INFLUENCE OF SOCIO-ECONOMIC FACTORS OF PARENTS ON CHILDREN ACCESS TO SECONDARY EDUCATION
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INFLUENCE OF SOCIO-ECONOMIC FACTORS OF PARENTS ON CHILDREN ACCESS TO SECONDARY EDUCATION
Chapter one
INTRODUCTION
1.1 Background Of the Study
Education not only offers knowledge and skills, but it also instills values, trains instincts, and fosters positive attitudes and habits. Muhammed and Muhammed (2010) believe that education is the means by which cultural heritage and values are passed down from generation to generation. The task of training a child is always in the hands of parents.
This is consistent with the widespread argument of sociologists that education may be used to effect cultural change, and thus is pertinent to this discussion. It is not unreasonable to believe that parental socioeconomic status can influence children’s academic performance in school.
Whatever influences a child’s developmental stage may have an impact on their educational ability or temperament. Parental status is one of these variables. As a woman’s nutritional health improves, so does the nutrition of her young children. “Parents from different occupational classes frequently have distinct approaches to child upbringing, different methods of punishing their children, and different reactions to their children.
These inequalities do not manifest themselves consistently as predicted in all families; rather, they influence the average inclinations of families across occupational classes. (Roothestein, 2004).
In line with the aforementioned assertion, Hill et al. (2004) argued that parents’ socioeconomic status affects not only academic performance but also access to good and secondary education, allowing children from low socioeconomic backgrounds to compete with their counterparts from high socioeconomic backgrounds in the same academic environment.
Furthermore, Smith, Fagan, and Ulvund (2002) concluded that parental socioeconomic position was a strong predictor of intellectual performance at the age of eight. In the same spirit, other researchers proposed that parental socioeconomic status could influence schoolchildren’s ability to adjust to diverse school schedules (Guerin et al., 2001).
Machebe (2012) concluded in her research that parental socioeconomic position can influence their children’s academic achievement at school. In a previous local study in Nigeria, Oni (2007) and Omoegun (2007) stated that there is a significant difference in the rates of deviant behaviour among pupils with high and low socioeconomic class.
The health status of the children, which can also be traced back to parental socioeconomic background, can also have an impact on academic performance. Adewale (2002) reported that in a rural community where nutritional status is relatively low and health problems are common, children’s academic performance suffers greatly.
This assumption is again dependent on the type of the parent’s socioeconomic background. Furthermore, Eze (1996) believed that when a kid receives enough nourishment, health care, and stimulation during the pre-school years, their capacity to engage with and take full use of the entire complement of resources provided by a formal learning environment improves.
According to the World Bank (2007), non-school factors such as parental education, child rearing practices, nutrition, health care, and pre-school education have a greater impact on children’s access to education.
It goes on to say that positive school factors such as teachers and books have a greater impact in developed than developing countries. As a result, students from lower socioeconomic backgrounds benefit more from school inputs than those from higher socioeconomic backgrounds.
Poverty is one of the primary elements that can affect the desire for education in the socioeconomic position of the clients of the education system. UNICEF (2004) states that poor households are trapped in a circle of poverty and lack the capability and resources to buy proper and balanced food, resulting in the poor’s inability to pay for their children’s education.
As poverty levels rise, child labour becomes critical to family survival (Abagi, 1997). Child labour is increasingly used in domestic services, agriculture, and minor trade in both rural and urban areas, and in some circumstances, children must consider the opportunity cost of education.
As a result, parents have continued to send their children into the labour market, primarily as domestic workers in urban areas.
1.2 Statement of Problem
The importance of parental involvement in their children’s school education cannot be overstated. Parents have an important role in modelling their children’s behaviour, enabling effective communication between them and secondary school, and recognising key needs related to their children’s academic requirements.
Student learning and behaviour, like that of adults, will be influenced by a variety of interacting factors, some of which are internal to the learner and others can be traced back to the environment and government regulations. The purpose of schooling is to give equitable access to children of school-going age, ensuring education for all learners (MOEST 2003).
Many developing countries, such as Nigeria, have low rates of school access and have been defined as a scarce industry (Murungi, 2006). This is primarily due to the socioeconomic status of the parents; therefore, the problem of low access to secondary education is worth investigating because many students’ lives are at risk of being wasted;
thus, the purpose of this research is to determine the influence of socioeconomic factors of parents on their children’s access to secondary education.
1.3 Objectives of the Study
The major aims of this study are to find out the socioeconomic determinants of parents on their children’s access to secondary school. Specifically, the study intends to
1. Determine the socioeconomic position of parents, which influences their children’s schooling.
2. Investigate the obstacles that restrict secondary education for pupils in secondary schools.
3. Analyse the effect of parental socioeconomic characteristics on their children’s access to secondary school.
1.4 Research Questions.
1. What is the socioeconomic situation of the parents that influences their children’s education?
2. Are there any barriers to secondary education for pupils in secondary schools?
3. Does the socioeconomic status of parents have any substantial impact on their children’s access to secondary education?
1.5 Research Hypothesis.
Ho: There is no substantial effect of parental socioeconomic circumstances on their children’s access to secondary education.
Hello, there is a considerable effect of socioeconomic circumstances of parents on their children’s access to secondary school.
1.6 Significance of the Study
The study’s conclusions could benefit a variety of organisations, educational authorities, parents, politicians, and policymakers in the community and country as a whole. The study will help quality assurance and standards officers increase student access and general education standards.
Policymakers may utilise the findings to develop policies that increase access rates, such as programs that promote students from one grade level to the next.
Education planners may utilise the data to advise the government on budget allocation and necessary actions to improve access to public secondary schools. The study’s conclusions can be used by all stakeholders to reduce or eliminate low access from any source.
1.7 Scope of Study
This research will be conducted in Lagos state, specifically in the Alimosho LGA.
1.8 Delimitation of the Study
Obtaining funding for general research projects will be difficult during the course of studies. Correspondents may also be unable or unwilling to complete and submit the questionnaires provided to them.
However, it is hoped that these limits will be addressed by making the best use of existing materials and devoting more time to study. As a result, it is strongly thought that despite these constraints, their impact on this research report will be small, allowing the study’s purpose and significance to be achieved.
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