THE EFFECT OF STUDENT ECONOMIC BACKGROUND ON ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
Many family factors have been linked to students’ academic performance in economics in secondary school these days. Many people, including sociologists, psychologists, and philosophers, have conducted studies into the factors that hinder or improve student performance in economics.
They include, among other things, poor teaching quality, irregular attendance at school, the child’s emotional attitude toward school and school subjects, a defective physical condition manifested in poor hearing, bad vision, speech impediment, the environment, and the child’s social and economic background.
The raging debate within the school as to which of the two is actually responsible for a student’s poor or good performance in an economic examination has allowed the researcher to take a cursory look at the influence of economic background on a student’s academic performance. Ovia North East Local Government Area in Edo State was chosen as a case study in his research.
The study is based on the theory that there is a need for close collaboration between the home and the school in order to understand children’s learning problems.
For better or worse, society appears to have decided to educate its children outside the home in separate, self-contained, single-purpose establishments. After experiencing education from home in this manner, going on to discuss how they influence each other could be a matter of for they can be resolved, must be at the root of all discussion about teacher parent relationship.
There was a time when parents did not enter school except to confront the schoolmaster. Teachers, for their part, were expected to be uninterested in the homes to which their students belonged. However, there is undeniably a significant increase in interest in the relationship between home and school these days, and a trend toward ensuring this interest.
Many schools have parent-teacher organizations, and many areas have action groups of one kind or another. You also have the national confederation of parent-teacher associations and the advisory center for education, all of whom are very concerned with home-school links for the purpose of children’s educational achievement.
Similarly, it has been accepted that learning can take place in a variety of settings, including the home and playground, as well as the classroom. Every child brings into the classroom all of his or her home training and experience, creating an internal environment that makes him a significant environmental factor to others.
A learning environment is thus more than what can be measured in a student’s immediate physical surroundings; it includes everything inside and outside the space the child occupies that influences his behavior during a specific learning routine. Economic background characteristics associated with academic performance and intelligence can be classified as high economic status or low economic status.
The level of education, occupation, and income in the society determine both status. These variables, while intriguing, reveal little about how their effects are mediated to the child and into process variables such as parental achievement process, home language models, academic home guidance, and family social participation.
It is believed that an individual’s income and occupation are determined by their level of education. This, in turn, determines the individual’s status. However, due to his health, this is not the case. As a result of this variation, researchers will investigate the relationship between academic performance and these variables.
The size of the family will be included as a variable in the study. Though social class is most commonly used as a child economic background variable in Western European societies and North America, it is difficult, if not impossible, to use the social class variable in developing countries such as Asia, Africa, and Nigeria in the same way that it is used in Western European countries at this time.
There are two possible explanations for this. First, no attempt has been made to classify occupations in these developing countries. Second, and perhaps more importantly, the social system of the extended family in these developing countries would render social class based on occupation meaningless.
For example, a man in a developing country with a good job and a high annual salary may not be able to support a middle-class family because many people rely on his single salary for their survival. As a result, the size of the family will be viewed as one of the variables. The different types of families—polygamous and monogamous—will not be overlooked in this study.
The following highlights what will be found in each chapter: the first chapter deals with the formulation of problems and relevant research questions, while the second chapter deals with critical reviews of important literature on the subject.
This exercise is intended to serve as a guide to reveal the variables that have been found to be important, as well as the gaps in previous studies on the determinants of individual performance. It also enabled the researcher and the useful hypothesis that resulted from their work. A review of the literature aided in the formulation of the research problems.
The third chapter discusses the various data collection methods used, including concept operationalization and descriptive statistics. The fourth chapter is about analyzing the collected data. The results of these analyses are also explained and interpreted in light of the theoretical framework.
The work concludes with chapter five, the conclusions, which summarizes what was done in the survival for further research and then points out gaps in the study that can be filled by additional research.
PROBLEM STATEMENT
Today, teachers are frequently blamed for students’ poor academic performance without investigating other factors that may be contributing to the students’ problems. In terms of academics, most parents are quick to point accusing fingers at both the child and his teachers; however, should the entire problem be blamed on teachers, who always want the best for their students?
One would like to learn the parents’ justifications for blaming the teachers for their children’s poor academic performance. In reality, the foundation of a child’s socialization is laid at home. More often than not, children spend more time at home than in school.
Many factors related to the family could have contributed to the students’ high or low performance, with economics being one of them. Economic class stratification has become a common phenomenon in our society. The distribution of wealth among citizens is unequal. As a result, there are the wealthy and the impoverished, the educated and illiterate.
The study thus considered the influence of those stratified classes on students’ academic performance; in other words, the study is concerned with how students’ academic performance can be influenced by their family’s economic status. The researcher poses the following research questions.
QUESTIONS FOR RESEARCH
1. Does a student’s economic status affect his or her academic performance?
2. Does a parent’s educational status influence their children’s academic performance?
3. Does the size of the family have an impact on the student’s academic performance?
4. Does a lack of educational facilities affect students’ academic performance?
OBJECTIVE OF THE STUDY
The goal is to determine the impact of a student’s economic background on their academic performance in a selected public secondary school. It is intended to compare the academic performance of students from various socioeconomic backgrounds. The research will shed light on how and why some students outperform others.
THE STUDY’S IMPORTANCE
The study aims to determine the impact of economic inequality on student performance in some selected public secondary schools in Edo State’s Ovia North East Local Government Area. The study will be extremely useful in educating teachers on how to deal with students from various socioeconomic backgrounds in order to improve performance.
It will also allow school administrators to see the importance of providing books, newspapers, and magazines in the school library, knowing full well that some students may not have access to these materials at home. The study will also assist the teacher in adapting his or her effective teaching method to accommodate each student.
THE STUDY’S OBJECTIVE
For the sake of convenience, the study will be conducted in selected public secondary schools in Edo State’s Ovia North East Local Government Area. The semi-urban setting was chosen to include children from diverse family backgrounds. The five educational institutions. SSS two students were used in the study. The study will only lower the economic aspect of the family, such as the parents and children.
TERMS DEFINITION
Economic Background: This refers to your earning power, which can be classified as high or low.
Social Class: This is a level in society where individuals regard themselves as equal because of their education, occupation, or living pattern.
There are three types of economic status:
People with a high economic status earn N 7,000 or more per year.
People with B. A., B. Sc., and HND have a middle economic status.
Lower educational attainment is defined as anything less than an HND.
Small family: A family of no more than six people, consisting of the father, mother, and four children.
Educational facilities: Anything that facilitates or simplifies learning or instruction. There are study facilities such as a library and a laboratory.
Students’ performance: below average (less than 45%), average (45-69%), above average (70 and above).
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THE EFFECT OF STUDENT ECONOMIC BACKGROUND ON ACADEMIC PERFORMANCE