THE INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
ABSTRACT
Parental socioeconomic status influences where a family lives, the quality and quantity of food they eat, and the quality of school their child attends, among other things.
It is unclear to what extent it influences parental involvement and student academic achievement. However, the study was designed to investigate the impact of parental socioeconomic status on secondary school students’ school involvement and academic achievement in Lagos State’s Kosofe Local Government Area.
The descriptive survey design was used in the study. A questionnaire designed by the researcher was used to collect data from 120 (SS2 students) randomly selected from four (4) Senior Secondary schools. One-way ANOVA was used to analyze the data.
According to the findings of the study, parents’ socioeconomic status (particularly their educational level and occupational status) has little or no influence on their children’s school involvement and academic achievement. The study also found that the higher the educational qualification of both parents, the more likely they are to be involved in their children’s education.
The study suggests that schools strengthen their parent-teacher forums in order to increase parental interest in their children’s academics. The school administrator can also create online platforms where parents can easily access their children’s academic profiles.
INTRODUCTION
1.2 BACKGROUND OF THE STUDY
Education is the key to building a dynamic, productive society that provides opportunities and fairness to all. Education is the most valuable legacy that parents can leave to their children. The development of a nation begins with the family; when a family is successful in instilling good values in their children,
the country becomes a better place to live. It is widely assumed that the foundation for any true development must begin with the development of human resources. Formal education is the manifestation of such desires to build a sound and strong economy in an effective and efficient manner.
Education is the process of learning and developing skills for the benefit of both the individual and society as a whole. Formal, non-formal, and informal education are all options. Formal education refers to the institutionalized teaching of a curriculum.
It is classroom-based knowledge that is provided in a systematic and intentional manner by trained teachers. Thus, schooling is a concept that defines an educational institution. Education is a major trust of the United Nations for all of its member countries, according to the MDG goals for 2020. Similarly, the operation of educational institutions is critical to the achievement of any nation’s goals and objectives.
In Nigeria, the primary activities of educational institutions are to build and develop human capacity to meet the nation’s development needs at all levels. According to the forewords to the National Policy on Education (2013) edition, education is viewed as an investment for economic, social, and political development;
an aggregate tool of empowerment for the poor and socially marginalized groups; an effective means of developing full capacities and potentials of human resources, as well as the development of competent work force through the acquisition of practical life skills relevant to the world of work as a veritable means of ostracization.
From the outset, it is instructive to note that educational institutions in Nigeria are burdened with enormous responsibilities, but there are factors working against this goal’s achievement. Truancy is one of them, and it can be influenced by a variety of factors, one of which is the parental socioeconomic status.
Numerous factors have been identified in various research studies as being responsible for the educational system’s continuous decline. Classroom size, poor teacher-student ratio, insufficient instructional materials, teachers’ attitude toward work, and students’ lack of seriousness are all factors.
The motivation for this study is that some students are exceptionally good at their jobs, while others are exceptionally bad. When such differences in scores are investigated, it is more often discovered that family history is a major contributory factor.
It is therefore critical to investigate the extent of such contributions and their impact on children in order to make useful recommendations to parents and teachers, educational planners, and the government.
Educators continue to place a premium on the quality of their students’ performance. It is intended to make a difference on a local, regional, national, and global scale. Educators, trainers, and researchers have long been interested in investigating variables that contribute effectively to learner performance quality.
These are the factors that influence students’ academic achievement both inside and outside of school. These elements are known as student factors, family factors, school factors, and peer factors (Crosnoe, Johnson & Elder, 2004).
The formal study of the role of these demographic factors dates back to the 17th century (Mann, 1985). Age, gender, geographical belongingness, ethnicity, marital status, socioeconomic status (SES), parental education level, parental profession, language, income, and religious affiliations are all examples of these factors. These are typically discussed under the heading of demography (Ballatine, 1993).
Demography, in a broader sense, refers to the study of the nature and effects of demographic variables in biological and social contexts. Unfortunately, defining and measuring educational quality is not an easy task, and the complexity of this process grows due to the shifting values of quality attributes associated with the various stakeholders’ points of view (Blevins, 2009; Parri, 2006).
According to a recent study, socioeconomic status is one of the most researched and debated factors among educational professionals that influences students’ academic performance (Muola, 2010). The most common argument is that learners’ socioeconomic status influences the quality of their academic performance.
Most experts argue that students’ low socioeconomic status has a negative impact on their academic performance because their basic needs are not met, and thus they do not perform better academically (Adams, 1996). According to Muola (2010), the desire to achieve differs from person to person.
For some, the need for achievement is extremely high, whereas for others, it is extremely low. He goes on to say that achievement motivation is learned through socialization.
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Parental involvement can take many forms, including good parenting at home, providing a secure and stable environment, intellectual stimulation, parent-child discussion, positive models of constructive social and educational values, and high aspirations for personal fulfillment and good citizenship.
It also entails communication with other schools to share information, participation in school events, participation in school work, and participation in school governance (Desforges and Abouchaar, 2003). A child’s ability to succeed in school is determined by how well his or her parents manage the child at home. It is an environment in which the child learns the skills, attitudes, and behaviors that will shape him or her into a productive and successful student.
However, not every child is born into a family that can provide them with the necessary educational resources for academic success.
A parent’s socioeconomic status plays an important role in providing these educational resources and appears to have the greatest impact on the child’s educational outcomes (Vellymalay, 2012). When compared to other factors, socioeconomic status has a relatively strong impact on parental involvement in students’ academic achievement.
1.2 Problem Description
The disparity in student performance and academic performance quality is a major source of concern and dissatisfaction for parents, school administrators, policymakers, and various governments responsible for secondary school education.
Experience has shown that there are some differences among secondary school students that influence student academic performance, such as some students being able to pay their school fees promptly, while others were frequently sent away for non-payment of school fees, and some students having a problem with the provision of school uniform but others do not.
Similarly, some students were motivated by their parents by providing educational materials such as computers, textbooks, and exercise books, while others were not, and some students came to school properly fed while others did not. The question then becomes whether the influence of family background played a role in these issues.
1.4 The Study’s Purpose
The study’s main goal is to investigate the impact of parental socioeconomic status on secondary school students’ school involvement and academic achievement in Kosofe Local Government Area, Lagos. The following are the Study’s specific objectives:
1. Determine the impact of parental socioeconomic status on secondary students’ school involvement.
2. To investigate the impact of parental socioeconomic status on students’ academic achievement.
3. Determine the impact of parental educational attainment on their children’s school participation.
4. To ascertain the impact of parents’ occupations on school participation.
5. To investigate the impact of parental school involvement on student academic performance.
1.4 Research Issues
The following research questions have been developed for the purposes of this study:
1. Is there an effect of parental socioeconomic status on secondary students’ school involvement?
2. Does a student’s academic achievement depend on his or her parents’ socioeconomic status?
3. What is the impact of parents’ educational attainment on their children’s school involvement?
4. Does the occupation of parents influence their children’s school involvement?
5. Does parental involvement in school affect academic achievement?
1.5 Research Proposal
To guide this study, the following hypothesis will be tested:
1. There is no statistically significant relationship between parental socioeconomic status and student school involvement.
2. Parental socioeconomic status has no significant influence on secondary school students’ academic performance.
3. There is no statistically significant relationship between parents’ socioeconomic status and their children’s school involvement.
4. There is no significant relationship between parents’ occupation and students’ school involvement.
5. There is no link between parental involvement and students’ academic achievement.
1.6 The Study’s Importance
When completed, this study will assist parents in becoming aware of the effect the family has on the children and how this affects the child positively and negatively in terms of school involvement and academic performance. They will be able to adopt measures to raise their children in such a way that they will perform well academically based on the available recommendations.
Likewise, it is likely to encourage parents to make their children feel at ease in school. This study may also help children from various families become aware of and remember their parents’ inability to provide them with all of the necessary requirements in school, as well as sympathize with them in family problems and situations.
Furthermore, educational and curriculum planners could be guided in developing curricula that are flexible enough to accommodate a diverse cultural environment. Furthermore, teachers would be aware that a positive teacher-parent relationship can mitigate the impact of a child’s family background on academic performance in school.
1.7 The Study’s Scope
The primary focus of this study will be on the impact of parental socioeconomic status on school involvement and academic performance of secondary school students in Lagos State’s Kosofe Local Government Area.
1.8 Term Definitions in Operational Context
Because of the relativity of concepts and their meaning, the study employs certain concepts that require explanation.
Occupational Status: A person’s trade vocation or primary source of income.
Socio-Economic Status: This refers to the position of recognition in society in which one finds himself. Such a position may not be inherited but must be earned through personal efforts such as education, wealth, occupation, and social class.
Academic Performance: This refers to the student’s achievement, class rank, and position in relation to all others who took the same test.
Parental Educational Attainment: Is the highest grade obtained by parents within the most advanced level of education.
Parental Occupation: This is the job that a parent has. It is a pastime that a person engages in.
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THE INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON SCHOOL INVOLVEMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
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