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PSYCHOLOGY UNDERGRADUATE PROJECT TOPICS

THE EFFECT OF THE PARENTS’ SOCIO- ECONOMIC STATUS OF PARENTS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN MBANO LGA.

THE EFFECT OF THE PARENTS’ SOCIO- ECONOMIC STATUS OF PARENTS ON THE PERFORMANCE OF NTS IN MBANO LGA.

 

Abstract

This study looked at the impact of parents’ socioeconomic position on pupils’ academic achievement in Mbano LGA. The study’s entire population is 200 staff members from a selected secondary school in Mbano LGA. The researcher collected data using questionnaires as the instrument.

This study used a descriptive survey research approach. The survey included 133 respondents who were principals, vice principals, administration, senior employees, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.

 

chapter One

 

Introduction

 

1.1The Study’s Background

is the most valuable legacy that parents can leave to their children. The evolution of a nation begins with the family. When a family is successful in instilling positive values in their children, the country as a whole improves. It is widely assumed that the foundation for any meaningful progress must begin with the development of human resources. Formal education is the manifestation of such desires to construct a sound and strong economy in an effective and efficient manner.

Numerous causes have been highlighted in various research studies as being accountable for our educational system’s continual decline. Classroom size, bad teacher-student ratio, insufficient educational materials, teachers’ attitude toward work, and students’ lack of seriousness are all problems.

Despite the availability of more skilled teachers, updated technology, and teaching and learning facilities, Nigeria’s educational system is continuously losing its values.

The motivation for this study stems from the fact that some students are very brilliant at their jobs, while others are exceptionally awful. When such differences in scores are investigated, it is more typically determined that family history is a substantial contributory element. It is therefore critical to investigate the extent of such contributions and their impact on children in order to make relevant recommendations to parents, teachers, educational planners, and the .

According to Orhungur (1990), a family’s cultural background is heavily influenced by its socioeconomic background. As the child grows older and enters the larger society, his or her interaction with it and impression of it are mainly impacted by her prior experiences at home. The home environment and its socialization impact shape the child’s personality.

Nigeria, for example, is a society having distinct ethnic groupings and cultural backgrounds in areas such as family size, occupation, and, in extreme circumstances, religion. These elements impose their own constraints on children’s educational upbringing. The social sitting or manner of settling of the family and extended family system can also have an impact on a child’s academic success and, by extension, their educational development.

Motivation is most important in order to work more efficiently in their field. When certain variables predominate in a child’s familial history, it is obvious that the child will be motivated and pushed to achieve high academic goals.

According to Denga (1986) and Eyake (1997), compliments, incentives, recommendations, and other forms of reward systems should be used as motivators to encourage students to reach higher levels of accomplishment. It is likely that how much a child succeeds in school is heavily influenced by the type of family to which he or she belongs.

For example, a child whose parents show a strong interest in what he or she does at school and provide him or her with all of the necessary literature and financial assistance has a significant edge over a child whose parents do not provide such incentives and encouragements.

 

More specifically, the types of stimuli provided to pupils by their diverse settings impact their attitudes toward learning and educational success. This can be considered in terms of family type, house, parental social orientation, educational level, and occupation, to name a few. As a result, it is clear that pupils’ success is dependent on the stimulus provided by their household.

A child’s educational background is not unrelated to the effect of his or her family. Individual family members act as role models for the youngster, who mimics each of them. Eyake (1997) is cited. According to Adeyeme (1977), if the house fails to provide the child with the required equipment to fit him/her into his/her proper place in society and to correctly guide him/her for his/her future job, the child is harmed. An examination of the rate of secondary school dropouts nowadays reveals that such children are typically from broken homes, polygamous families, or have other social issues.

 

Polygamy has been attributed to agrarian societies and big families. The larger the family, the more economic and other societal duties the parents must shoulder. And, more frequently than not, students from such families experience significant educational setbacks. This is because such parents may be unable to afford the cost of funding their children’s education.

 

Other variables that may have an impact on children’ educational achievement include separation due to a change in employment location, divorce, or even natural death, which can have a negative impact on a child’s growth and development.

Furthermore, the economic condition of parents is one of the primary elements that can have a significant impact on a child’s educational upbringing. In most households, one or both parents may make enough money to support the family; yet, when faced with starvation and other emotional and psychological repercussions, the child’s mental development is severely hampered.

Orhunger (1990) adds that a low-income household with many feeding problems may create children whose physical and mental development offers substantial hurdles to the school’s endeavor to ensure the child’s optimal development.

 

1.2 THE PROBLEM’S MENT

 

The achievement gap between pupils and academic excellence is a source of tremendous concern and discomfiture for both parents, school administrators, policymakers, and various s responsible for secondary school education.

Experience has shown that there are some differences among secondary school students that influence their academic performance, such as some students being able to pay their school fees promptly, while others were frequently sent away for nonpayment of school fees, and some students having a problem with the provision of school uniform but others do not.

Similarly, some kids were inspired by their parents by providing educational tools such as text books and exercise books, while others were not, and some students came to school fully fed, while others did not. The question then becomes whether the effect of familial background played a role in these situations.

 

In light of this, the primary goal of this investigation is to determine whether there is a relationship between parents’ socioeconomic position and students’ academic achievement in Lagos.

 

1.3 THE STUDY’S OBJECTIVES

 

The study’s main goal is to investigate the impact of socioeconomic status on academic performance of pupils in Mbano LGA. The following are the study’s specific objectives:

 

‘To explore the effect of parents’ socioeconomic situation on students’ educational success.’

To determine whether parents’ socioeconomic position effects their children’s academic success in physics.

To determine whether parents’ educational attainment affects their children’s academic success in physics.

To investigate the impact of family size on the educational upbringing of physics students.

 

HYPOTHESES FOR RESEARCH

 

The researcher developed the following research hypotheses in order to successfully complete the study:

 

H0: The socioeconomic level of parents has no effect on students’ academic achievement.

 

H1: The socioeconomic situation of parents has a major impact on students’ academic success.

 

H02: There is no substantial relationship between family size and student academic achievement.

 

H2: There is a substantial relationship between family size and student academic achievement.

 

1.5 THE STUDY’S IMPORTANCE

 

When completed, this activity may assist parents in being aware of the effect the family has on children and how this affects the child’s academic achievement favorably or negatively. They will be able to adopt measures of bringing up there based on the existing guidelines and perform well academically.

Likewise, it is likely to inspire parents to make their children feel at ease in school. This study could also help children from varied households to be aware of and remember their parents’ abilities to supply them with all of the required requirements at school, as well as sympathize with them in family problems and situations.

Furthermore, educational and curriculum planners should be guided in developing curricula that are flexible enough to accommodate varied cultural situations. Furthermore, instructors would be aware that a positive teacher-parent relationship might mitigate the impact of a child’s familial history on academic achievement in school.

This type of research is likely to assist the state, nation, and world in general, as adherence to the recommendations and will help generate adolescents who will be better leaders of tomorrow.

 

Finally, the finished research may add to the extant literature and may motivate more research on the topic.

 

THE STUDY’S SCOPE AND LIMITATIONS

 

The study’s focus includes the effect of parents’ socioeconomic position on the academic achievement of students in Mbano LGA. The researcher comes upon a constraint that limits the scope of the investigation;

 

a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.

b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

Financial constraint- Inadequate funding tends to hamper the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview).

 

1.7 TERM DEFINITION

 

: A family consists of a husband, wife, and children.

 

SIZE: The number of family members.

 

SYSTEM: This involves monogamy and can be either nuclear or extended.

House ENVIRONMENT: This refers to parental experiences and ambitions for their children, items and material circumstances in the home for comfort, as well as certain behavioral processes that promote learning.

 

UPBRINGING: This refers to children’s education and how they perform academically when tested or examined.

 

STATUS: This term refers to social processes that result in social competence and individual growth and are carried out in a specific, controlled setting that can be institutionalized as a school or college.

 

OCCUPATIONAL STATUS: A person’s trade, vocation, or primary source of income.

SOCIO-ECONOMIC STATUS: This relates to one’s position of acknowledgment in society. A status like this may not be inherited but must be earned via personal efforts such as education, wealth, occupation, and social class.

 

PERFORMANCE: This refers to the student’s achievement, class scores, and place in relation to all those who took the same test.

 

: the consequence or result of anything, whether favorable or negative.

HOME SITUATION: This relates to the predominant mood in the home, which could be violent, resentful, or chaotic.

 

PAREL E: A parent’s proclivity to respond to a specific stimuli in their social surroundings. Some answers determine how and in what manner their children are raised.

 

 

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THE EFFECT OF THE PARENTS’ SOCIO- ECONOMIC STATUS  ON THE ACADEMIC PERFORMANCE OF STUDENTS IN MBANO LGA.

 

 

THE EFFECT OF THE PARENTS’ SOCIO- ECONOMIC STATUS  ON THE PERFORMANCE OF NTS IN MBANO LGA.

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