CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The significance of education in the upbringing of children can not be

overemphasized. Just as the saying the children of today constitutes the leaders of
tomorrow, there is the need for every society to educate its children as this will
contribute to the overall growth and development, thereby reducing the rate of crime
and illiteracy in the society. Also the combination of formal and informal education
can not be overemphasize

It is expected that families should play a role not only in the promotion of their
own children’s Achievements but also more broadly in school improvement and the
democratization of school governance. The European Commission, for example,
holds that the degree of familial participation is a significant indicator of the quality of
schooling (Scott, 2003). In the Federal Democratic Republic of Ethiopia, education is
valued because it contributes

The interest of educators is well pronounced as to what influence the socio-

economic status of parents have on their behaviour and learning ability. It is believed
that if such influence exists, it should vary widely according to the sophistication of
the learning contingencies provided by such factor.

Family influence is an important factor affecting both female students’ and

male students’ academic Achievement. Thus, family education and encouragement
are strongly related to improve student Achievement in both sexes. Family education
and socioeconomic status have an impact on students’ academic Achievements at any
level of education. Students with families who were both college-educated tended to
achieve at the highest levels. Children whose families are of high educational scales
have a statistically to exhibits far better chance of participating in Tertiary Education
(Oloo, 2003).

This is further supported by Ahawo (2009) who observed that in modern

society, family influence played a very important role in the academic life of a
student. Otula (2007) also supported by stating that effective learning involves
partnership of students, teachers and parents. He also observed that families’

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involvement determines the emotional and material input that further determined the
motivation level in students towards education. Socio-economic status of families in
one way or another way affects academic Achievement. Omoraka (2001) noted that
all children have certain needs, physical and sociological which when met contribute
positively to their academic Achievement. These needs may include a conducive
reading atmosphere, good food, playing ground, provision of books and other material
and attendance at the best schools available. All these help students promote effective
learning and better achievement in schools. Quality education is a key to provide the
right human resources for social and economic production sectors facilitating wealth
creation and improving living standards (Abdullah, 2011).

But what we see around these days, nothing but nonchalant attitudes of the
parents towards their children education. This is done in various ways, such as parents
no longer stay at home to see after the affairs of their children, simply because of the
guests by for the means of survival. Due to the fact that these children are not
properly cared for, some of them grow up to create problems for the family and at
times to the society entirely. This is simply from their unwillingness towards the
educational pursuit and academic performance depending on the availability of
learning materials or facilities, funds and otherwise in situation whereby students
from school A perform better in terms of academic than school B, students lie on the
above mentioned problems. So without parents not being ready to train their children,
their performance in school might be discouraging due to the theory of individual
differences. Even when some are being cared for properly, you discover that they still
not cope with the system thereby leading to their failure or poor academic
performance.

The home is viewed as one of the factors that cause poor performance of
students in secondary schools. The problems of why children achieve of fail to
achieve in school has always been of interest to philosophers. The home background
of students, physical condition of home, genetic and endowment, poor methodology
of teacher have been put forth and possible answer and has received a great deal of
attention. Socio-economic background is one of the greatest factors that influence
secondary school students.

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 With these observations, the poor performance of secondary school students in
school work could be traced to the schools’ parental attitudes, socio-economic status,
family size etc. It is against this background that this research seeks to examine the
influence of parents' soci-economic status on academic performance of students.
Using selected junior secondary schools Borgu local government area as case study

1.2 Statement of Problem

The failure of parents to identify and realize that the ability of their children to
perform well is greatly influenced by the home and this is a serious problem because
of their belief that the standard of education of nowadays has fallen.

Some scholars have argued that the immediate and remote causocio-economic
status of the problem militating against the influence of socio-economic status of
students’ performance in secondary schools. The governments to some extent also
contribute to the poor economy of the country making parents not able to send their
children to school, and also socio-economic status, family size, educational
background, influence of home, place of residence, family structure, influence of peer
group etc.

1.3 Purpose of the Study

The purpose of this research is to examine the influence of parents' socio-economic

status on academic performance of students. With reference to some selected junior
secondary schools Borgu local government area.

1.4 Research Questions

To achieve the aim of this study, the research questions are:

i. Does socio-economic status of parents' affect the academic performance of

students?
ii. Do parents’ occupations affect students’ performance in school?
iii. Do family size influence students’ academic performance?

1.5 Significance of the Study

This study will be of help to the educational planner in designing school

programmes and curriculum to the call of their parents towards their children’s

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academic performance. it will also help to awaken the family even the society at large
from their slumbering state of the educational career of their youths currently.

Also, the discovered information of this researcher will help the teachers,
educators and curriculum specialists and school administrators to plan ways or means
of meeting the needs of children from different home backgrounds. This will also help
the children to see their own ways of contributing to their poor performance in school.
The society through this finding can help to provide educational facilities such as
good classrooms, qualified teachers, chairs, desks and apparatus for practical etc. in
order to alliance the educational standard of the children.

1.6 Scope of the Study

This study is restricted to analysing the influence of parents' socio-economic

status on academic performance of students. A case study of selected junior secondary
schools Borgu local government area

1.7 Definition of Terms

a. INFLUENCE: the effect that something has on the way a person thinks or
behaves or on the way that something works or develops.
b. STATUS: the legal position of a person, group or country.
c. SOCIO: connected with the trade industry and development of the wealth of a
country, area or a society.
d. PERFORMANCE: the act of performing a play, concert, or other forms of
entertainment

Chapter Two

Literature review

2.1 Influence Of Parents' Socio-economic Status On Academic Performance Of

Students.

The influence of parents' socio-economic status on the academic performance of

students has been a subject of extensive research. socio-economic status is a
multifaceted construct that includes factors such as parental education, occupation,
and income. Several studies have explored the relationship between socio-economic

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status and academic performance, highlighting the significant impact of socio-
economic status on students' educational outcomes.

The socio-economic status of parents is widely recognized as a significant

factor influencing the academic outcomes of students. Socio-econmic is generally
measured by a combination of income, education, and occupation, which together
shape a family’s resources and the environment in which a child grows up. Studies
have consistently found a positive correlation between higher SES and better
academic performance. For instance, families with higher SES can afford better
educational resources, including private tutoring, books, and extracurricular activities
that promote cognitive development (Olaniyan et al., 2023). Conversely, students
from low SES backgrounds often face multiple barriers, such as inadequate access to
learning materials, poor school infrastructure, and less parental involvement in their
education.

Research has shown that financial constraints can negatively impact the
academic performance of students from low-income families (Nweke & Uzochukwu,
2022). Furthermore, parents with higher SES are more likely to possess higher
educational qualifications, which in turn enables them to support their children in
their studies effectively. According to Eze and Nwachukwu (2023), parental
education is a critical determinant of children’s academic success, as parents with
higher education levels are better equipped to provide intellectual support and
motivation. Thus, socio-economic disparities lead to unequal educational outcomes.

Sirin (2005) conducted a meta-analysis of 41 studies and found a strong positive

relationship between socio-economic status and academic achievement. The study
concluded that students from higher socio-economic status backgrounds tend to
perform better academically than those from lower socio-economic status
backgrounds. Similarly, in a longitudinal study, Sirin (2007) found that socio-
economic status significantly predicted academic achievement over time, with higher
socio-economic status students showing greater academic gains.

Bradley and Corwyn (2002) examined the role of family socio-economic status,
parental education, and family income in predicting children's academic achievement.

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They found that all three factors were positively associated with academic
performance, with parental education having the strongest influence. The study
emphasized the importance of parental education in shaping children's academic
outcomes.

Reardon (2011) analyzed data from the National Associo-economic statussment

of Educational Progress (NAEP) and found that socio-economic status accounted for
a substantial portion of the achievement gap between students from different socio-
economic backgrounds. The study highlighted the persistent disparities in academic
achievement based on socio-economic status and called for targeted interventions to
address these gaps.

Overall, the research suggests that parents' socio-economic status, particularly their
education level, occupation, and income, significantly influence students' academic
performance. Children from higher socio-economic status backgrounds tend to have
access to more educational resources, receive greater parental support, and benefit
from a more conducive home environment, all of which contribute to their academic
success. Addressing disparities in socio-economic status is therefore crucial for
promoting educational equity and improving academic outcomes for all students.

2.2 Academic Performance Concept

Academic performance according to the Cambridge University Reporter (2003)

is frequently defined in terms of examination performance. Academic performance is
often characterized by performance in tests, in course work and performance in
examinations of undergraduate students. According to Busari (2000) academic
performance is also broad name for academic achievement and is generally regarded
as the display of knowledge attained or skills developed in the school subject. Iregbu
(1992) stated that academic performance is the level ofperformance in school subject
as exhibited by an individual. Alkhutaba (2013) posit that in the school setting,
academic performance is referred to as the exhibition of knowledge attained or skills
developed in schoolsubject. In the university, the student academic performance is
measured through several ways like CGPA, GPA and their test result. Universities use
GPA to measure student performance in particular semester. However, Geiser and

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Santelices (2007) and Acato (2006) reported that academic performance is affected by
a number of factors including admission points, social economic status and school
background. Swart (1999) in his earlier research pointed out that admission points or
university entrance examination score are a reflection of the previous performance
which no doubt influence future academic performance. These views tend to portray
that academic performance to a large extent emanate from the socio economic
background of the student.

2.3 Effect of Parents Socio-economic Status on the Academic Performance Of

Students

The impact of socio-economic status (socio-economic status) on students'

academic performance has been extensively studied in educational research. socio-
economic status is a multidimensional construct that encompassocio-economic status
economic, social, and cultural factors (Sirin, 2005). Numerous studies have
consistently shown a strong association between higher socio-economic status and
better academic outcomes (Bradley & Corwyn, 2002; Sirin, 2007). Children from
higher socio-economic status backgrounds often have access to more educational
resources, such as books, computers, and extracurricular activities, which can
positively influence their academic performance (Reardon, 2011).

Additionally, higher socio-economic status is associated with a more supportive or

stable home environment, including greater parental involvement in education and
higher expectations for academic achievement (Conger & Donnellan, 2007). These
factors contribute to the academic success of students from higher socio-economic
status backgrounds. Conversely, children from lower socio-economic status
backgrounds may face various challenges that can negatively impact their academic
performance, such as limited access to resources, unstable home environments, and
fewer educational opportunities (Sirin, 2005).

2.4 Parental Occupational Status

Akujieze (2003) asserted that occupational status measures social position by

describing job characteristics, decision making ability and control, psychological
demands on the job. Parent’s occupation determines the type of education a child
receives from his/her parents. Fajuyitan (1998) reported that the occupational type of

7
a parent tends to exert a considerable influence on their children’s education or
academic performance in school. Ononuga(2005)state that the kind of occupation a
parent engages-in would determine his income as well as his social status. According
to Ogunshola and Adewale (2012), parents of different occupation classocio-
economic status often have different styles of child rearing, different ways of
disciplining their children and different ways of reacting to their children. These
differences do not express themselves consistently as expected in the case of every
family; rather they influence the average tendencies of families for different
occupational classocio-economic status (Rothestein, 2004) largely because a high
occupational class or prestigious occupations tend to promote economic reserves
orassets, presents a source of securitybyproviding a measure of a household's abilityto
meet emergencies, absorb economic shocks, or provide the means to live comfortably.
Therefore, Saila and Chamundeswari (2014) expressed that family financial
resources, which are mostly associated with parent’s occupation and educational
attainment, often influence learning opportunities both at home and in school and
concluded that there is a positive relationship between parental level of occupation
and socio economic background of a student.

Parents' occupations are closely linked to their socio-economic status, and

therefore, they can influence students' academic performance. Research has shown
that children of parents in higher-status occupations tend to perform better
academically compared to children of parents in lower-status occupations (Haveman
& Wolfe, 1995). This difference in academic performance may be due to the greater
access to resources and opportunities that children of higher-status parents often have,
such as access to better schools, educational materials, and extracurricular activities
(Pong, 1997).

Moreover, parents in higher-status occupations may be more likely to provide

academic support and guidance to their children, which can positively impact their
academic achievement (Crosnoe, 2007). On the other hand, children of parents in
lower-status occupations may face additional challenges that can hinder their
academic performance, such as limited access to educational resources and higher
levels of family stress (Haveman & Wolfe, 1995).

2.5 Influence Of Family Size On Students’ Academic Performance

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 The relationship between family size and students' academic performance is
complex and has been studied from various perspectives. Some research suggests that
larger family size is associated with lower academic achievement (Downey, 1995).
This relationship may be due to the dilution of resources and parental attention in
larger families, leading to less individualized support for each child (Downey, 1995).

However, other studies have found no significant relationship between family

size and academic performance (Blake, 1989). Factors such as birth order and spacing
between children may also influence the impact of family size on academic outcomes
(Zajonc & Markus, 1975). Additionally, the influence of family size on academic
performance may vary depending on cultural and socio-economic factors, as well as
the quality of family relationships and parenting practices (Downey, 1995).

Overall, the relationship between family size and academic performance is

complex and may be influenced by a variety of factors. More research is needed to
fully understand the mechanisms through which family size may impact students'
academic achievement.

2.6 Education and Parental Level of Education

Education is a process ofinstructions aimed at gaining information and

knowledge for an all-round development of the individual. It helps in the facilitation
and realization of the individuals’ self-potentials and latent talents (Anderman, Maehr
and Midgley,1999). Education makes man a right thinker and a correct decision
maker. It is through education that knowledge and information is received and spread
throughout the world.

Parental level of educational on the other hand basically means the type of education
acquired byparents who the sponsors, guardians and care-givers of students or
children in schools. It can be western or religious, depending on the environment and
geographical location. Educational background may be the number of schools
attended and the type of certificates obtained right from primary to tertiary levels.
Education not only gives insight, it also grooms the personality, inculcates moral
values, add knowledge and give skills.

Ineveryfield ofendeavor, highlyqualified people are needed (Musarat et al,

2013).There is arguments that parents’ education affect students’ academic

9
performance in schools. Swart (1999) parents’ level of education is the most
important factor affecting students’ academic performance. Zehri and Abdelbaki
(2013) submit that parents’ educational background influences the academic
achievement of students. This is because the parents would be in a good position to be
second teachers to the child; and even guide and counsel the child onthe best wayto
perform well in educationand provide the necessarymaterials needed bythe child. This
point of view was supported by Saila and Chamundeswari (2013), that a child that
comes from an educated home would like to follow the steps of his or her family and
by this, work actively in his or her studies.

Akujieze (2003) stated that the educational level of parents affect how well children
perform in school. However, in some casocio-economic status, parents who had little
or no education usually ensure that their children receive school education. It is
believed that a child from a well-educated family with high socio-economic status is
more likely to perform better than a child from an illiterate family (Rothestein, 2004).
This is because the child from an educated family has a lot of support such as a decent
and good environment for academic work, parental support and guidance, enough
textual and academic materials and decent feeding. Saila and Chamundeswari (2014)
also posit that better educated parents contribute better to the learning of their children
through their day-to-day interactions.

2.7 Theoretical Framework

The theoretical underpinning of this study is founded on the conceptions of the social
cognitive theory propounded by Albert Bandura in the 1960s. The theory strongly
lays emphasis on one’s cognition. It contends
thathumandevelopmentisinfluenced,inpart,byenvironmentalagents.Itsuggeststhatthemi
ndisanactive

2.8 Empirical Review

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 Fan and Chen (2001) conducted a meta-analysis to synthesize the quantitative
literature concerning the relationship between parental involvement and children’s
academic achievement. Their findings revealed a moderate and practically meaningful
relationship between parental involvement and academic achievement. Parental
aspiration/expectation for children’s educational achievement was the strongest
relationship, while parental home supervision was the weakest. Jeynes (2002)
reported that the socio-economic status affects students’ outcome.

Alkhutaba (2013) examined the impact of the economic and

socialfactorsontheacademic achievement of secondaryschool students in Jordan. 250
students were selected for the studybyemploying random sampling technique. Results
of the study showed that there was significant effect of socio-economic factors on
students’ academic achievements in their branch of education and effect was more in
case of females.

Various studies are available in the literature across both developed and developing
countries on the influence of parental socio-economic status on the academic
performance of their children among secondary schools. Some of these studies
include: Dauda (2009) carried out an empirical investigation on the relationship
between investment in education and economic growth in Nigeria, using annual time
series data from 1977 to 2007. The study employs Johansen co-integration technique
and error correction methodology. Empirical results indicate that there is, indeed a
long-run relationship between investment in education and economic growth. All the
variables used include gross fixed capital formation and educational capital are
statistically significant (except labour force) in the Nigerian economy. The findings
have a strong implication on educational policy in Nigeria. The study seems to
suggest that a concerted effort should be made by policy makers to encourage
increase in educational investment in order to accelerate growth which would
engender economic development. Furthermore, Maghra, Galadima and Rufus (2019)
examine the effects of socioeconomic status of parents on the academic performance
of students in government secondary schools in Taraba State using a survey research
design. The population of the study was 246,785 students. A stratified random

11
sampling technique using Taro Yamane formula was used to obtain a sample of 400
of students

Mean and standard deviation were used to answer the research questions while Chi –
Square was used to test the hypotheses at 5% level of significance. The results
revealed that father and mother’s educational level influence the academic
performance of students and family income also has influence on the academic
performance of students. Likewise, Nurudeen and Usman (2010) carried out a
disaggregated analysis on government expenditure and economic growth in Nigeria.
Their analysis concluded that there was no significant relationship between
expenditure on education and economic growth in Nigeria. Li and Qui (2018)
examine how family background affects children’s academic achievement at an early
stage. Through analysis of data from the Chinese Family panel study in 2010
(CFPS2010), this paper proposes two pathways through which family influences
children’s academic performance. Firstly, parents compete for high-quality
educational opportunities for their children and better educational opportunities lead
to better academic performance. Secondly, parenting behaviour and educational
support for their children could cultivate children’s learning habits and affect
academic performance. The study also find urban students’ academic performance are
more heavily affected by their families’ socioeconomic status compared with rural
students. Similarly, Fekadu, Negassa and Tegegne (2019) analyze the impact of
parents’ socioeconomic status on academic achievement in case of grade twelve
students. From three governmental secondary schools, there were 482 total numbers
of students in 2017/2018 academic year and included in the study. The results of final
fitted model show that family size, average monthly income, parents’ occupation and
educational level have statistically significant contribution for students’ academic
achievement at 5% level of significance. It can be concluded that family size has
negative impact on the academic performance of students. Similarly, poor parents
may have inadequate or limited resources that promote and support children's
development and school readiness. According to Lawal and Wahab (2011), the
achievement of rapid economic growth through boosting and rapid investment in
education is a decision in a right direction as much as it would not affect the average
cost of education or reducing the quality of education. Nigerian economy would
benefit greatly from an increase in government expenditure that goes to the

12
education sector even if it comes at the expense of a reduction in other aspects of
investment. In addition, Ovansa (2017) investigates the effects of socio-economic
background of senior secondary school students on their academic performance in
Adavi LGA of Kogi state. Survey and ex-post facto research design work was used to
collect data on student socio-economic background and their academic performance
respectively. The population of the study comprises of out-going senior secondary
school students of the selected school and their parent’s socio-economic status.
Stratified random technique was used to select the secondary schools and the students
for the study. Simple percentage was used to analyse the research hypothesis. Finding
indicates that parent socio-economic status influenced the academic performance of
the students

Moreover, Onyancha, Njoroge and Newton (2015) investigate the influence of

parents’ socio-economic status on students’ academic performance in public
secondary schools. The study utilized one hundred and fifty (150) respondents
drawn from sixteen secondary schools in Keumbu Division. Respondents were
selected using purposive as well as systematic sampling approaches within descriptive
survey design. The instrument yielded a coefficient of correlation of 0.7852. The
researcher utilized the Social Learning Theoretical framework to interpret the results
of the study. The study established that socio-economic status plays a significant role
in influencing students’ academic performance. Further result shows that the lower
the parent’s socio-economic status the lower the students average grade and number
of points in performance, and vice versa. Likewise, Abdu-Raheem (2015) investigates
parents’ socio-economic status on secondary school students’ academic performance
in Ekiti State. The population for the study comprised all Junior Secondary School
students in Ekiti State. The sample consisted of 960 students from 20 secondary
schools randomly selected for the study using purposive sampling technique.
Reliability co-efficient of 0.69 and 0.71 is obtained. Four hypotheses are formulated
and tested at 5% level of significance. The data is analysed using regression analysis.
Result shows the existence of a relationship between parents’ socioeconomic status
and academic performance of secondary school student. Correspondently, Esther,
Ruffina and Anastecia (2018) examine the effect of parents’ socio-economic status
on the academic achievement in biology of public senior secondary school students
in Orlu LGA Imo state. The population of the study comprises of senior secondary

13
school students of the selected school. The sample consisted of 200 students from 10
secondary schools randomly selected for the study. The instruments used for the study
is a self-designed questionnaire and inventory to collect students’ results. The data is
analyzed using chi-square statistical tools. Results indicate that parents’ socio-
economic status influenced the academic achievement in biology of public senior
secondary school students in Orlu LGA Imo state. In another development,
Onwukwe, Anyanwu and Agommuoh (2017) investigate the influence of parents’
socio-economic status on academic performance of students in secondary schools
in Owerri Education Zone, Imo State, Nigeria. A population of 38,700 students in
SS II in the sampled LGA was used and 387 students, representing 10%, were
selected randomly. The data collected was analyzed using percentages, mean and
standard deviation. Hypotheses were tested with ANCOVA. The result showed that
students from low socio-economic backgrounds attend public schools more than
those from high socio-economic backgrounds and they achieve less academically
than those of high socio-economic backgrounds. Also, Pant (2020) examines the
relationship between the parental socio-economic status and academic achievement
of students. The study focuses on the interrelated dimensions of parental income,
educational status, and its effect on children's education. The study is conducted with
a qualitative case study research design. Altogether 15 informants from parents,
teachers, and students are selected by the purposive sampling method. In-depth
interviews, focus group

Discussion, and observation techniques are followed during data collection. Data is
analysed using thematic narrative analysis. The study found that the majority of
students of low socio-economic status have poor academic achievement. Parents of
low economic background have been found less interested in the education of their
children. In a similar vein, Qasem (2018) examine the parental involvement impact on
students’ academic performance, and wither or not it is linked to the family’s
socioeconomic status. Quantitative study data was collect through a questioner and
analyzed using IBM SPSS. The findings of the study support the link between the
socioeconomic status and active involvement but not home parenting. The study also
further proves the impact of active involvement on academic performance, but
presents an opportunity to control that impact through good home parental practices.
To provide further supports, Aliyu (2016) investigates the influence of family

14
socio-economic status on academic achievement of Senior Secondary School
students in Nassarawa Zonal Education Area of Kano State, Nigeria. Three hundred
and eighty-two students were sampled from the total population of six thousand nine
hundred and thirty-five drawn from ten schools. The Pearson Product Moment
Correlation Coefficient was applied to test the hypothesis. The research findings show
that there is a significant relationship between the family socio economic status and
academic achievement. More so, Osei-Owusu, Ampofo, Akyina, Ampomah and Osei-
Owusu (2018) examine the effects of parents’ socio-economic status on the academic
performance of Yamfo Anglican Senior High School Students in the Tano North
District of the Brong Ahafo Region of Ghana. A population of 213 students were
selected from the second year class using a simple random sampling technique. The
study was a survey type and therefore a self-designed questionnaire was adopted to
collect data. The data was therefore analysed via simple frequencies, tables and
percentages. Findings indicate that parents’ educational level, parents’
occupational level, parents’ income level and parental care have an effect on the
academic performance of students of Yamfo Senior High School. Besides, Usman,
Mukhtar and Auwal (2016) examine the impact of parent’s socio-economic
status on students’ academic performance. The study samples were randomly selected
from four (4) secondary schools in Dala local government area of Kano State which
consists of eighty (80) students was selected. Well instructed questionnaire was the
major instrument used in collecting data for this research which is validated by the use
of pilot study. The correlations between two responses and the result revealed a
significant of 5% indicating the impact of parent’s socio-economic status on students’
academic performance within the sample period. Similarly, Dudaite (2016)
examines the impact of socio-economic home environment of Lithuania’s
students on learning achievement. Lithuania is a country of limited economic
resources, hence, it is important to analyse which specific aspects of home
environment have stronger or weaker impact on student achievement. Quantitative
approach was used for the research. Survey and test were used for data collection.
Evidence shows a significant influence of socio-economic status on home
environment. Furthermore, Bhat, Joshi and Want (2016)

investigate the relationship between socio economic status and academic

achievement of secondary school students belonging to different educational zones of

15
Ganderbal district of Jammu and Kashmir State. This descriptive analytical study was
done on 120 students of secondary Schools in 2012-13 through random sampling.
Findings indicate the presence of a significant difference in the academic
achievement of high socioeconomic status of students in comparison to low
socioeconomic status of students. Significant differences were found between the
students with (high and low) and (high and middle) socioeconomic status. In
addition, Asiegbu and Ezeugbor (2018) evaluate the relationship between socio-
economic status of parents and academic performance of students in Onitsha north
LGA of Anambra state. Using a correlational research design. From the population of
2,452, a sample of 100 respondents selected through the simple random sampling is
utilised. To estimate the results, Pearson product moment correlational analysis is
employed. Result shows the existence of positive relationship between socio-
economic status of parents and student’s academic performance. In another
development, Abdu, Babakura and Tela (2020) examine the influence of parental
socio-economic status on students’ academic performance in public secondary
schools in Maiduguri. A descriptive survey design using a sample of 158
students, 17 teachers and 11 parents’ representatives was used to execute the
study. Quantitative data from the questionnaires was analyzed using descriptive and
inferential statistics using SPSS. The findings of the study were that parent’s income,
level of education, occupation and parental involvement in education influences
students’ academic performance to a great extent. Likewise, Eshetu (2015) examines
the effect of parental socio-economic status on the academic performance of students
in regional examination in Ethiopia. A survey is conducted to collect data on regional
examination result of 538 randomly selected students from thirteen junior secondary
schools. Also, the collected data is analysed using descriptive statistics and inferential
statistics including percentage, independent samples t-tests, Spearman’s rho
correlation and one-way ANOVA. Findings indicate that socioeconomic status of
parents (particularly educational level and occupational status of parents) has strong
association with the academic performance of students. Students from educated and
better off families have scored higher result in their regional examination than their
counterparts. Assenting to the argument, Mwariri, Marete and Mwenda (2017)
examine the impact of social economic status on students’ academic performance in
public secondary schools in Kieni East Sub County, Nyeri County, Kenya. The study
established that the number of family members in formal employment, coupled with

16
employment and business/self-employment income, led to higher academic
performance among students. The findings also revealed that in homes lacking
academic support facilities; the academic performance of learners was poor, while
homes with adequate facilities boosted the academic performance of the students.
Likewise, Al-Matalka (2014) focuses on the relationship between parent’s
socioeconomic status and parental involvement strategies in their child’s education
among Jordanian parents who have enrolled their children in governmental schools.
The total sample of 150 Jordanian students who completed their (Tawjeehi) education
at governmental schools are utilised. The results revealed that regardless of parental
socioeconomic status the found to be involved in their children education. However,
the educational level of the parents has greater impact on parental involvement
strategies than parental occupation and income. In summary, it can be deduced from
the aforementioned literature that inconsistency arise among the scholars on the
relationship or influence of socio-economic status of parents on academic
performance of their children among selected secondary schools. This abound due to
different techniques of analysis, study time frame and locations/regions

### CHAPTER TWO

### LITERATURE REVIEW

#### 2.1 Influence of Parents' Socio-economic Status on Academic Performance of

Students

#### 2.2 Academic Performance Concept

Academic performance refers to the extent to which students achieve their educational
goals, often measured through grades, test scores, or completion of academic tasks
(Smith & Johnson, 2023). It is influenced by a variety of factors, including individual
student characteristics (e.g., intelligence, motivation), school-related factors (e.g.,
teacher quality, school resources), and external factors such as family background
(Hassan & Abdullahi, 2022). Researchers have pointed out that academic

17
performance is not solely a function of intellectual capability but is also shaped by
socio-environmental contexts. For example, students from well-off families often
perform better because they have more exposure to cognitive stimuli and supportive
learning environments (Khan et al., 2022).

The concept of academic performance is multidimensional, covering cognitive skills

such as literacy and numeracy, as well as non-cognitive skills like problem-solving
and social interaction (Adebayo & Ogundipe, 2023). Various studies have sought to
understand how different factors—such as parental involvement, access to educational
materials, and school climate—contribute to academic outcomes. In this context,
socio-economic status plays a crucial role by influencing the availability of these
resources, thereby shaping academic performance.

#### 2.3 Effect of Parents' Socio-economic Status on the Academic Performance of

Students

Parents' socio-economic status significantly impacts students' academic performance,

and several mechanisms explain this relationship. According to Garuba and
Fapohunda (2023), SES affects both material resources and emotional support
provided by parents. Higher SES families can invest in quality education, such as
private schooling or extra-curricular activities, which are instrumental in enhancing
students’ academic achievement. On the other hand, children from low SES
backgrounds are more likely to attend underfunded schools, characterized by larger
class sizes and limited resources, which can hinder academic performance (Owusu-
Ansah et al., 2022).

Parental involvement is another critical factor influenced by SES. Research has shown
that parents from higher SES backgrounds are more likely to be actively engaged in
their children’s education, attending parent-teacher meetings, and assisting with
homework (Mukhtar & Suleiman, 2023). In contrast, parents from lower SES

18
backgrounds, often working multiple jobs to meet financial needs, may have less time
to devote to their children's academic endeavors. This disparity in parental
involvement directly correlates with students' academic success.

#### 2.4 Parental Occupational Status

Parental occupation is a major determinant of socio-economic status, influencing both

the financial resources available to a family and the intellectual environment in which
children are raised. Several studies have established a link between parental
occupational status and children's academic outcomes. For example, children whose
parents work in professional occupations tend to perform better academically, as these
parents are more likely to value education and provide intellectual stimulation at
home (Jibrin et al., 2022).

According to Ogundele and Salami (2023), parents in higher occupational categories,

such as those in managerial or professional roles, are more likely to be involved in
their children's education and can better afford supplementary educational resources.
On the other hand, parents engaged in low-paying, unskilled jobs may not have the
financial means or the time to support their children’s academic pursuits. As a result,
children of such parents often face academic challenges, contributing to the widening
of the educational achievement gap (Rahman & Aluko, 2023).

#### 2.5 Influence of Family Size on Students’ Academic Performance

Family size has been shown to influence academic performance, with research
indicating that larger families often have fewer resources to dedicate to each child. A
study by Aina and Bamidele (2023) found that children from smaller families tend to
perform better academically, primarily because parents can invest more time and
resources into each child’s education. Larger families, on the other hand, face

19
challenges in distributing resources such as time, attention, and money equally among
all children, which may negatively impact academic outcomes.

This is particularly evident in low-income families, where financial constraints limit

access to essential educational materials such as textbooks, computers, or private
tutoring. Adebayo (2022) explains that in larger families, older children may also be
required to take on caregiving or work responsibilities, further hindering their ability
to focus on academic tasks. In contrast, children from smaller families often receive
more individual attention from their parents, which is crucial for academic success.

#### 2.6 Education and Parental Level of Education

The educational level of parents is one of the strongest predictors of a child's

academic achievement. According to Bello and Adeyemi (2023), parents with higher
levels of education are more likely to engage in behaviors that promote academic
success, such as reading to their children, helping with homework, and fostering a
positive attitude toward learning. Educated parents are also more likely to value
formal education and encourage their children to pursue academic goals.

Studies show that children of highly educated parents generally perform better in
school, as these parents can provide not only financial support but also intellectual
guidance. As noted by Adigun and Kola (2022), parents with university degrees tend
to have higher aspirations for their children and are better equipped to navigate the
educational system, ensuring that their children receive the best possible education.
On the other hand, parents with lower education levels may struggle to provide the
same level of academic support, limiting their children's academic achievement (Sani
& Ibrahim, 2023).

#### 2.7 Theoretical Framework

20
Several theories provide insights into the influence of socio-economic status on
academic performance. One of the most prominent is the **Social Capital Theory**
(Coleman, 1988), which argues that family background plays a crucial role in shaping
a child's educational outcomes. Social capital refers to the relationships, networks,
and norms that parents use to support their children's education. Families with high
social capital tend to have better relationships with teachers, more involvement in
school activities, and more robust support networks, all of which contribute to better
academic performance.

Another relevant theory is **Bourdieu’s Cultural Capital Theory** (Bourdieu, 1986),

which suggests that children from higher SES backgrounds possess cultural capital
that gives them an advantage in educational settings. This includes familiarity with
the norms, values, and behaviors that are rewarded in schools, as well as access to
resources such as books and educational experiences. Bourdieu’s theory explains how
socio-economic disparities perpetuate educational inequality.

The **Ecological Systems Theory** by Bronfenbrenner (1979) also provides a useful

framework for understanding how different environmental factors, including family
SES, influence a child’s development. This theory emphasizes that a child's academic
performance is shaped by interactions between various systems, such as the family,
school, and community. Families with higher SES tend to create more supportive
environments for learning, thereby enhancing their children’s academic achievement.

In conclusion, the socio-economic status of parents has a profound effect on students'

academic performance through various pathways, including the provision of
resources, parental involvement, and intellectual support. As the reviewed literature
suggests, socio-economic disparities contribute significantly to educational inequality,
with children from higher SES backgrounds consistently outperforming their peers
from lower SES families.

21
---

**References**

- Adebayo, O. & Ogundipe, S. (2023). Influence of socio-economic status on

academic performance in Nigeria. *Journal of Educational Research*, 12(2), 34-47.

- Adigun, F. & Kola, P. (2022). The role of parental education in children’s academic
success. *African Journal of Education*, 15(1), 21-35.

- Aina, A., & Bamidele, O. (2023). Family size and academic performance: A
comparative analysis. *Nigerian Journal of Sociology*, 11(3), 18-29.

- Bello, T. & Adeyemi, R. (2023). Parental level of education and its impact on
academic achievement. *Journal of Educational Development*, 16(1), 42-55.

- Eze, C. & Nwachukwu, O. (2023). Parental socio-economic status and academic

outcomes in African settings. *International Journal of Social Sciences*, 9(1), 12-27.

- Garuba, Y., & Fapohunda, S. (2023). Impact of SES on student performance: A

meta-analysis. *West African Educational Review*, 14(2), 19-37.

- Jibrin, A., Adewale, F., & Alhassan, I. (2022). Parental occupation and

22
 CHAPTER THREE: RESEARCH METHODOLOGY

3.1Introduction

This chapter described the method adopted for the empirical investigation of the
issues raised in the objectives of the study.

It describes the sources of data, methods of data collection, questionnaire design,

methods of data analysis and presentation and limitations of data collection.

3.2 Sources of Data Collection

The sources of data for this research work are primary and secondary sources.

Primary sources: For the purpose of study, the use of questionnaire and
observation constituted the primary sources of data.

Secondary sources: For this study, the use of textbooks, journals and past
project constituted the secondary sources of data.

3.3 Study Population and Sample Frame

Study population is a subset of the target population from which the sample is
actually selected. It is broader than the concept sample frame (Agboola, 2010).

While a sample frame is a list of things that you draw a sample from. A sample
space is a list of all possible outcomes for an experiment (Agboola, 2010).
Descriptive survey research design was used for this study. This design deals
with the study of a group of people by collecting and analyzing data from only few
people considered to be representative of the entire group, (Krosnick, 2015). The
design was suitable for the study because it allowed for sampling and making
inference.

This study was conducted at Government Junior Day Secondary School (GDJSS)
Borgu,

23
Borgu Local Government Area of Niger State, Nigeria. It is run by the State Universal
Basic Education Board (SUBEB),

under the sate Ministry of Education (MoE). The study population consisted of
635 male and female students. 20% of the population (127), comprising 95 male and
32 female, formed sample for the study. This was in line with opinion of Nwana
(1981) that if the population for a study is a few hundreds, 40% or more samples will
do; if many hundreds, 20% or more will do; if a few thousands, 10% sample will do;
and if several thousands, 5% or less will.

as shown in table 3.1

Table 3.1 Sample Frame

S/NO Targeted Population Number

1 Junior secondary school students in Borgu 420
Science college, New bussa.

2 Junior students in Government Day Secondary 385

school, Ubandoma, New bussa
Total 831

Source: Field Survey , 2024

3.4 Determination of Sample Size and Method of Sampling

3.4.1 Sample Size: This is a sample size of a survey which is most typically refer to
as the number of units that could be chosen from which data will be gathered. This is
the designated units of chosen population size; it is the number of sample units
selected for contact or data collected.

Lisa (2002), calculation of sample size is needed to produce a confidential estimate of

participants so as to save time and resources. Hence sample size formula is shown
below:

Sample size =

Where
2
Z Z=
Z = confidence level (90% → х SD
1.65)
2

d2

24
SD = Standard deviation (0.6)

D = Error margin (± 5%)

Therefore,

P = 1.652х 0.62 /0.5

P = 1.652 х 0.36/ 0.25

P = 0.59472/0.25

P=2.38

P=831/2.38

P ⁓ 349

For the purpose of this study, 349 shall be adopted as the sample size, while the
purposive sampling technique shall be used.

3.5 Data Collection Instrument

The data collection instruments that are used in this research are oral interview,
questionnaire and personal observation.

3.6 Instrument Design i.e Questionnaire Design.

The questionnaires are a combination of closed and open ended questions. The
open-ended questions to permit the respondents to give detailed answers in casocio-
economic status where their experiences cannot be easily articulated into few options.

The questionnaire was divided into two (2) sections: section A sought data on
demographic characteristics of the respondents and section B sought data on effects of
parental socioeconomic status on academic performance of students.

3.7 Method of Data Presentation and Analysis

For the purpose of this research, data collected from the respondents was
presented in table and analysed through inferential statistics using the frequencies of
the respondents, and simple percentage.

25
Data Analysis and Discussion

This section presents the analysis and discussion of the data collected from the 302
retrieved questionnaires out of the total sample size of 349. Descriptive statistics were
used to analyze the responses to the questionnaire, including percentages, mean
scores, and mean ranks.

Table 1: Demographic Characteristics of Respondents (N = 302)

Variable Category Frequency (n) Percentage (%)

GenderMale 148 49.0

Female154 51.0

Age 10-12 years 98 32.5

13-15 years 135 44.7

16 years and above 69 22.8

Class JSS 1 94 31.1

JSS 2 121 40.1

JSS 3 87 28.8

Parents' Marital Status Married 235 77.8

Single 30 9.9

Divorced 25 8.3

Widowed 12 4.0

Family Size 1-3 children 68 22.5

26
4-6 children 178 58.9

7 or more children 56 18.5

The demographic table reveals that there is an almost equal distribution of male and
female respondents (49.0% male and 51.0% female). The majority of respondents
(44.7%) fall within the age bracket of 13-15 years, and most are in JSS 2 (40.1%).
Additionally, most respondents come from families where the parents are married
(77.8%), and the majority have between 4-6 children in their families (58.9%).

Table 2: Socio-Economic Characteristics of Parents (N = 302)

Variable Category Frequency (n) Percentage (%)

Father's Level of Education No formal education 48 15.9

Primary education 72 23.8

Secondary education 112 37.1

Tertiary education 70 23.2

Mother's Level of Education No formal education 58 19.2

Primary education 90 29.8

Secondary education 109 36.1

Tertiary education 45 14.9

Father's Occupation Farmer 95 31.5

Trader 85 28.1

Civil servant 52 17.2

Professional 40 13.2

Unemployed 30 9.9

27
Mother's Occupation Farmer 89 29.5

Trader 112 37.1

Civil servant 51 16.9

Professional 25 8.3

Unemployed 25 8.3

Family’s Monthly Income Less than ₦30,000 94 31.1

₦30,000 - ₦50,000 87 28.8

₦50,000 - ₦100,000 74 24.5

Above ₦100,000 47 15.6

The socio-economic characteristics of parents reveal that 37.1% of fathers and 36.1%
of mothers have secondary-level education. The majority of fathers (31.5%) are
farmers, while most mothers (37.1%) are traders. A significant proportion of families
(31.1%) have a monthly income below ₦30,000, which indicates a relatively low
socio-economic background for many respondents.

Analysis of Responses Based on Research Questions

Research Question 1: Does the socio-economic status of parents affect the academic
performance of students?

Analysis:

Table 3 presents the responses to whether parents' socio-economic status affects

students’ academic performance. A total of 195 students (64.6%) agreed that their
parents’ socio-economic status has a significant influence on their academic
performance, while 61 students (20.2%) disagreed. A minority of 46 students (15.2%)
were unsure.

Mean = 3.54, Mean Rank = 2.32

Discussion:

28
This result aligns with the findings of Mukhtar and Suleiman (2023), who established
that socio-economic status has a direct impact on academic performance due to access
to educational resources, school materials, and extra tutoring. Parents from wealthier
backgrounds are more likely to provide their children with these resources, thereby
improving their academic outcomes.

Research Question 2: Do parents’ occupations affect students' performance in school?

Analysis:

As seen in Table 4, 212 students (70.2%) believe that their parents' occupation affects
their school performance. This is followed by 50 students (16.6%) who disagree and
40 students (13.2%) who are unsure.

Mean = 3.65, Mean Rank = 2.41

Discussion:

The occupation of parents plays a pivotal role in shaping academic performance.

Ogundele and Salami (2023) emphasized that parents in professional occupations
often invest more in their children's education, both financially and in terms of
involvement in school-related activities.

Research Question 3: Does family size influence students' academic performance?

Analysis:

Table 5 shows that 175 students (57.9%) believe that their family size affects their
academic performance. Conversely, 87 students (28.8%) disagree, while 40 students
(13.2%) remain unsure.

Mean = 3.25, Mean Rank = 2.15

Discussion:

29
Large family sizes often strain family resources, including financial resources and
parental attention. According to Nweke and Uzochukwu (2022), children from larger
families tend to share educational resources, which can affect their academic
performance negatively, especially in low-income families.

Summary of Descriptive Statistics

Research Question Agree (%) Disagree (%) Unsure (%) Mean Mean
Rank

Does parents' socio-economic status affect academic performance? 64.6 20.2

15.2 3.54 2.32

Do parents’ occupations affect students’ performance in school? 70.2 16.6

13.2 3.65 2.41

Does family size influence students’ academic performance? 57.9 28.8

13.2 3.25 2.15

General Discussion

The findings from the analysis suggest that parents' socio-economic status, including
their level of education, occupation, and income level, significantly impacts the
academic performance of junior secondary students in Borgu Local Government
Area. These findings are consistent with past research, such as Olaniyan and
Adeyemo (2023), who found that students from wealthier and more educated
backgrounds are likely to perform better in school due to greater access to resources
and educational support.

This study also highlights the influence of family size, with larger families often
struggling to provide adequate academic support to all children. This is an important
area for policy intervention, especially in resource-constrained settings.

Conclusion

In conclusion, socio-economic factors such as parental education, occupation, and

income, alongside family size, play a significant role in shaping the academic

30
performance of students. Policy efforts should focus on providing additional support
for students from lower socio-economic backgrounds to bridge the educational gap.

Financial stability provides the foundation for students to access quality education,
school supplies, textbooks, private tutoring, and even extracurricular activities that
foster learning. The result from this study, where 64.6% of students agree that their
parents' socio-economic status affects their academic performance, reinforces findings
from Adesina and Babalola (2023), which indicate that students from lower-income
households are more likely to underperform academically due to the inability to afford
adequate learning resources.

Parents in low-income brackets may struggle to provide school fees, resulting in

irregular attendance or the inability to purchase materials like textbooks and uniforms.
This places students at a disadvantage compared to their peers from wealthier
families. Ogundele and Salami (2023) emphasized that in regions with limited
government support for public education, children from affluent families are more
likely to attend private schools, which are typically better equipped.

2. Parental Occupation and Academic Involvement

31
The findings of this research (70.2% of students acknowledging that their parents’
occupation affects their academic performance) highlight the link between a parent's
work-life balance and their ability to support their children's education. Parents in
occupations that demand long working hours or require extensive travel (e.g., manual
labor, farming) may be less involved in their children's academic lives, as noted by
the study of Mukhtar and Suleiman (2023). In contrast, parents with more flexible
jobs (e.g., professionals or civil servants) tend to be more actively involved in school-
related activities, including parent-teacher meetings and home tutoring.

Research by Adewale (2022) found that when parents are more involved in their
children's educational activities, students are more likely to perform well
academically. Conversely, parents who are unable to engage actively in their
children's education due to their jobs may unintentionally hinder their children's
academic progress.

3. Family Size and Resource Distribution

The influence of family size on students' academic performance (with 57.9% of

students agreeing it has an effect) cannot be overlooked. Larger families often face the
challenge of distributing limited resources among multiple children, which can dilute
the academic support each child receives. Studies like that of Nweke and Uzochukwu
(2022) show that larger families may struggle to provide each child with personal
learning materials, such as textbooks or access to private lessons. As a result, children
from smaller families tend to have better academic outcomes due to the focused
attention and resources they receive from their parents.

4. Parental Education and Students’ Motivation

Another critical factor is the educational background of parents. The data revealed
that 37.1% of fathers and 36.1% of mothers had secondary-level education, while a
smaller percentage had tertiary education. This reinforces the findings by Garuba and
Ogundipe (2022), who noted that parents with higher education levels are more likely

32
to value education and encourage their children to pursue academic success.
Additionally, educated parents are better equipped to assist their children with
homework, creating a home environment conducive to learning.

Parents with little to no formal education may not be in a position to provide the
necessary academic guidance or serve as role models for academic excellence. As a
result, children of less educated parents are more likely to face difficulties in school,
lacking both the emotional and intellectual support that fosters academic achievement.

5. Emotional and Psychological Impact

Beyond financial and educational support, the socio-economic status of parents can
have a psychological effect on students. Research shows that students from lower
socio-economic backgrounds often struggle with self-esteem and motivation due to
their family’s financial hardships, which may lead to poor academic outcomes (Awe
& Kolawole, 2023). On the other hand, students from wealthier families often
experience less stress related to financial difficulties, allowing them to focus more on
their studies.

Broader Implications

The findings of this study underscore the profound impact of socio-economic status
on the academic performance of students. This calls for targeted intervention
strategies, particularly in regions like Borgu Local Government Area, where many
students come from lower-income families. Educational policies should focus on:

Providing financial aid or scholarships for students from low-income backgrounds to

reduce the burden of school fees and materials.

Introducing after-school programs or community-based tutoring to supplement the

academic needs of students whose parents may not be able to offer direct support.

33
Educating parents on the importance of involvement in their children’s education,
regardless of their occupation, through community workshops or school-organized
programs.

Conclusion

The socio-economic status of parents significantly influences students' academic

performance. Children from wealthier, more educated families tend to perform better
in school, as they have greater access to resources, academic support, and motivation.
On the other hand, children from lower-income families, particularly those with many
siblings or parents with lower educational levels, are more likely to struggle
academically. Addressing these socio-economic disparities requires policy
intervention at both the community and governmental levels to ensure equal
educational opportunities for all students.

Summary of Discussion

The analysis of data from 302 retrieved questionnaires highlights the significant
influence of parents' socio-economic status on students' academic performance. Key
findings show that students from wealthier families, or those with more educated
parents, tend to perform better academically due to better access to educational
resources, support, and motivation. Specifically, 64.6% of students agreed that their
parents' socio-economic status affects their academic performance, corroborating
earlier research linking financial stability to educational success.

Parental occupation also plays a crucial role, with 70.2% of students acknowledging
its impact on their academic life. Parents with demanding jobs may have less time for
involvement in their children’s education, leading to lower academic performance,
while those with more flexible jobs can provide better support.

34
Family size emerged as another significant factor, with 57.9% of students agreeing
that larger family sizes can dilute parental attention and resources, negatively
impacting academic outcomes. In smaller families, parents can provide more focused
academic support, resulting in better performance.

The educational background of parents also shows a strong connection to students’

academic success. Parents with higher levels of education are better positioned to
support and motivate their children, fostering a positive learning environment.

Overall, the findings indicate that students from lower socio-economic backgrounds
face multiple challenges that hinder their academic success. This highlights the need
for policies that provide financial support, community-based tutoring, and parental
education to reduce socio-economic disparities and improve educational outcomes for
all students.

Chapter Five: Conclusion and Recommendations

5.1 Conclusion

This study has examined the influence of parents' socio-economic status on the
academic performance of students in selected junior secondary schools within Borgu
Local Government Area. Based on the data collected from 302 retrieved
questionnaires, the findings provide strong evidence that socio-economic factors such
as parental income, occupation, family size, and education level significantly impact
students' academic performance.

Students from families with higher socio-economic status tend to perform better
academically due to greater access to resources such as textbooks, school materials,
private tutoring, and a conducive learning environment. Conversely, students from

35
lower-income families face challenges such as irregular school attendance, lack of
essential learning materials, and limited parental involvement, which negatively affect
their academic progress.

Parental occupation was another major factor, as parents with less flexible jobs,
particularly in manual labor or farming, tend to have less time to support their
children's education, resulting in lower academic outcomes. Additionally, larger
family sizes were shown to dilute parental attention and resources, contributing to
poorer academic performance.

The study also revealed that parents with higher educational levels are more likely to
support and motivate their children academically, while parents with lower levels of
education may struggle to provide the necessary guidance.

In conclusion, this research confirms that the socio-economic status of parents is a

critical determinant of students' academic performance. Addressing these disparities
requires targeted interventions aimed at providing equal opportunities for all students,
regardless of their family background.

5.2 Recommendations

Based on the findings of this study, the following recommendations are proposed:

Provision of Financial Support and Scholarships

To alleviate the financial burdens faced by students from low-income families,

schools and government authorities should offer scholarships, grants, or financial aid
programs. This would enable these students to afford school fees, textbooks,
uniforms, and other essential learning materials, thus promoting equal access to
quality education.

36
Parental Engagement Programs

Schools should establish programs that encourage parental involvement in their

children’s education, particularly for parents with demanding jobs or lower
educational backgrounds. Workshops or seminars could be organized to help parents
understand the importance of academic support and provide them with strategies for
engaging with their children’s education, regardless of their socio-economic status.

After-School Tutoring and Remedial Programs

Community-based or school-organized tutoring programs should be implemented to

support students who may not receive sufficient academic help at home. These
programs can help level the playing field for students from low-income families by
providing additional instruction and homework assistance outside of regular school
hours.

Government and Community Collaboration

Local governments, community organizations, and NGOs should collaborate to

provide educational resources such as textbooks, uniforms, and learning facilities for
students in underprivileged areas. This would help bridge the resource gap faced by
students from lower socio-economic backgrounds and contribute to improving their
academic performance.

Class Size Reduction

Schools should aim to reduce class sizes to allow teachers to give more individualized
attention to students, especially those from larger families who may not receive
adequate support at home. Smaller class sizes enable teachers to better address the
academic needs of each student, thereby enhancing learning outcomes.

37
Counseling and Support Services

Schools should provide counseling services to help students from disadvantaged

backgrounds cope with the psychological stress related to financial hardships or lack
of parental involvement. This can boost students' self-esteem, motivation, and overall
academic performance.

Educational Subsidies for Large Families

To address the challenges faced by students from larger families, educational

subsidies or discounts on school fees and learning materials should be provided to
parents with multiple school-age children. This would ease the financial strain and
ensure that all children within a family receive the necessary educational resources.

Teacher Training and Capacity Building

Teachers should be trained to recognize the socio-economic challenges faced by

students and to provide extra support to those in need. Capacity-building programs
can equip teachers with the skills to engage with students from diverse backgrounds
and help them achieve their academic potential.

Dear Respondent,

38
This questionnaire is designed to gather information on how parents' socio-economic
status influences the academic performance of students in selected junior secondary
schools. Your responses will be kept confidential and used solely for academic
purposes. Kindly answer the questions truthfully.

Section A: Demographic Information

Gender:

Male [ ]

Female [ ]

Age:

10-12 years [ ]

13-15 years [ ]

16 years and above [ ]

Class:

JSS 1 [ ]

JSS 2 [ ]

JSS 3 [ ]

Parents' Marital Status:

Married [ ]

39
Single [ ]

Divorced [ ]

Widowed [ ]

Family Size:

1-3 children [ ]

4-6 children [ ]

7 or more children [ ]

Section B: Socio-Economic Status of Parents

What is your father’s highest level of education?

No formal education [ ]

Primary education [ ]

Secondary education [ ]

Tertiary education [ ]

What is your mother’s highest level of education?

No formal education [ ]

Primary education [ ]

Secondary education [ ]

Tertiary education [ ]

What is your father’s occupation?

40
Farmer [ ]

Trader [ ]

Civil servant [ ]

Professional (e.g., doctor, lawyer) [ ]

Unemployed [ ]

What is your mother’s occupation?

Farmer [ ]

Trader [ ]

Trader [ ]

Civil servant [ ]

Professional (e.g., doctor, lawyer) [ ]

Unemployed [ ]

What is your family’s estimated monthly income?

Less than ₦30,000 [ ]

₦30,000 - ₦50,000 [ ]

₦50,000 - ₦100,000 [ ]

Above ₦100,000 [ ]

Section C: Academic Performance

What was your average score in the last term’s examinations?

41
Below 40% [ ]

40% - 49% [ ]

50% - 59% [ ]

60% - 69% [ ]

70% and above [ ]

Do you receive any additional academic support (e.g., private lessons)?

Yes [ ]

No [ ]

How often do your parents/guardians check your schoolwork?

Daily [ ]

Weekly [ ]

Rarely [ ]

Never [ ]

Do your parents/guardians help you with your homework?

Yes, always [ ]

Yes, sometimes [ ]

No [ ]

Section D: Influence of Parents' Socio-Economic Status on Academic Performance

Do you think your parents' financial status affects your ability to perform well in
school?

Yes [ ]

No [ ]

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Not sure [ ]

Does your family size affect your academic performance (e.g., through shared
resources, time, etc.)?

Yes [ ]

No [ ]

Not sure [ ]

How often do you miss school because of financial difficulties (e.g., lack of school
fees or materials)?

Never [ ]

Occasionally [ ]

Occasionally [ ]

Frequently [ ]

Do you think your parents' occupation affects your performance in school (e.g., by
providing school materials, helping with studies)?

Yes [ ]

No [ ]

Not sure [ ]

Does your family's financial situation prevent you from focusing on your studies?

Yes [ ]

No [ ]

Sometimes [ ]

Do you believe your parents' level of education influences how well you perform
academically?

Yes [ ]

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No [ ]

Not sure [ ]

Section E: General Comments

In your opinion, what can be done to improve students’ academic performance in your
school, especially for those from low socio-economic backgrounds?

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Garuba, A., & Ogundipe, S. (2022). Parental education and its impact on children's
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Nweke, T., & Uzochukwu, M. (2022). Family size, resource distribution, and student
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