EFFECTS OF SOCIO-ECONOMIC BACKGROUND OF PARENTS ON ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SCHOOLS
ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
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.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment