CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â Â BACKGROUND OF THE PROBLEM
It is always the parents’ obligation to educate their children. This is in line with sociologist’s frequent argument that education may be a tool for cultural change when it is taught at home, which is pertinent in this discussion. It’s not unreasonable to believe that parents socioeconomic status has an impact on their children’s academic performance (Lisa et. al, 2003). Whatever influences a child’s growth environment may have an impact on their education or attitude toward it. One of these criteria is parental status. When a woman’s nutritional health improves, her young children’s nutrition improves as well (Lisa et. al, 2003). According to Rothestein, parents from various occupational classes typically have diverse child-rearing approaches, different ways of disciplining their children, and different ways of reacting to their children. These distinctions do not manifest themselves in every family in the same way, but they do impact the typical tendency of families for various occupational classes (Rothestein, 2004). In line with the foregoing, Hill et al. (2004) argued that a parent’s socioeconomic status not only affects their child’s academic performance, but also allows children from low socioeconomic backgrounds to compete well with their counterparts from high socioeconomic backgrounds in the same academic environment. Furthermore, Smith, Fagan, and Ulvund (2002) claimed that parental socioeconomic position was a strong predictor of intellectual performance at the age of eight years. Students’ socioeconomic situation, as well as a variety of other characteristics linked to their home environment, such as their parents’ educational backgrounds, health status, parental employment, and family size, may have an impact on their academic success (Rothestein, 2004). The term “socio-economic standing” refers to a person’s entire social position, to which both social and economic achievements contribute (Ainley etal, 1995). Individual achievements in education, job, occupational standing, income, and wealth define socioeconomic status. Several parents may be able to give their children with better levels of psychological support by creating an atmosphere that encourages the development of skills essential for academic achievement (Williams etal, 1980, Williams, 1987, Williams etal 1993). The social position or class of an individual or group is frequently referred to as socio-economic status. Education, income, and employment are frequently used to calculate it. Examining socioeconomic status frequently reveals discrepancies in resource access, as well as concerns of privilege, power, and control. When compared to children from greater socioeconomic backgrounds, children from poor socioeconomic backgrounds gain academic abilities more slowly. School dropout rates are linked to the socioeconomic condition of the parents (Williams etal, 1980, Williams, 1987, Williams etal 1993).
Parents from poor socioeconomic backgrounds do not have the same financial means or time available as those from higher socioeconomic backgrounds. It is common knowledge that children’s educational outcomes are strongly influenced by their parents’ socioeconomic status. Differences in outcomes based on family background arise early in pre-school and are reinforced throughout infancy, adolescence, and postsecondary education (Williams etal, 1980, Williams, 1987, Williams etal 1993).
1.2Â Â Â Â Â Â STATEMENT OF THE PROBLEM
Using Odeda Local Government as a case study, the researchers want to learn about the impact of parents’ socioeconomic backgrounds on their children’s academic achievement.
All pupils come from a certain socioeconomic background, either affluent or impoverished (Williams etal, 1980, Williams, 1987, Williams etal 1993). This is what piques the researcher’s interest in the barriers, restrictions, and impediments that a parent’s socioeconomic status might have on a student’s academic achievement.
1.3Â Â Â Â Â Â PURPOSE OF THE STUDY
The objectives of this study are identified below:
1) To determine the impact of parents’ socioeconomic situation on their children’s academic achievement.
2) To determine the impact of a parent’s educational status on a student’s academic achievement.
3) To investigate the effects of educational qualifications of parents on academic performance of students.
4) Determine whether there is a relationship between a student’s socioeconomic situation and their academic achievement.
1.4Â Â Â Â Â Â RESEARCH QUESTIONS
The following research questions were asked:
1) Will parents’ socioeconomic situation have impact on their children’s academic achievement?
2) Will parent’s educational status have impact on a student’s academic achievement?
3) Will educational qualifications of parents have effect on academic performance of students?
4) Is there any relationship between a student’s socioeconomic situation and their academic achievement?
