CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The relationship between family socio-economic status (SES) and the academic

achievement of students is well established in sociological research. While there is disagreement

over the best way to measure socio-economic status, a study by (Adams, 2019) found that

students from low socio-economic backgrounds do not perform as well as they potentially could

at school compared to children from high socio-economic backgrounds. Most studies, however,

compare students from across all socio-economic backgrounds to reach the conclusion that low

socio-economic status adversely affects a range of educational outcomes (Amendo, & Wanjiru,

2015). Another important dimension, however, is the factors that may influence educational

outcomes within particular socio-economic status bands. One of the most debated issues among

educational professionals is the correlation between the academic achievement and socio-

economic status of students. A prevalent argument is that the socioeconomic status of a student

has a major effect on his/her academic achievement. Academic achievement in many secondary

schools in districts which have a high number of low socio-economic students has been generally

low in national examinations (Akinsolu, 2016).

Many educators think that low socio-economic status creates a negative effect on

academic achievement. Adams (2014) mentioned that the basic needs of certain students are not

being met, thus not allowing the students to physically or mentally be able to perform in school.

If students are not properly fed or given proper hygiene care, they cannot be expected to perform

successfully in their academics. These environmental deficiencies are thought by educators to

have a negative effect on the student’s image, and result in a lowering of self-esteem. This lack
of confidence infringes on the success a student may have in the academic environment (Ayoo,

2018). Others challenge this theory and imply that other variables outside the socio-economic

status of a student are the determining factor in academic performance (Bracey, 2018). This

research hopes to generate data on the educational achievement of students from different socio-

economic backgrounds and examine its variation as affected by traditional measures of social-

economic factor as well as by a range of other family, individual and contextual factors. Students

achievement in public secondary schools has become a top priority for parents and government.

The marks that a student’s score dictates the type of school the students is likely to be enrolled

(Borg, & Gall, 2018). Many teachers, parents and administrators wait eagerly for the results.

There have been many studies that sought to examine socio-economic factors affecting academic

performance of students. Most of those studies have focused on students academic performance.

However, since cultural differences may play a role in shaping the factors that affect students’

performance, it is very important to examine the relevance of these factors. Worldwide studies

reveal that the socioeconomic factors that negatively affect student's performance include among

others poverty, educational background, occupational categories and income level of parents,

indiscipline, pregnancy, school type and harmful cultural practices (Crane, 2014).

The challenges facing education are well documented (Creswell, 2019). However, it is

pertinent to highlight some policy issues. Other partners in the development of education

including households have been investing heavily in education since 1963. The expenditure in

education stands at over 35 per cent of discretionary expenditures. Primary education receives

about 55% of the sectoral recurrent budget. Existing surveys also indicate that under the cost-

sharing policy, households have continued to meet increasing costs of education of their

children. An average family living in an urban setting spends about 30-40 per cent of their
income on education, while an average family in a rural setting spends up to 60 per cent. In the

face of the cost-sharing policy, households are supposed to meet about 95% of school recurrent

expenditure in the form of textbooks, stationery, furniture, school uniform, activity fees and

examination, among others. With the high level of incidence of poverty most parents have failed

to meet this obligation thereby affecting the educational outcomes. Their contribution has not

effectively filled the resource gap created by the implementation of the cost-sharing policy

(Dalaker, & Proctor, 2016).

High level of illiteracy, poverty and low socio-economic status coupled with high rate of

paternal and maternal deprivation of student academic needs, has thrown many farmers and old

rural dwellers into untold financial problems such as poverty, lack of money to purchase

necessary textbooks and working materials for their kids. Also many rural and suburban dwellers

can no longer pay the school fees (Dee, Thomas 2017).Hence, many students have since taken

schooling as a secondary assignment and school attendance on rotational basis. The resultant

problem posed by this, is poor academic performance in examinations. This trend is posing huge

problems to parents, governments and stakeholders in education. A study by (Dorsey, 2014). in

Meru South District found that the academic achievement of secondary school pupils was

affected by student’s engagement in petty trading, street hawking, farming and babysitting

during school hours to mitigate the levels of poverty. This study will seek to determine whether

these factors affect students’ performance.

From the above, it is evident that the quality of parents and home background of a student

goes a long way to predict the quality and regularity of the satisfaction and provision of a child's

functional survival and academic needs. Poor parental care with gross deprivation of social and

economic needs of a child, usually yield poor academic performance of the child. On the other
hand, where a child suffers parental and material deprivation and care due to divorce or death, or

absconding of one of the parents, the child's schooling may be affected as the mother alone may

not be financially buoyant to pay school fee, purchase books and uniforms, such a child may play

truant, thus his performances in school may be adversely affected (Eamon, 2009). Similarly,

good parenting supported by strong economic home background could enhance strong academic

performance of the child. This further predicts academic performance where the child is properly

counseled in the choice of his/her courses and vocation that matches his mental ability, interest

and capability whereas the children to the care of the illiterate mothers will find themselves

roaming about the street labouring to make ends meet. Based on various factors that may

influence examination performance and the varied background of students who take

examinations in any given year, predictions of the quality of education and/or academic

achievement in national examinations would be realistic to explore (Ellis, 2018).

1.2 Statement of the Problem

Across the world, educational researchers and practitioners as well as parents and other

education stakeholders have expressed increasing concern about the academic achievement of

students in English language in high schools. Studies of the correlates of academic achievement

have been a major concern in most developed countries in the last four decades. Low academic

standards constitute a problem that demands attention. In Nigeria, the quality of education at

public schools level is still a major problem in some districts especially those in pockets of

poverty. Public concern is high over the dismal performance of students in English especially in

rural areas.

Data obtained from National Examination Council reveal that the average national mean

over the last five years is 285. This shows that students in public schools lag behind in academic
achievement and therefore implies that few get access to good secondary school and institutions

of higher learning primarily because of poor academic achievement. Perhaps there could be a

correlation between the socio-economic background of students and their academic achievement.

This study has been necessitated by inadequate studies on the effect of student’s socio-economic

factors on students performance in English in Nigeria. Socio-economic factors have been

premised to be impacting on education performance of students. Examination for the public

schools for the last five years shows that the mean score has oscillated between 200 and 220.

This rather poor state of academic achievement in comparison with the performance in many

other public schools in other parts of the country which post higher mean scores than division

gives the impetus for this study..

1.3 Purpose of the Study

The purpose of this study was to investigate impacts of parental socio-economic status

on students academic performance in English Language in Ilesa West Local Government Area of

Osun State.

1.4 Objectives of the Study

The following objectives guided this study:

i) To determine social factors that affect students’ academic performance in secondary schools.

ii) To investigate economic factors that affect academic performance in secondary schools

iii) Assess the cultural factors that affect academic performance of students in secondary schools

iv) To establish measures that can be put in place to improve students’ academic performance in

secondary schools.

1.5 Research Questions

This study sought to answer the following questions:

i) What social factors affect students’ academic performance in secondary schools.?

ii) What economic factors affect students’ academic performance in secondary schools?

iii) What cultural factors affect students’ academic performance in English Language in

secondary schools?

iv) What measures can be put in place to improve students’ academic performance in secondary

schools?

1.6 Research Hypothesis.

HO1: There is no significant difference between Parental socio-economic status and the

academic achievement of students

HO2: There is no significant difference between Parental educational background and the

students’ academic achievements.

HO3: There is no significant difference between Parental qualification and the academic

achievement of students

1.7. Scope of the Study

This study could not cover all the Secondary Schools in Ilesa West local government area

of Osun state. As such, it focuses on students of the selected secondary schools in the area which

are:

1. Ilesa Grammar School, Ilesa

2. St. Margret Secondary School, Ilesa

3. C.A.C commercial High School, Ilesa

4. St. Timothy High School, Ilesa

5. St. Paul’s High School, Ilesa

All these schools are situated in Ilesa West Local Government area of Osun state.
Apart from this, this study covers the influence of socio-economic status of parents on

educational achievement of students..

1.8. Significance of the Study

This study is intended to help students to appreciate the value that parents socio-

economic status has on educational achievement of students in secondary schools so as to enable

them to determine some reasons for low performance of some students in their academic works.

It would also trigger parents to understand the effect of a good parental social status on

students’ academic performances. The study would help in solving some of the difference in the

student’s performances resulting from parent’s socio-economic status.

1.9 Operational Definition of Terms

Socio-Economic Status: Defined as a person’s overall social position to which attainments in

both the social and economic domain contribute. In this study it is used to refer to the Socio-

Economic Status of the parents or family determined by achievements in income, education, and

occupational.

Family Background: Refers to the historical environment that children are brought up in. It’s

generally the history of a given group of persons whereby those individuals who have been poor

all through tend to inherit the same attitude the children as the rich also do vice versa to their

children and this affects the achievement of children in school

Academic Performance: it refers to the marks a student’s attains in the academic assignments

given in school by teachers.

Educational Achievement: Refers to the highest level of education completed in terms of the

highest level of schooling completed.

Home 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 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.
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 by them. Socio-Economic Status.