of their children at school. In a previous
local finding in Nigeria, Oni (2007) and Omoegun (2007) had averred that there
is significant difference between the rates of deviant behaviour among pupils
from high and low socio-economic statuses.
The
health status of the children which could also be traceable to parental
socio-economic background can be another factor that can affect the academic
performance of the pupils, Adewale (2002) had reported that in a Journal of
Education and Practice rural community where nutritional status is relatively
low and health problems are prevalent, children academic performance is greatly
hindered. This assertion is again hinged on nature of parental socio-economic
background.
Schareider (2003) in his study counted school faulty condition to
effective teaching and learning in schools. More and Lackney (1994) in their
handbook on educational facilities concluded that physical setting has both
direct and mediated efforts on social and achievement outcomes.
The
foregoing discussion had established that socio-economic status and host of
other factors relating to environment of pupils, such as educational background
of parents, health status of pupils, parental occupation and family size could
have effects on children academic achievement. It is against this background
that this work is being undertaken to empirically investigate the possible
effect of these factors on pupils’ academic achievement in selected schools in
Ifelodun Local Government Local Government Area of Kwara State.
Environmental Factors is the
aggregate of all internal and external conditions affecting the existence,
growth and welfare of organisms. It is an influence an individual came in
contact with after the hereditary has been through the gene plasma.
G. U. Anene explained that
environment can be divided into physical, social and abstract environment.
Physical environment is the objects or materials found in the home, school or
community. It also includes the people like parents, siblings and peers (Anene,
2005).She also explained that the social environment is the social life,
societies and club affecting the individual. Abstract environment is the
reactions, feedback and the responses received on interactions with others. The
author further explained that environment can also be classified as urban or
rural environment.
The focus of this study is on
the environmental factors affecting the academic performance of the pupils.
This therefore, entails the objects, materials, parents, siblings, peers and
social life that exists in the environment in which the pupils find
himself/herself. All the variables in the environment that affect a pupil’s
existence, behavior and performance constitute the environmental factors.
Academic Performance on the
other hand is the outcome of education; it is the extent to which a pupil,
teacher or institution has achieved the educational goals.
According to G. Bossaert, S.
Doumen, E. Bugse and K. Verschuerenc (Bossaert, Doumen..., 2011) academic
achievement is commonly measured by examination or continuous assessment;
however, there is a general agreement on how it is best tested. In some
countries, the achievement of school is measured by the academic performance
index.
O. C. Chukwudi (Chukwudi,
2013) discovered that individual differences in academic performance have been
linked to differences in intelligence and personality. He explained that pupils
with higher mental abilities as demonstrated by IQ test (quick learners) and
those who are higher in conscientiousness (linked to effort and achievement
motivation) tend to achieve highly in academic settings. Early academic
achievement enhances later academic achievement.
However, a number of factors
contribute to that. It has also been discovered that certain factors can either
influence or hinder the academic performance of pupils at any level of
education. Such factors emanating from the school environment, curriculum
planning and implementation, siblings/Peer group influence, Environment e.g.
parents, socialization patterns in the environment, location of the
environment, modern gadgets at environment and so on. The target of this study
is on environmental factors affecting the academic performance of pupils. The
pupil’s environment can either accelerate or hinder a pupil’s academic
performance.
C. Ajila and A. Otutola
(Ajila, Otutola, 2000) stated that parent of all classes realized the
importance of education. They also pointed out that different families create
environment that influences children’s intellectual growth and educational
motivation in different ways. The function of the family among others includes
rearing, protecting and educating the children and such function can be
performed in the environment, thus a environment is an essential agent of
education.
1.2 Statement
of the Problem
Experience has shown that among the
public and private primary school’s pupils there exist some differences which
influence pupils academic performance, such as some pupils being able to pay
their school fees promptly, while others were often sent away for
nonpayment of school fees, some pupils have problem with the provision of
school uniform but others do not. Likewise, some pupils were motivated by their
parents through the provision of educational materials like text books and exercise
books, others were not, where as some pupils come to school properly feed,
others are not. One then wonders whether influence of family background had
played a role in these issues. The question that comes to mind therefore is
“Can the environment under which learning is taking place in our schools lead
to the attainment of the goals of education? More specifically, does school
environment influence academic achievements?
In the light of this, the main issue of this research work is to
find out if there exist in Ifelodun Local Government Local Government of Kwara
State a relationship between socio-economic status of parents and pupils'
academic performance.
1.3 Purpose
of the Study
The main objective of the study is to examine the influence of socio-economic
status of parent and environmental factor on academic performance of pupils in
Ifelodun Local Government Local Government of Kwara State. Specific objectives
of the study include:
1.
Whether economic
status of the parents have influence on Pupils’ academic performance in Primary
school?
2.
Whether environmental
factor influence the academic performance of pupils in primary schools
3.
The level
of academic performance of pupils in Ifelodun Local Government Local
Government, Kwara State of Nigeria.
4.
The
significant relationship between parental socio-economic status and pupils’
academic performance in Ifelodun Local Government Local Government, Kwara State
5.
The
relationship between environmental factors and pupils’ academic performance in
Ifelofun Local Government, Kwara State
6.
The
relationship among parental socio-economic status, environmental factors and
pupils’ academic performance in Ifelodun Local Government Local Government, Kwara State
1.4 Research Questions
The
following research questions were answered in this study
1.
Does
economic status of the parents have influence on Pupils’ academic performance
in Primary school?
2.
Does
environmental factor influence the academic performance of pupils in primary
schools?
3.
What is
the level of academic performance of pupils in Ifelodun Local Government Local
Government of Kwara State of Nigeria?
4.
Is here
any relationship between parental socio-economic status and pupils’ academic
performance in Ifelodun Local Government Local Government, Kwara State?
5.
Is there
any relationship between environmental factors and pupils’ academic performance
in Ifelodun Local Government Local Government, Kwara State?
6.
Is there
any relationship among parental socio-economic status, environmental factors
and pupils’ academic performance in Ifelodun Local Government Local Government,
Kwara State?
1.5 Research Hypotheses
The following hypotheses will be tested to guide this
study;
1.
There is
no significant relationship between parental socio-economic status and pupils’
academic performance in Ifelodun Local Government Local Government, Kwara State
2.
There is
no significant relationship between environmental factors and pupils’ academic
performance in Ifelodun Local Government
Local Government, Kwara State
3.
There is
no significant relationship among parental socio-economic status, environmental
factors and pupils’ academic performance in Ifelodun Local Government Local Government, Kwara State
1.6
Significance of Study
1. The work of this nature when completed
may help the parents to be aware of the consequence the family has on children
and how such influence the child positively or negatively in relation to their
academic performance. From the available recommendations, they will be able to
adopt measures of bringing up there, in such a way that they will perform well
academically.
2.
Similarly,
it is likely to encourage parents to make their children relatively comfortable
in schools. This study also could aid children of various families to be aware
and bear in mind with their parents in ability to provide them with all the
necessary requirements in schools, and also sympathize with them in family
problems and
situations.
3.
More so,
educational and curriculum planners could be guided in planning the curriculum
without rigidity to suit diverse cultural environments. In addition, the
teachers would be aware that a cordial teacher parent relationship may in a way
improve the influence of family background on the academic performance of a
child in school.
4.
The
research of this nature is likely to help the local, state, nation and the
world in general benefit from as adherence to the recommendations and
implementation will help produce youths who would be better leaders of
tomorrow.
5.
Finally,
the research when completed may add to available literature and may encourage
further research on the topic.
1.7 Scope
of the Study
It would be much demanding to undertake a complete study of the
influence of socio-economic status of parent and environmental factors on the
academic performance of pupils in Ifelodun Local Government local government of Kwara State and due to
logistic constraint on the researcher, only 20 school will be sampled, sampled
school are selected based on their metropolitan population
characteristics.
The study is likely to be confined to primary schools (Primary six)
pupils of the selected schools. This is because (Primary six) is the beginning
of primary school class. If family background affects pupils in (primary six),
it is assumed that likely to affect their performances in primary school
certificate examinations and even worst in their primary school academic
performance.
1.8 Operational
Definition of Terms
As words may mean differently in different contexts, the following
definitions are given as the words used as intended to be understood for the
purpose of this study.
FAMILY: Is a unit comprising of husband, wife and children.
FAMILY SIZE: The number of people in the family.
FAMILY SYSTEM: This includes monogamy and may be nuclear or
extended family.
ENVIRONMENT: This refers to parental experience and aspirations for children,
objects and material conditions in the home for comfort and also specific
behavioral processes conducive to learning.
EDUCATIONAL UPBRINGING: This refers to education of children and how
they perform in academics when subjected to test or examination. EDUCATIONAL STATUS: This term is used
for social processes in which one achieve social competence and individual
growth, carried on in a selected, controlled sitting which can be
institutionalized as a school or college.
OCCUPATIONAL STATUS: Person’s trade, vocation or principal means of
earning living.
SOCIO-ECONOMIC STATUS: This refers to position of 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 pupils’ achievement, scores
within the class and his position relative to all those subjected the same
test.
EFFECTS: the result or outcome of anything be it positive or negative.
HOME SITUATION: This refers to prevailing atmosphere in the
home whether violent, resentful or in disarray.
PARENTAL ATTITUDE: Parents disposition to respond in a
characteristics way to some stimulus in their social environment. Some
responses determine the way and manner their children are brought up.
SCHOOL ENVIRONMENT: These are the facilities, learning materials
made available to the study as well as the conduciveness of the school to
enhance or inhibit learning.
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