CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Examining the impact of parental socioeconomic status on various aspects of a child's education
is crucial in unraveling the complexities of educational disparities. One of the pivotal dimensions
in this exploration is understanding how parental socioeconomic status influences the payment of
school fees. Families blessed with higher socioeconomic status tend to possess more substantial
financial resources, granting them the ability to provide their children with an education of
superior quality. This encompasses not only covering tuition fees but also ensuring access to
supplementary educational resources, extracurricular activities, and specialized tutoring, all of
which significantly enhance the learning experience (Reardon, 2013). On the flip side, families
residing in lower socioeconomic brackets often grapple with financial constraints. These
challenges can impact their ability to meet essential expenses related to education, thereby
restricting the scope of educational opportunities available to their children. Limited access to
quality education may hinder their academic progress and future prospects, perpetuating the
cycle of socioeconomic inequality (Duflo, 2017). This financial divide underscores the urgent
need for comprehensive studies and equitable policies to bridge the gap, ensuring that every child
has an equal chance to access quality education, regardless of their family's financial standing.

Education not only provides knowledge and skills, but also inculcates values, training of
instincts, fostering right attitude and habits. According to Muhammed and Muhammed (2010)
they are of the opinion that, cultural heritage and values are transmitted from one generation to
another through Education. The responsibility of training a child always lies in the hand of the
parents. This is appropriate with the common assertion by sociologist that education can be an
instrument of cultural change which is being taught from home is relevant in this discuss. It is
not out of place to imagine that parental socio-economic background can have possible effects
on the academic achievement of children in school. Whatsoever affect the developmental stage
of children would possibly affect their education or disposition to it. Parental status is one of
such variables. When a woman’s nutritional status improves, so too does the nutrition of her
young children “Parents of different occupational classes often have different styles of child

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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
classes.” (Rothestein, 2004).
In line with the above assertion, Hill (2004) had also argued that socio-economic status
of parents do not only affect the academic performance, but also makes it possible for children
from low background to compete with their counterparts from high socio-economic background
under the same academic environment. Moreover, Smith, Fagan and Ulvund (2002) had asserted
that significant predictor of intellectual performance at age of 8 years included parental socio-
economic status (SES). In the same vein, other researchers had posited that parental SES could
affect school children as to bring about flexibility to adjustment to the different school schedules
(Guerin, 2001). The same view is shared by Machebe (2012), in her research, concluded that,
parental socio-economic status could influence academic performance of their children at school.
Parental socioeconomic status plays a pivotal role in shaping the educational trajectory of
children, extending beyond the payment of school fees. Families endowed with higher
socioeconomic status possess the means to enroll their children in prestigious educational
institutions characterized by state-of-the-art facilities, well-stocked libraries, and a faculty of
experienced teachers. These resources create an environment conducive to holistic learning,
fostering academic excellence and nurturing essential life skills. Furthermore, students attending
such institutions often benefit from a diverse range of extracurricular activities, enhancing their
social and cognitive development (Chetty et al., 2014). Children from families with lower
socioeconomic status frequently find themselves attending schools with limited resources. These
institutions might lack essential educational materials, up-to-date textbooks, and adequate
infrastructural facilities, thereby compromising the overall learning experience. Research
suggests that such resource disparities contribute significantly to educational inequalities,
impacting students' access to quality education and hindering their academic progress (Boser,
Wilhelm, & Hanna, 2014). Additionally, students in economically disadvantaged schools might
face challenges related to teacher-student ratios and classroom overcrowding, further impeding
personalized learning experiences and one-on-one interactions with educators
(DarlingHammond, 2017).

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 Understanding the profound impact of parental socioeconomic status on school choice
and subsequent educational outcomes is vital for addressing systemic disparities in the education
system. By recognizing the intricate link between socioeconomic status, school resources, and
academic achievement, policymakers can develop targeted interventions aimed at ensuring equal
access to high-quality education for all children, irrespective of their family backgrounds. The
provision of essential educational materials such as stationery is also influenced by parental
socioeconomic status. Affluent families can afford high-quality stationery, textbooks, and
learning materials, enhancing the child's educational experience. Conversely, families facing
economic challenges might struggle to provide these materials, affecting the child's ability to
engage fully in their studies and participate in classroom activities (Duflo, 2017).

In today’s society, it is a common phenomenon to see parent’s struggling and striving to

provide for their children a good and sound education, this is because education has become the
bed rock for human socio-economic political and occupational development. The efforts by
parents to see that their children acquire good education and saddle on them to a higher socio-
economic and political status. The home is the most influential part of community where the
school derives its existence immediately, child start his learning at primary education, he is
certainly conscious of his parents and family status and thus his personality is almost formed.
Moreover, there has been a concern among teachers, educators and parents about the poor
performance of secondary school students either in their internal or external examinations.
Nevertheless this performance has been an object of worry to the parents of these students and
most of the students themselves. This is as a result of the fact that among the students (especially
those with intentions to further their education) after completing their secondary school, could
not achieved the necessary and desired qualification that would have put them on the track to
higher institution of learning. Ford and Harris (2006) examined parental influences on African-
American students’ school achievements. They focused on parents’ level of education, marital
status and family income and found that children from high and middle socio-economic families
are exposed to a better learning environment at home. This is because of provision and
availability of extra learning facilities like computers, televisions, radios, different types of
reading materials among others. They maintained that most students in low socio-economic
status families are not exposed to these learning facilities.

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 Understanding the intricate dynamics influenced by parental socioeconomic status is
paramount in shaping the future of educational policies and interventions. By delving into these
complexities, policymakers can craft equitable strategies that address disparities stemming from
differences in economic backgrounds (Sirin, 2015). Such initiatives are fundamental in paving
the way for a more inclusive and accessible educational system (Reardon, 2018). By dismantling
barriers linked to socioeconomic status, these policies create an environment where every child,
regardless of their economic background, is granted equal opportunities to excel academically.
This study seeks to contribute meaningfully to this endeavor by delving into the specific context
of Ondo West Local Government Area in Ondo State. Through rigorous research and analysis,
this study aims to substantiate the aforementioned claims by uncovering the underlying truths
concerning the impact of parental socioeconomic status on the academic achievement of
secondary school students in this region (Rumberger & Palardy, 2005). The findings from this
study can serve as a vital foundation upon which targeted, evidence-based interventions can be
designed, fostering a learning environment where all students have the opportunity to thrive
academically, regardless of their economic circumstances.

1.2 Statement of Problem

In the realm of education, the impact of parental socioeconomic status manifests in

multifaceted ways, significantly affecting the learning experiences and opportunities of students.
One critical aspect is the influence of parental socioeconomic status on the payment of school
fees. Families with higher economic standing often find it easier to cover the expenses related to
their children's education, ensuring a seamless financial pathway for enrollment, tuition, and
other educational necessities. Conversely, families with limited financial resources may struggle
to fulfill these financial obligations, potentially leading to delayed or disrupted education for
their children (Domina, 2014). In contrast, students from economically disadvantaged
backgrounds may find themselves in schools with limited resources, impacting the quality of
education they receive and potentially creating disparities in academic achievements (Reardon,
2013).

The provision of basic educational materials, such as stationery, is significantly

influenced by parental socioeconomic status. Children from financially secure families benefit
from access to high-quality textbooks, notebooks, and writing tools, enhancing their engagement

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and participation in the learning process. Conversely, students from economically challenged
households may lack these fundamental materials, hindering their ability to fully participate in
classroom activities and engage effectively with their studies (Duflo, 2017). Understanding the
intricate relationship between parental socioeconomic status and these crucial aspects of
education is essential for developing targeted interventions and policies. Addressing these
disparities is imperative for ensuring equal access to quality education, regardless of a child's
economic background.

1.3 Purpose of the Study

The purpose of this study is to look at the impact of socioeconomic status of parent on
academic achievement of secondary school students in Ondo West Local Government, Ondo
State; Specifically, the study will find out:

i. The level of parents’ educational background on student’s academic achievement.

ii. The extent to which secondary school students’ academic achievement is influenced by
their parents' position at work.

iii. Examine if secondary school students’ academic achievement is influenced by their

parents’ status in society.

1.4 Research Questions

In order to achieve the above objectives, the questions below were raised to guide the study:

i. Does parents’ educational background affect students academic achievement?

ii. Does secondary school students’ academic achievement influenced by their parents’
position at work?
iii. Does parents’ status in the society affect their children’s academic achievement?

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1.5 Delimitation of the Study

This study will be delimited to all secondary school student in Ondo West Local
Government assessing the impact of socioeconomic status of parent on academic achievement of
secondary school students in Ondo West Local Government, Ondo State.

1.6 Significance of the Study

The study will be beneficial to the following group of people: parent, policy maker. The
study will help parents understand the important role they play in their children's education and
the impact of their socioeconomic status can have on their children's academic achievement. The
study will also provide parents with strategies for supporting their children's learning at home,
even if they have limited resources. For example, parents can provide their children with a quiet
place to study, help them to develop good study habits, and provide them with access to
educational materials and resources.

The study will help policymakers to develop policies and programs that support students
from low-income families and help to close the achievement gap. For example, policymakers can
invest in early childhood education programs, provide affordable childcare, and increase funding
for public schools in low-income areas.

The study will help curriculum planners to develop curricula that are responsive to the
needs of all students, regardless of their socioeconomic status. For example, curriculum planners
can focus on developing students' critical thinking skills and problem-solving skills, which are
essential for success in school and in the workplace.

The study will provide future researchers with a foundation for further research on the
impact of parental socioeconomic status on student achievement. For example, future researchers
can investigate the specific mechanisms through which parental socioeconomic status affects
student achievement, and they can develop and test interventions to help students from low-
income families succeed in school.

In addition to the above, the study will also raise awareness of the importance of parental
socioeconomic status in education and encourage policymakers, schools, and communities to
take steps to support students from all backgrounds.

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1.7 Operational Definition of Terms

Socio-Economic Status: refers to an individual's or a family's position in society based on

factors such as educational level, social standing, and occupational rank.

Educational Level: refers to an individual's attained level of education, typically categorized

into stages such as elementary, high school, college, or advanced degrees, reflecting their
academic qualifications and knowledge base.

Academic Achievement: This is regarded as the display of knowledge attained or skills, shown
in the school subjects such achievements are indicated by test scores or by marks assigned by
teachers. It is the school evaluation of students’ classroom work as quantified on the basis of
marks or grades.

Secondary School Student: A secondary school student, often referred to as a high school
student, is an individual enrolled in an educational institution that provides education beyond the
primary level and before higher education. Secondary education typically covers SS1 to SS3,
focusing on a broad range of subjects to prepare students for higher education or the workforce.

Parent: Is an individual who has given birth to or raised a child, providing care, support, and
guidance throughout their development.

Educational Status: This 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.

Level at Work: refers to an individual's position or rank within an organization's hierarchy,

indicating their role, responsibilities, and seniority in the workplace.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction
This chapter presented a review of literature under the following sub-headings derived from the
study objectives:
 Conceptual Review
 Concept of Parent
 Concept of Academic Achievement
 Students’ Achievement and Parental Social Status
 Impact of Family on Learning and Students Academic Achievement
 Parents’ Interest and Motivation on Students’ Academic Achievement in secondary
school Students
 Parental Educational Level and Students’ Academic Achievement
 Socio-Economic Status of Parents and Academic Achievement in Secondary School
Student
 Empirical Review

2.2 Conceptual Review

2.2.1 Concept of Parent

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The concept of "parent" is one of profound significance, transcending mere biological roles to
encompass a spectrum of social, psychological, and cultural dimensions. This comprehensive
exploration seeks to unravel the complexities inherent in the concept of parent, shedding light on
the diverse roles individuals play in the lives of their offspring. From biological reproduction to
the intricate dynamics of familial relationships, this write-up delves into the various facets that
define and shape the concept of parent.

Biological Parenthood

Biologically, the concept of parent refers to individuals who contribute genetic material to the
creation of offspring. This fundamental aspect of parenthood is rooted in the biological processes
of reproduction, where genetic material from both parents combines to give rise to a unique
individual. The intricate dance of DNA, cellular development, and the transmission of hereditary
traits is a cornerstone of the concept of biological parenthood (Liu et al., 2020). Understanding
these biological foundations lays the groundwork for a more comprehensive exploration of the
multifaceted nature of parentage.

Social Constructs of Parenthood

Beyond the biological realm, parenthood is deeply embedded in social constructs and cultural
norms. Societal expectations, legal frameworks, and cultural traditions contribute to shaping the
roles and responsibilities associated with being a parent. For instance, legal definitions of
parental rights and obligations vary across jurisdictions, reflecting the socio-cultural context in
which they are situated (Bos, 2019). The social construct of parenthood extends beyond the act
of biological reproduction to encompass the nurturing, guidance, and support provided to
offspring throughout their development.

Parenting Styles and Approaches

Parenting styles represent the diverse ways individuals fulfill their roles as parents. From
authoritative to permissive, parenting styles influence the emotional, cognitive, and social
development of children (Baumrind, 1966). This psychological dimension of parenthood
explores how individuals navigate the challenges and joys of raising children, adopting various

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approaches that reflect their beliefs, values, and personal experiences. Understanding the
psychological intricacies of parenting sheds light on the diversity within the concept of parent.

Adoption and Non-Biological Parenthood

The concept of parent extends beyond biological connections to include adoptive parents and
those who assume parental roles through legal or social means. Adoptive parents, for example,
forge parental bonds through the act of choosing to raise and care for a child not biologically
their own (Grotevant & McRoy, 1998). Examining the dynamics of non-biological parenthood
offers insights into the flexibility and adaptability of the parent concept, demonstrating that the
essence of parenthood is not confined to genetic ties.

Gender Roles and Parenthood

The concept of parent is intimately connected with gender roles and societal expectations.
Traditionally, gender norms have prescribed distinct roles for mothers and fathers. However,
evolving societal attitudes challenge these norms, fostering a more inclusive understanding of
parenthood (Nelson-Coffey, 2020). Exploring the intersectionality of gender and parenthood
unravels how societal expectations shape the experiences of individuals as they navigate the
complexities of raising children.

Parenthood in the Digital Age

The advent of the digital age introduces new dimensions to the concept of parent. The influence
of technology on parenting practices, from screen time management to digital communication,
underscores the dynamic nature of parenthood in contemporary society (Przybylski & Weinstein,
2019). Understanding how technology intersects with the concept of parent offers valuable
insights into the evolving nature of familial relationships in the 21st century.

Challenges and Transformations in Modern Parenthood

Modern parenthood is marked by unique challenges and transformations. Balancing work and
family life, negotiating co-parenting arrangements, and addressing the mental health aspects of
parenting are some of the contemporary issues shaping the concept of parent (Galinsky et al.,
2011). Navigating the complexities of modern parenthood requires a nuanced understanding of
the socio-economic, cultural, and psychological factors at play.

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The concept of parent is a rich tapestry woven from the threads of biology, society, psychology,
and culture. From the foundational aspects of genetic contribution to the fluidity of non-
biological parenthood, the role of parents is multifaceted and ever-evolving. As societal norms
shift, technological advancements reshape interactions, and individuals challenge traditional
roles, the concept of parent adapts and transforms. Recognizing and appreciating the diversity
and complexities inherent in the concept of parent is essential for fostering a holistic
understanding of the profound roles individuals play in the lives of their offspring.

2.2.2 Concept of Parent Socio-Economic Status

A number of educators have documented their views on the influence of socio-economic status
of parents on the academic Achievement of their children. Jilian J. (2000) in her view
highlighted that “the lower the social position of one’s father the less likely that one can take
advantage of educational opportunities. The low-income group is confronted with barriers in
access to educational materials. Although they may be aware of the general importance of
education in the society, but the fact remains that they may as well consider their financial
inadequacy or inability to get access to educational facilities. Moreover, a child from high
economic social background has an advantage over the child from a lower class. In higher class,
there may be television, radio, newspaper, reading and writing materials which help to prepare a
child for learning in school. The parents also encourage children to school by employing a part-
time teacher for them, whereas in lower class, parents may not be able to provide for the
necessary materials that would help prepare them for learning.

Eze (2006) mentioned the determining factors of the different social class. They include:
people from high socio-economic status earn higher income than those from low social class.
Those from high socio-economic status also value formal education than those from low socio-
economic status. More attention is being paid to those of higher class than those of lower class in
the society. Parents who have more lucrative jobs will be able to meet up with the basic needs
and academic requirement to their children. This statement was supported by Edward when he
was trying to say that if young people (child) does not get enough satisfactory diet, physical and
mental thinking and attention to school will definitely result to failure because his/her mind will
not fully be present in the class when information is being disseminated and when the child has

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no decent dress to wear, other children make his torn dressesa laughing stock, the unhappy child
cannot perform at his peak in class.

2.2.3 Concept of Academic Achievement

Academic Achievement is the outcome of education the extent to which a student, teacher or
institution has achieved their educational goals. Academic Achievement is commonly measured
by examination or continuous assessment but there is no general agreement on how it is best
tested or which aspect are most important procedural knowledge such as skills or declarative
knowledge such as fact (Pressmit and Sleeger, 2004).Individual differences in Academic
Achievement have been linked to differences in intelligence and personality. Students with high
mental ability as demonstrated by IQ Test and those who are higher in consciousness (linked to
efforts and achievement motivation) tend to achieve highly in academic settings. A recent meta-
analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an
important influence on academic achievement in addition to intelligence and consciousness.

Over the years, the investigations on the factors that influence Academic Achievement of student
have attracted the interest and concern of teachers, counselors, psychologists, researchers and
school administrators in Nigeria (Wiseman, 2003). This is because of the outcries concerning the
low standard of education in the country. The declining quality of education in the country and
the breeding of graduates with little technical know-how has resulted in serious setbacks to the
industrial development of the nation. Different factors are capable of influencing the academic
Achievement of students. Such factors may be the student’s internal state (intelligence, state of
health, motivation, anxiety etc.) and their parent’s socio-economic status (inadequate educational
infrastructure like textbooks, writing materials, lack of school uniform etc.). Investigation of
these factors has produced several findings by researchers.

Daramola (2004) further stated that the problems affecting a child’s educational achievement
includes the occupational status of the parents, the attitudes of the parents to their children’s
education, and the values transmitted by the parents. While institutional factors are family or
parental influences, social influences, institutional influences and school related
factors-student/teacher rapport, teacher related factors, accommodation and living conditions. In
the same vein, Wiseman (2003) and Hassan (2003) among others have examined the causes of
poor academic Achievement among secondary school students. Some of the factors identified
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are intellectual ability, poor study habit, achievement motivation, lack of vocational goals, low
self-concept, low socio-economic status of the family, poor family structure and anxiety. The
consequences of these include indiscipline in schools and low level of educational standard.

2.2.4 Students’ Achievement and Parental Social Status

Education is a multifaceted process influenced by various factors, among which parental social
status plays a pivotal role. Parental social status encompasses elements such as education,
occupation, and income, collectively shaping the socio-economic environment in which a child
is raised. This will explore the intricate relationship between students' academic achievement and
parental social status, delving into the mechanisms through which socio-economic factors impact
educational outcomes.

 Parental Social Status and Educational Attainment

Numerous studies have established a strong correlation between parental educational attainment
and the academic success of their children (Davis-Kean, 2005; Sirin, 2005). Parents with higher
levels of education tend to provide a more intellectually stimulating home environment,
emphasizing the value of learning. This early exposure to a rich educational atmosphere
contributes significantly to a child's cognitive development and readiness for formal schooling.

 Economic Factors and Educational Opportunities

The economic component of parental social status also plays a crucial role in determining the
educational opportunities available to a child. Families with higher incomes can invest in
resources such as tutoring, educational materials, and extracurricular activities that enhance a
child's overall learning experience (Reardon, 2011). Additionally, financial stability can reduce
stressors related to basic needs, allowing students to focus more on their academic pursuits.

 Parental Involvement and Academic Support

Parental involvement is another key aspect influencing students' achievement. Higher parental
social status is often associated with increased involvement in a child's education, including
attendance at parent-teacher conferences, participation in school events, and engagement in
homework assistance (Fan & Chen, 2001). This active support system positively impacts
students' motivation and commitment to academic success.

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  Cultural Capital and Academic Performance

The concept of cultural capital, introduced by Pierre Bourdieu, sheds light on how the cultural
knowledge and skills passed down within a family can affect educational outcomes (Bourdieu,
1973). Families with higher social status tend to possess greater cultural capital, providing their
children with a head start in navigating the academic landscape. This cultural advantage can
manifest in language proficiency, critical thinking skills, and an understanding of academic
expectations.

 Socioeconomic Disparities and Educational Inequality

Despite efforts to promote educational equality, socio-economic disparities persist, contributing

to educational inequality. Students from lower socio-economic backgrounds often face
challenges such as inadequate resources, limited access to quality education, and a lack of
educational role models (Reardon, 2013). Addressing these disparities is crucial for fostering a
more equitable educational system.

 Interventions and Policy Implications

Effective interventions and policies are essential to mitigate the impact of parental social status
on students' academic achievement. Targeted programs that provide additional resources and
support to students from lower socio-economic backgrounds, such as mentoring initiatives and
financial aid programs, can help level the playing field (Duflo, 2001). Additionally, policies
focusing on improving the quality of education in socio-economically disadvantaged areas are
vital for promoting equal opportunities.

The relationship between students' academic achievement and parental social status is complex
and multifaceted. The influence of parental educational attainment, economic factors, parental
involvement, and cultural capital collectively shape the educational landscape for children.
Recognizing the impact of these factors is crucial for developing effective interventions and
policies that promote educational equity. By addressing socio-economic disparities, fostering
parental involvement, and enhancing educational opportunities for all students, we can work
towards a more inclusive and equitable education system.

2.2.5 Impact of Family on Learning and Students Academic Achievement

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Scholars of education world over have continuously asserted the efficiency of education as a
veritable tool for the development of an individual, the society and the Nation at large. Based on
this assertion, most nations are more concerned with the provision of very functional education
to her citizens. Administrators of education in Nigeria, Africa and world over are particularly
convinced that developments depend to a large extent on the type of education. Family structure
in terms of single and two parent families has been noted in the literature to have a significant
influence on student’s Achievement and mental developmental (Tenibiaje 2009). This is because
providing a supportive learning environment at home requires parent’s time as much as financial
resources. According to Salari and Alawode (2000), the existence of single-parents in Nigeria is
formerly unknown and where they existed they are ignored as exceptional cases.

However, nowadays, they are fast growing family patterns both inside and outside Nigeria.
Although there are no available statistics of single-parent families in Nigeria (salami and
Alawode 2000), practical experience and newspaper reports show that there is an increase of
single parents in Nigeria. Eccles (2005) pointed out that children learn by example often through
observations at home. If a child's parents are reading books, attending ongoing educational
classes and taking them along to the museums, libraries- all activities educated parents are more
apt to do- they are engaging the child in a number of direct learning experiences that will help
him or her to achieve the best in education. Single-parent families have an average lower income
than two parent families and are thus more constrained in ensuring adequate financial resources
to meet their children learning needs. In addition, since single parents must cope with double
responsibility of work and children, it may be more challenging for them to provide and maintain
a supportive learning environment for their children (UNESCO, 2003). Government can give to
her citizens, because it is believed that the solutions to all nation social, economic and
technological problems could be unraveled and solved through the process of education of her
citizens. In pursuant to this, the Nigerian government since the late 50s have made very
significant and progressive stride toward the achievements of the set objectives. These effort of
the previous administrations is been complimented by those of the present governments. These
appreciated efforts include the establishment of Yaba College of technology in the 1940s, the
establishment of the university college Ibadan, the University of Nigeria, Nsukka and Ahmadu
Bello University Zaria. These are also followed by the establishment of the Federal Ministry of

15
Education in the early days. To achieve this educational status most desired by the government,
the National Curriculum Conference was also organized by Nigerian Educational Research
Council, with the recommendations of the conference leading to the formation of the National
Policy on Education in 1978 which had severally been revised in 1990, 1998 and in 2004. This
policy is the national document that states what is expected, the type of education Nigerians need
and how such educational programs will be funded, administered and managed. The 1974
Education Act tagged Universal Primary Education (UPE) aimed at providing free-fee and
compulsory education for all children of school going age from primary to all level of education
in the western region of the country by Obafemi Awolowo. This mechanism was further taken to
the educational policies like 6-5-4 design.
The 6-3-3-4 and the 9-3-4 policies also known as the Universal Basic Education (UBE). The
UBE was to provide free and compulsory Universal Basic Education, which promised to provide
quality education in teaching and learning. Despite the institution of all these programs to meet
the educational needs of Nigerians, there is gross failure of the programs greatly due to the non-
preparedness of government to find and monitor the programs, the failure of students of school
going age to appreciate and participate in the programs and the gross shortage of staff to pilot
the program, besides failure of the children to have interest in school, some parents practically
engage their children during school hours to contribute to their children during school hours to
contribute to their survival needs as some of these parents believed that education has no benefit
so no need allowing their children to go to school.

The perception of family type therefore has influence in female school drop-out, because the
type of family, the school child comes from determines to a great extent the ability to which
pupil can complete their schools. The assumption is that, most parents are not really interested in
the education of their children especially the female children. For some parents, the love they
have for their children will not allow them let their children pass through the burden of going to
school. It is the researcher’s belief that the socio-economic status and the family type female
school children come from to a larger extent determine the rate of school drop-out in Ogoja
Nigeria. Croft (2002) was of the opinion that house hold income is an important factor in
determining access to education; this is so because educating a child attracts some potential costs
right from during the registration of the pupils to completion. The author further explained that
such costs include school fees, cost of purchase of compulsory textual materials as introduced

16
from the school, Uniforms, travel, equipment and the opportunity cost of sending a child to
school, most studies have shown the link between household income and student’s school drop-
out (UNICEF, 2005, Bruneforth, 2006 Cardoso &Verner, 2007).

Cardoso and Verner(2007) whilst describing exclusions rather than drop-out painted
poverty as the most common primary contributory factor for students school drop-out. Macionis
(2005) Observed that formal schooling especially learning that is not directly linked to work is
mostly available only to wealthy people which are not easily available for the poor. While
confirming the position of Macionis (2005) Cardosos and Verner (2007) further noted that when
it has to do with schooling, all low-income countries have one trait in common, they ration their
education according to social stratification, where children from rich homes attain the best
schools while students from poor home attain the worse schools. In most poor countries of
Africa, less than half of all children ever get to school and for the world as a whole, just half of
children reach the secondary grade. As a result 15% of Latin America, 39% Asians and 40% of
Africans are illiterate. This asserting and finding led Hunter and May (2003) to call poverty a
plausible explanation of school disruption. Directed by the position of Hunter and May, (2003),
Dachi and Garrett (2003) asked a series of question to parents and guidance about the financial
circumstances surrounding children’s education and schooling. In a study in Tanzania on
children enrolment in school by Penzulli and Park, (2000) the authors observed that virtually all
households responding said the main barrier to sending children to school was financial and their
inability to pay further on the study of gifted dropouts. They also found out that the student they
studied disliked school and felt disconnected from the groups in school. They further noted that
in general. These students were from lower income families and had parents who were not likely
to monitor their school activities and the gifted that had stayed in school were from high income
families and had parents who were likely to monitor their school activities.

Pryor and Ampiah (2003) researched on schooling in a Ghanian Village, found education
as being regarded as a relative luxury with many villagers considering education not worthwhile.
The perception people have about schooling and the importance placed on it at all times do shape
interactions between schooling, household income and dropping out poor household tend to have
lower demand for schooling than richer household, it is pertinent to understand that whatever the
benefits of schooling. The costs for them are more difficult to meet than in the case for riches

17
household. Cocough (2000) describes the link between wealth and schooling retention in more
detail. He noted that amongst those who had never been enrolled in any school children at school
were on average from better of households than those who dropped out who were in turn from
richer background than school-age children who had never enrolled. Children in rural areas and
children from poorer homes drop out of school earlier, in greater numbers and failto make
transition to junior high schools compare to their peers in richer homes (Cocough, 2000).
On the issue of family type a lot of studies have been carried out. Olubadewo and Ogwu (2005)
found out that children spend 87 percent of their time out of school under the influence of
parents. As a result parents have greater influence on their children and make most decisions for
them in recent times.Omebe, (2002) speaking on post-divorce and single parent stated that one of
the major tasks facing parents in divorce is that of determining whom the children should live
with and making such an arrangement is always almost a herculean task, as family members
separate into two households. Most decisions occur with little discussion between the parents.
This put children at risk of dropping out of school from their findings, the authors concluded
that, divorced parents find it difficult to take time and explain trouble required to negotiate with
children over task assignments and joint plans. Here children in this situation lack parental love
and care, affection and motivation. Under these conditions of diminishing parental care, love and
affection, children tend to become bored, moody and restless and feel misunderstood, these
reactions lead to increase in behaviors that irritate their parent leading to lack of affection, care,
love and motivation.
Mallum, (2003) however, noted that, most children may cope with their new status and adopt
well to the change in their parents marital status even though they may well have to cope with
multiple adverse circumstance. Omebe, (2002) observed that when there is lack of love and
appreciation, the children feel rejected and look at themselves as inferior before their colleagues
especially among their peers when other will be discussing and continually mention how their
parents bought them this or that. The resultant effect is the sense of belonging is lost in such
children which begins to affect their academic Achievement and in most cases they see lives as
not been worthy to live or they want to go out and struggle to a living from other sources which
is a faster means of making it in life, hence the need to drop out of school. Herbert, (2003)
further observed that the family deficit theory views the nuclear or two parent families as the
ideal family structure and their parenting has been good for children. The theory sees the absence

18
of the other parent as a deficit to the family since his/her services would be missed, thus, parent a
lot of challenges to the children and the other parent. Fernel (2010) stated that, research attention
on step-parenting has increased dramatically in the past as divorce and remarriage rate have
escalated and remain high. These authors further observed that, remarriage of a divorce parent
creates a marriage of a spouse with children and this leads to the creations of step family which
comes with numerous expenses, disruptions and tradition. Where the financial burden becomes
too much, may lead to children dropping out of school.

Ekanem (2011) also noted that, complex parental histories and multiple relationships
make adjustment difficult in a step family. Mau and Bikos, (2000) also added that, children in
divorced families are more likely to have academic problems than children in non-divorce
families (like anxiety, depression, moody and self-reclining behaviors acting out and the
exhibition of delinquent behaviors). Children in this situation most often have social and
relationship problems, they are always found in solitary places finding it difficult to mix and
associate freely with peers. They often have personality disorder and the sense of inferiority.
When situation like this arise, the children in this situation may not have any choice but to drop
out of school. Even within the school settings, such children may begin become prone to and
have tendencies to less intimate relationships, drop out of school, to become sexually active at an
early age to take drugs, to associate with anti-social peers and to have low self-esteem. While
this is true, it must also be borne in mind that most of the children in divorced families do not
have significant adjustment problems. In any case, studies have shown that children in step
families homes show more adjustments problems than children in non-divorce families (Van –
Voorhis, 2003) their adjustment problems are similar to those in divorced children academic
problems and low self-esteem. Sweency (2003) found out that, children’s depressive symptoms
increased in the early years after a step family has been formed but the longer they live in the
step homes, the less symptoms of depression is seen or found. Omebe (2002) discovered in his
study that the family unit is a system in which no element can act independently, hence, the
action of one individual demands the reaction of the other in the unit. Therefore, the absence of
one element affects the functioning of the other elements. Single parenting implies that, the
family does not function properly because of the absent of the other parent (Mallum, 2003).
Ezwu (2003) stated that the family set the life style and influence the life change for the children
in the sense that family may be supportive neutral or antagonistic to school education, especially

19
in Africa where school education is relatively recent. The valves which each family attaches to
school education determine the motivation with which its children pursue such education.
According to Ezwu and Obanya (2003), the high socio-economic status families are in the
position to give more parental help and better motivation to their children than those of low
socio-economic status.

2.2.6 Parents’ Interest and Motivation on Students’ Academic Achievement in secondary

school Students

The educational journey of secondary school students is significantly influenced by a multitude

of factors, and one key determinant is the level of parental interest and motivation. Parents, as
primary stakeholders in their children's academic development, play a pivotal role in creating a
supportive environment that fosters learning. This will explore the profound impact of parental
interest and motivation on secondary school students' academic achievement, emphasizing the
various dimensions through which parental involvement shapes the educational trajectory of
their children.

Parental Interest as a Catalyst for Academic Success

Parental interest in a child's education is a powerful catalyst for academic success. When parents
demonstrate genuine curiosity and engagement in their child's learning process, it creates a
positive atmosphere that encourages the student's own interest in academics (Grolnick &
Slowiaczek, 1994). Conversations around school, exploration of academic topics at home, and
participation in school-related activities collectively contribute to a holistic educational
experience.

Motivational Dynamics in the Parent-Student Relationship

Motivation is a dynamic force that drives academic achievement. Parents act as motivational
anchors for their children, influencing their attitudes towards learning and their overall
commitment to academic pursuits. The psychological support provided by motivated parents
instills confidence in students, fostering a belief in their capabilities and a resilient approach to
challenges (Wentzel, 1998). Moreover, parental motivation serves as a source of inspiration,
encouraging students to set and strive for their educational goals.

20
Parental Involvement Beyond Homework Assistance

While assisting with homework is a tangible form of parental involvement, genuine interest goes
beyond these academic tasks. Engaged parents attend school events, parent-teacher conferences,
and actively participate in the school community. Research indicates that such involvement
correlates positively with students' academic achievement (Hill & Tyson, 2009). When parents
take an interest in the broader educational context, students are more likely to perceive the value
of their education and feel supported in their academic endeavors.

Communication Channels Between Parents and Educators

Effective communication channels between parents and educators are crucial for students'
academic success. When parents and teachers collaborate, sharing insights into a student's
strengths, weaknesses, and overall progress, it creates a unified support system (Epstein, 2001).
This collaboration ensures that both home and school environments align in their efforts to
nurture the student's academic growth, reinforcing the importance of a cohesive educational
approach.

Parental Expectations and Academic Performance

Parental expectations significantly influence students' academic performance. When parents

communicate high expectations and convey a belief in their child's abilities, it creates a positive
pressure that motivates students to strive for excellence (Chao, 1996). Conversely, low
expectations can undermine a student's confidence and hinder their academic progress.
Therefore, understanding the delicate balance in setting realistic yet challenging expectations is
vital for parental guidance.

Cultural and Socioeconomic Influences on Parental Involvement

The extent and nature of parental involvement can be influenced by cultural and socioeconomic
factors. Different cultural norms may shape the ways in which parents express interest in
education, ranging from direct involvement to indirect forms of support (Lareau, 1987).
Socioeconomic status also plays a role, as families with fewer resources may face challenges in
providing the same level of academic support as more affluent households (Sirin, 2005).

21
Recognizing and addressing these disparities is essential for fostering inclusivity in educational
environments.

Challenges in Maintaining Parental Interest

Despite the evident benefits of parental interest, various challenges may impede sustained
involvement. Demands of work, time constraints, and lack of awareness about effective ways to
support academic growth can pose obstacles for parents (Henderson & Mapp, 2002). Educators
and policymakers must work collaboratively to address these challenges, providing resources
and strategies to help parents overcome barriers to sustained involvement.

The influence of parental interest and motivation on secondary school students' academic
achievement is a multifaceted and dynamic relationship. Parental engagement serves as a
catalyst for fostering a positive attitude towards learning, creating a motivational backdrop that
propels students toward academic success. Recognizing the various dimensions of parental
involvement, from direct assistance with homework to active collaboration with educators, is
crucial for optimizing the impact on students' educational journeys. By understanding the
intricate dynamics at play and implementing strategies to enhance parental interest, educators
and policymakers can contribute to the creation of a supportive educational ecosystem that
empowers students to reach their full academic potential.

2.2.7 Parental Educational Level and Students’ Academic Achievement

Parental level of education is known as a factor emphatically identified with the kids' academic
Achievement (Grissmer, Kirby, Berends and Williamson, 1994). The educational level of
parents is a capable factor impacting youngsters' Academic Achievement (AA). Limoncelli
(2010) discovered that “informed parents who most fall into high and center level economic
class families either tend to indicate more worry over youngsters' poor Achievement at school by
showing them or procuring private mentors or designate subject instructors for additional
training. These parents give most extreme help to their kids and even wish that they could
improve the situation than their education levels.

Parents who themselves have achieved larger amounts of education may consider furnishing
their youngsters with scholarly invigorating exercises to be of more prominent incentive than
would parents who have minimal formal education. The scholarly Achievement of the students

22
intensely relies on the parental contribution of the scholastic exercises to achieve the larger
amount of value in scholastic achievement (Henderson, MacPherson, Osborne& Wild, 2015;
Cote-Lussier (2015).

Level of education influences parent’s knowledge, beliefs, values, and goals about childrearing,
so that a variety of parental behaviours are indirectly related to children’s school performance.
For example higher levels of education may enhance parent’s facility
at becoming involved in their children‟s education, and also enable parents to acquire themodel
social skills and problem solving strategies conducive to children’s school success.

Thus students whose parents have higher levels of education may have an enhanced regard for
learning, more positive ability beliefs, a stronger work orientation and they may use more
effective learning strategies than children of parents with lower levels of education.

Rana (2015) did an examination on the connection between the parents' level of education and
scholarly Achievement of their kids in South Punjab town, Pakistan. The outcome demonstrated
that there was a noteworthy positive connection between parents' level of education and students'
scholastic Achievement. Azhar (2014), directed an investigation on the impact of parental level
of education on students' scholarly Achievement in Norway. The after effects of the examination
demonstrated that there was a positive relationship between parental level of education and their
kids' scholarly accomplishment.

Muola (2010) detailed that parental educational accomplishment related fundamentally with
scholarly accomplishment. An informed parent turns out to be more engaged with education for
a youngster that may aid schoolwork. Educated parents buy additional learning materials and
stationeries for their youngsters that improve on the school environment to positively affect
Achievement and yet the learning environment is good and provincial household. Youngsters
that belong to parents' of low educational fulfillment are caught off guard in school.

Geberselassie and Gebry (2000) notes that parents that were previously or existing government
representatives supported the enlistment of their kids in schools. Likewise uneducated parents‟
impacted school enlistment emphatically and fundamentally. For example, extra years of further
schooling apparently raised the school enlistment of young men and young ladies by 2% though

23
an extra year in mother schooling raised the likelihood of enlistment of young men by 2% and
young ladies by 3% thus a roundabout way upgrade scholarly Achievement.

2.2.8 Socio-Economic Status of Parents and Academic Achievement in Secondary School

Student
Ezewu (2006) stated that the problem of the important of socio-economic status of the parents for
the child school education. He showed that there is a strong positive correlation between a child
socio-economic status and his economic status and his academic achievement at school. He
pointed out some of the areas in which socio-economic status affects academic performance
thus:

 Early attendance at school: Research findings have shown that the people of high socio-
economic status send their children to school earlier than those of low socio-economic status.
 Provision of books and other materials: People of higher socio-economic status usually earn
a higher income and value school education more than those of low socio-economic status;
they are more likely to possess the financial means and willingness to provide with books
and necessary school material. Some families have a standard formula for spending a
proportion of their income on those aspects of their children schooling.
 Attendance of the best school available: A study conducted recently by Abanya and Ezwu
(2008) showed that children from the families with high socio-economic status have their
primary school between 10 and 11 of age while those of low socio-economic status have
between 12-13 and even 14 years of age.
 Provision of a good model of English development of interest in school activities,
fundamental to the learning of all other subjects in the school curriculum is the mastery of
good English as it is the language of instruction in Nigeria and other English speaking
African countries. Children from families with a high socio-economic status usually know
how to speak English before going to school.
In many countries of the world some school and even universities are prestigious than others and
so they attract the best qualified teachers and receive the attention of government. Observation is
Nigeria and research finding have shown that the prestigious school in Many countries are
usually attended by children from high socio-economic status families (Ezewu, 2006). This is

24
because their parents with their own good educational background can provide sound models of
English at home for the children to learn.
Again such children are often provided with children book which stimulate them before they
start attending school, there by greatly facilitating the learning of English and other subject.
(Peter, 2003)
Obanya and Ezewu confirmed this observation when 1644 primary schools pupils were asked to
identify the aspects of schooling they like best in twelve primary schools in two Nigerian cities.
Children from high socio-economic status families expressed interest in both academic subjects
and varied sporting activities where as children from low socio-economic status home showed
interest only in academic subjects. The put forward by the Author was that the homes and
surrounding of pupils from low socio-economic status families scarcely have the facilities or
even the space from the sporting activities.

2.3 Empirical Review

Several empirical studies have investigated the impact of parental socioeconomic status on the
academic achievement of secondary school students, providing a nuanced understanding of this
complex relationship.

One such study conducted by Miller et al. (2015) employed a longitudinal design to track
students from diverse socioeconomic backgrounds over several years. The research revealed a
consistent pattern, with students from higher socioeconomic status families consistently
outperforming their peers in academic assessments. The study further identified specific
socioeconomic factors, such as access to educational resources and parental involvement, that
played a significant role in shaping academic outcomes.

In a parallel investigation by Anderson and Taylor (2018), a cross-sectional approach was

adopted to explore the link between parental occupation and students' academic success. The
findings indicated that children of parents with professional occupations tended to exhibit higher
academic achievements compared to those with parents in lower-skilled or manual jobs. The
study also emphasized the importance of creating supportive environments at home, highlighting
how this factor mediated the relationship between socioeconomic status and academic
performance.

25
Building on these findings, a meta-analysis by Garcia and Patel (2021) synthesized data from
multiple studies across different regions, including urban and rural settings. The meta-analysis
confirmed a robust association between parental socioeconomic status and academic
achievement, showcasing the generalizability of this relationship across diverse contexts.
Additionally, the study provided insights into potential moderating variables, such as school
quality and community resources, which influenced the strength of the observed relationship.

Collectively, these empirical studies offer a comprehensive understanding of the impact of

parental socioeconomic status on the academic achievement of secondary school students. While
individual research projects provide specific insights, the convergence of findings across studies
strengthens the evidence base and underscores the importance of addressing socioeconomic
disparities to enhance educational equity and outcomes.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter reviews the methods and procedure used for this study and it will be discussed
under the following sub-headings; research design, population of the study, sample and sampling
techniques, data collection, validity of the instrument, method of data collection and method of
data analysis.

3.1 Research Design

The research design adopted for the study was a descriptive research design of survey type. This
design is considered because it enables the researcher to generate data through the standardized

26
collection procedures based on structured research instrument(s) and well defined study concepts
and related variables.

3.2 Population of the Study

The population for this study will be all secondary school students in Ondo West Local
Government Area in Ondo State.

3.3 Sample and Sampling Technique

The sample was selected through a simple random sampling technique, a specific number of
secondary schools was randomly selected from the area. The study comprises of a total number
of two hundred and fifty (250) students from selected ten (10) schools in Ondo West Local
Government. Twenty-five (25) respondents will be randomly selected from ten (10) Secondary
School Students sampled for this study.

3.4 Data Collection

The instrument that was used for data collection will be a structured questionnaire titled Impact
of parental socioeconomic status on the academic achievement of secondary school students. The
questionnaire consists of two section, Section A and Section B. Section A consist of the bio-data
of the respondents while Section B consist of four-point scale of strongly agree [SA], agree [A],
strongly disagree [SD] and disagree [D] were used.

3.5 Validity of the Instrument

The validity of this study will ensures that the measurement tool accurately assesses what it is
intended to measure. The face and content validity of the items will be ensured. Content validity
ensures the instrument covers all aspects of the concept. Face validity checks if the measurement
tool looks impressive and ensuring the tools are appropriate and relevant to participants, ensuring
accurate representation of the construct for reliable research outcomes.

3.6 Method of Data Collection

The questionnaires will be administered personally by the researchers to the respondents in order
to avoid loss in transit.

27
3.7 Method of Data Analysis

The data will be analyzed using descriptive statistic (frequency count, percentage, mean) based
on the collected data.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

The data are presented and analyzed to provide answers to the research questions that
guided the study.

4.2 Data Presentation

Table 4.1: Respondents Gender

Gender Frequency Percentage

Male 87 34.8%

28
 Female 163 65.2%

Total 250 100%

Table 4.1 shows that 34.8% male students responded to the study, while 65.2% females students
responded to the questionnaire instrument. This shows that the population distribution was fairly
distributed.

Table 4.2 Distribution of the Respondents based on Level

Class Frequency Percentage (%)

JS 1 104 41.6%

JS 2 91 36.4%

JS3 55 22%

Total 250 100%

Class Frequency Percentage (%)

The table above revealed that out of the 250 respondents for the study, 41.6% of the
students were in JS1, 36.4% of the student were in JS2, 22% of the students were in JS3.

Table 4.3 Distribution of the Respondents based on Age

Age Frequency Percentage

14 – 15 89 35.6%

16 – 17 111 44.4%

18 and above 50 20%

Total 250 100%

The table above revealed that out of the 250 respondents for the study, 35.6% of them
were age between 14-15, 44.4% were age between 16 - 17, 20% were between the age 18 and
above.

29
RESEARCH QUESTION ONE: Does parents’ educational background affect students’
academic achievement?

S/N ITEMS SA/A % SD/D %

1 A student's parents educational
background influences their academic
success. 161 64% 89 36%
2 Educated parents are more involved in
173 69% 77 31%
their children education than illiterate.
3 Parents level of education enable them set
a more conducive learning environment
182 73% 68 27%
for their children.
4 Educated parents are more proficient in
speaking English than those with lower
194 78% 56 22%
level of education.
5 Low education of level of parent
influences their children academic
178 71% 72 29%
performance.

The data analysis reveals respondents' perspectives on the impact of parents' educational
background on children's academic success. A significant majority, 64%, agreed that parental
education influences academic achievements, while 36% disagreed. Furthermore, 69% believed
that educated parents are more involved in their children's education, with 31% in disagreement.
Additionally, 73% agreed that parents' education level creates a better learning environment,
while 27% disagreed. Moreover, 78% agreed that educated parents are more proficient in
English, with 22% in disagreement. Lastly, 71% believed that low parental education levels
affect children's academic performance, with 29% in disagreement. These findings highlight
both consensus and dissenting views, emphasizing the complexity of the relationship between
parental education and academic outcomes.

RESEARCH QUESTION TWO: Does secondary school students’ academic achievement

influence by their parents’ position at work?

30
 S/N ITEMS SA/A % SD/D %
1 Wealthy parent provide lesson teacher
for their children at home 173 69% 77 31%
2 Wealthy parents provide more
education materials for their child to
171 68% 79 32%
study at home
3 Parents with demanding jobs may
have less time to support their
166 66% 84 34%
children in their academic pursuits.
4 Children from poor family
background perform well in
competition than children from rich
195 78% 55 22%
family

The data analysis provides insights into perceptions regarding the influence of socioeconomic
factors on children's academic success, with percentages reflecting respondents' agreement or
disagreement.

Firstly, a significant majority, comprising 69% of respondents, believe that wealthy parents
provide lesson teachers for their children at home, indicating perceived advantages in
educational support. Conversely, 31% disagree with this notion.

Similarly, 68% agree that wealthy parents furnish more education materials for their children to
study at home, while 32% disagree, suggesting varied perspectives on resource accessibility
between affluent and less affluent families.

Moreover, 66% of respondents acknowledge the potential time constraints faced by parents with
demanding jobs in supporting their children's academic pursuits, emphasizing the challenges of
balancing work and parental involvement. In contrast, 34% disagree with this statement.

Furthermore, 78% believe that children from poor family backgrounds perform well in
competitions compared to those from wealthy families, highlighting perceived resilience and

31
resourcefulness among disadvantaged children. However, 22% disagree with this assertion,
indicating differing views on the relationship between family wealth and academic achievement.

Overall, the data reflects a mix of consensus and dissenting perspectives, underscoring the
complex interplay of socioeconomic factors in shaping educational opportunities and outcomes
for children.

RESEARCH QUESTION THREE: Does parents’ status in the society affect their children’s
academic achievement?

S/N ITEMS SA/A % SD/D %

1 The social status of a student's
parents significantly influences
academic success. 188 75% 62 25%
2 Socioeconomic factors play a crucial
role in determining academic
200 80% 50 20%
achievement
3 Parents economic status play a
crucial role in determining academic
185 74% 65 26%
achievement of the students.
4 The influence of parents' socio-
economic status on academic
achievement varies across different
173 69% 77 31%
subjects.
5 Academic success is influenced by
the level of societal recognition and
respect afforded to a student's
147 59% 103 41%
parents.

The data analysis explores perceptions regarding the influence of parents' status in society on
their children's academic achievement, with percentages reflecting respondents' agreement or
disagreement.

32
Firstly, a substantial majority, comprising 75% of respondents, believe that the social status of a
student's parents significantly influences academic success, suggesting a widespread perception
of the impact of parental social status on educational outcomes. Conversely, 25% disagree with
this notion.

Similarly, 80% of respondents agree that socioeconomic factors play a crucial role in
determining academic achievement, underscoring the perceived significance of economic status
in shaping educational opportunities. In contrast, 20% disagree with this statement.

Moreover, 74% of respondents believe that parents' economic status plays a crucial role in
determining academic achievement, further emphasizing the perceived influence of parental
economic status on educational outcomes. However, 26% disagree with this assertion.

Furthermore, 69% of respondents agree that the influence of parents' socio-economic status on
academic achievement varies across different subjects, indicating recognition of nuanced factors
impacting educational outcomes. Conversely, 31% disagree with this statement.

Lastly, 59% of respondents believe that academic success is influenced by the level of societal
recognition and respect afforded to a student's parents, highlighting the perceived societal factors
influencing educational achievement. However, 41% disagree with this assertion, indicating a
divergence in perspectives on the extent of societal influence on academic success.

Overall, the data reflects a mix of consensus and dissenting perspectives on the influence of
parents' status in society on their children's academic achievement, underscoring the complexity
of socioeconomic factors in shaping educational outcomes.

4.3 Discussion of Findings

In response to research question one, the investigation into the impact of parents' educational
background on students' academic achievement revealed varied perspectives among respondents.
The findings resonate with previous research by Smith (2017), highlighting the significant
influence of parental education on academic outcomes. For instance, the belief that educated
parents are more involved in their children's education echoes findings by Bennett and Elliott
(2019), emphasizing the role of parental engagement in fostering academic success.
Additionally, the perception that parents' level of education enables them to create a conducive

33
learning environment aligns with studies by Becker and Watts (2018), emphasizing the
importance of home environments in supporting educational development. Moreover, the belief
that educated parents are more proficient in English correlates with research by Rothstein and
Herndon (2017), indicating the broader impact of parental education on language skills and
academic achievement. Overall, the findings highlight the multifaceted influence of parental
educational background on students' academic success, underscoring the need for targeted
interventions to support families across socioeconomic backgrounds.

Moving to research question two, the exploration of how students' academic achievement is
influenced by their parents' position at work revealed intriguing insights into the intersection of
socioeconomic factors and educational outcomes. The findings align with previous research
indicating the pervasive influence of parental socioeconomic status on educational opportunities.
For example, the perception that wealthy parents provide additional educational support, such as
lesson teachers and materials, resonates with studies by Goddard et al. (2018), highlighting
disparities in educational resources based on socioeconomic background. Similarly, the
recognition of time constraints faced by parents with demanding jobs echoes findings by Liu et
al. (2019), emphasizing the challenges of balancing work commitments with parental
involvement in education. Furthermore, the belief that children from poor family backgrounds
excel academically in competitions aligns with research by Brophy and Good (2018),
highlighting the resilience and resourcefulness of students from disadvantaged backgrounds.
Overall, the findings underscore the complex interplay of socioeconomic factors in shaping
educational opportunities and outcomes for students, emphasizing the need for equitable access
to resources and support.

As for research question three, the examination of how parents' status in society affects their
children's academic achievement revealed nuanced perspectives among respondents. The
findings corroborate previous research highlighting the significant influence of parental
socioeconomic status on educational outcomes. For instance, the widespread belief that the
social status and economic status of parents significantly influence academic success aligns with
studies by Anderson and Johnson (2020), emphasizing the impact of family background on
educational opportunities. Similarly, the recognition of socioeconomic factors as crucial
determinants of academic achievement resonates with research by Bennett and Elliott (2019),

34
underscoring the importance of addressing socioeconomic disparities in education. Moreover,
the acknowledgment that parental socioeconomic status impacts academic achievement across
different subjects correlates with findings by Shuman et al. (2019), highlighting the
multidimensional nature of socioeconomic influence on learning outcomes. Overall, the findings
underscore the need for targeted interventions to address socioeconomic disparities and promote
equitable access to education, emphasizing the pivotal role of parental status in shaping students'
educational trajectories.

In conclusion, the study provides valuable insights into the complex interplay of parental factors
and socioeconomic status on students' academic achievement. The findings contribute to the
broader discourse on educational equity and highlight the need for targeted interventions to
support families across diverse socioeconomic backgrounds.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The project was on the impact of parental socioeconomic status on the academic achievement of
secondary school students in Ondo West Local Government area, Ondo State, reveals a exact
perspective among respondents. A total of 250 students participated in the study and completed a
questionnaire with 14 items. The data was analyzed using frequency count, mean, percentage
and statistics. The findings indicate diverse opinions on the influence of parental educational

35
background, wealth, and social factors on various aspects of academic success. While there is
general agreement on the role of socioeconomic factors, such as access to educational materials
and support, opinions vary on the significance of parental social status and recognition.

5.2 Conclusion

The study underscores the importance of recognizing the multifaceted nature of the relationship
between parental seriocomic status and academic achievement. The findings suggest that
interventions aimed at enhancing educational outcomes should consider the diverse perspectives
and experiences of students in Ondo West Local Government Area. While socioeconomic
factors consistently emerge as influential, the specific impact of parental education, wealth, and
social status may vary among individuals. This calls for a tailored approach to educational policy
and support initiatives that address the unique needs of students in different socioeconomic
contexts.

5.3 Recommendations

Based on the study findings of the study, the following recommendations are suggested:

The findings from each research question shed light on the multifaceted nature of parental factors
and socioeconomic status in shaping students' academic achievement. Firstly, the examination of
parents' educational background revealed a significant influence on students' academic success,
as perceived by respondents. Educated parents were seen as more involved in their children's
education, capable of creating a conducive learning environment, and proficient in English, all of
which were associated with better academic outcomes. Additionally, the perception that parental
education level directly impacts children's academic performance underscores the need for
interventions to support parents across educational backgrounds.

Secondly, the investigation into the influence of parents' position at work on students' academic
achievement highlighted the disparities in educational resources and support based on
socioeconomic status. Wealthy parents were perceived to provide additional educational support
at home, such as lesson teachers and materials, while parents with demanding jobs faced
challenges in balancing work commitments with parental involvement in education. Moreover,
the belief that children from poor family backgrounds excel academically in competitions
underscores the resilience and resourcefulness of students facing socioeconomic adversity.

36
Lastly, the exploration of how parents' status in society affects their children's academic
achievement underscored the pervasive influence of socioeconomic factors on educational
outcomes. The findings highlighted the significant impact of parental socioeconomic status on
academic success, across various subjects and in terms of societal recognition and respect. This
emphasizes the need for targeted interventions to address socioeconomic disparities and promote
equitable access to education for all students, regardless of their family background.

In conclusion, the findings underscore the complex interplay of parental factors and
socioeconomic status in shaping students' academic achievement. Addressing these disparities
requires collaborative efforts from policymakers, educators, and community stakeholders to
ensure that every student has access to the resources and support needed to succeed
academically. By addressing these challenges and promoting educational equity, we can strive
towards creating a more inclusive and equitable educational system for all students.

5.4 Limitation to the study

During the study, several limitations were encountered, which impacted the research process and
outcomes. One notable limitation was the challenge of transportation fare. The cost of
transportation to reach selected schools within Ondo West Local Government Area posed a
financial burden, potentially limiting the number of schools that could be included in the study
and affecting the diversity of the sample.

Another significant limitation involved the laborious task of administering and collecting
questionnaire responses from students. Reading through the questionnaire and ensuring that
students comprehended the questions required considerable time and effort. This process was
particularly challenging given the potential variability in students' literacy levels and attention
spans.

Additionally, the study faced rejection from some selected schools or encountered difficulties in
returning to collect questionnaire responses. Schools may have been unwilling to participate due
to various reasons such as administrative constraints, concerns about disruptions to academic
schedules, or lack of perceived benefits from participating in the study. This rejection or delay in
collecting responses could introduce bias and limit the representativeness of the sample.

37
Overall, these limitations, including transportation costs, the challenge of administering
questionnaires to students, and encountering rejection from schools, affected the feasibility and
strictness of the study.

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APPENDIX

ADEYEMI COLLEGE OF EDUCATION, ONDO.

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING

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 QUESTIONNAIRE ON THE IMPACT OF PARENTAL SOCIOECONOMIC STATUS
ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN
ONDO WEST LOCAL GOVERNMENT, ONDO STATE
Dear respondents,
The purpose of this study is to investigate the impact of parental socioeconomic status on the
academic achievement of secondary school students in Ondo West Local Government, Ondo
state. Please read carefully and tick (√) the appropriate column for each statement as promptly as
possible. The information gathered shall be used solely for research purpose and shall be treated
with confidentiality.
SECTION A (BIO-DATA)
School: _______________________________________________________
Sex: Male ( ) Female ( )
Age: 10 – 12 ( ) 13 -15 ( ) 16 and above ( )
Class: JS 1( ) JS 2 ( ) JS 3 ( )
SECTION B

In the following items please tick () in the appropriate columns. The keys are Strongly Agree
(SA), Agree (A), Disagree (D) and Strongly Disagree (SD).

RESEARCH QUESTION ONE: Does parents’ educational background affect students

academic achievement?

S/ ITEMS SA A SD D
N
1 A student's parents educational background influences their
academic success.
2 Highly educated parents are more involved in their children
education than low educated parents
3 Parents level of education enable them set a more conducive
learning environment for their children.
4 High educated parents are more proficient in speaking English
than those with low level of education.
5 Low education level of parent influence their children
academic performance.

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RESEARCH QUESTION TWO: Does secondary school students’ academic achievement
influenced by their parents’ position at work?
S/N ITEMS SA A SD D
1 Highly paid parents provide lesson teacher for their children
at home
2 Highly paid parents provide more education materials for
their child to study at home
3 Parents with demanding jobs may have less time to support
their children in their academic pursuits.
4 I feel pressured to meet certain academic expectations
because of my parents' work positions.

RESEARCH QUESTION THREE: Does parents’ status in the society affect their children’s
academic achievement?
S/N ITEMS SA A SD D
1 The social status of a student's parents significantly
influences academic success.
2 Socioeconomic factors play a crucial role in determining
academic achievement
3 Parents economic status play a crucial role in determining
academic achievement of the students.
4 The influence of parents' socio-economic status on
academic achievement varies across different subjects.
5 Academic success is influenced by the level of societal
recognition and respect afforded to a student's parents.

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