CHAPTER ONE

Introduction

Education is widely recognized as a critical tool for personal and national development. It plays a pivotal role in
shaping the future of individuals and societies. However, the academic performance of students, especially at
the secondary school level, is often influenced by various factors, one of the most significant being their socio-
economic background.

Socio-economic background refers to the social and economic circumstances in which a student is raised. This
includes factors such as parental education, income level, occupation, family structure, access to learning
resources, and living conditions. These factors can profoundly affect a student’s academic success, motivation,
self-esteem, and access to quality education.

Students from higher socio-economic backgrounds generally perform better academically. This is largely because
their families can afford essential educational resources, provide supportive home environments, and ensure
access to quality schools and extracurricular activities. Parental education also plays a key role, as educated
parents are more likely to value education and support their children’s academic pursuits. Conversely, students
from low socio-economic backgrounds often face financial constraints that limit access to textbooks, technology,
and other learning materials, and may experience additional challenges such as poor nutrition, health issues,
and psychological stress, all of which negatively affect academic achievement

In Nigeria, and particularly in Ijebu North Local Government Area of Ogun State, there exists a diverse socio-
economic landscape. Some families are well-off and can provide their children with all the necessary educational
materials and private tutoring, while others struggle to afford even basic school supplies. These disparities often
translate into unequal academic outcomes among students in the same school or community.

This study aims to investigate how socio-economic background influences the academic performance of
secondary school students in Ijebu North LGA. It seeks to identify specific socio-economic factors that positively
or negatively impact learning, assess the extent of these impacts, and suggest measures that schools, parents,
and policymakers can take to bridge the gap.

Background to the Study

Education is a fundamental driver of personal advancement and national development. It is essential not only
for acquiring knowledge and skills but also for shaping attitudes, behavior, and societal roles. However, the
academic performance of students—especially at the secondary school level—can be influenced by multiple
interrelated factors. One of the most critical among these is the socio-economic background of students.

Socio-economic status (SES) background generally refers to the social and economic conditions in which an
individual is raised. It encompasses a range of elements, including parental income, education level, occupation,
family size, living conditions, and access to educational resources. These factors shape a child's early learning
environment, exposure to literacy, nutrition, school readiness, and continued support throughout their
educational journey.

Key Influences of Socio-Economic Background

 Access to Resources: Students from higher SES families typically have better access to quality schools,
textbooks, computers, and private tutoring, which enhance their academic preparation and
 performance. Conversely, students from lower SES backgrounds often face limited access to these
resources, negatively affecting their learning outcomes.
 Parental Education and Involvement: The educational attainment of parents plays a crucial role in
shaping students' academic motivation and achievement. Parents with higher education levels tend to
set higher educational expectations and provide more effective support, which correlates with better
student performance.
 Family Income and Stress: Financial stability reduces stress and anxiety in students, fostering better
concentration and persistence in schoolwork. In contrast, financial constraints can lead to psychological
distress, undermining academic motivation and performance.
 Home Environment and Family Size: Smaller families may provide more individualized attention and
support to children, positively impacting academic outcomes. A supportive home environment also
contributes significantly to student achievement.

Numerous studies globally and in Nigeria have shown that students from higher socio-economic backgrounds
often perform better academically than their peers from disadvantaged backgrounds. This disparity is attributed
to several reasons: educated parents are more likely to value and support education, provide learning materials,
and create a stable home environment conducive to studying. In contrast, students from low-income families
may face challenges such as poor nutrition, overcrowded living conditions, lack of access to books or digital
tools, and sometimes the need to work to support their families, all of which may hinder academic progress.

In the context of Ijebu North Local Government Area of Ogun State, these issues are particularly relevant.
Research specific to Ogun State indicates that socio-economic background significantly affects students'
academic performance, including in core subjects like Mathematics, English studies, Economics. Students from
higher socio-economic backgrounds perform better academically than their less advantaged peers. Parental
attitudes and involvement also influence these outcomes.

While some students benefit from supportive environments and private tutoring, others may attend under-
resourced schools and lack even basic educational materials. This disparity raises concerns about the fairness
and effectiveness of the educational system.

Understanding how socio-economic factors influence academic performance in Ijebu North is vital for
developing targeted interventions to reduce educational disparities. By focusing on secondary school students in
Ijebu North LGA, this study aims to shed light on the specific socio-economic factors influencing academic
achievement in the area and to recommend practical strategies for educators, parents, and government
stakeholders to support all students succeed irrespective of their background. This knowledge can guide
policymakers and educators in ensuring equitable access to educational resources and support systems,
ultimately improving academic outcomes for all secondary school students regardless of their socio-economic
background.

Statement of the Problem

Academic performance is a crucial indicator of a student's progress and future potential. However, in Ijebu
North, Ogun State, there's a noticeable difference in how well students perform academically. Some students
excel, while others struggle, even when they're in the same classroom and learning environment. One key factor
that might be contributing to this disparity is the students' socio-economic background.

A student's socio-economic background includes factors like their parents' income, education level, job, and
living conditions. These factors can greatly impact a child's learning experience. Students from wealthier families
often have access to better resources like private tutors, internet, and well-equipped schools. On the other
hand, students from low-income families might face challenges like poor nutrition, lack of textbooks, unstable
homes, or even having to work to support their families.

In Ijebu North, these socio-economic differences are evident, and educators, parents, and policymakers are
worried about how these inequalities affect academic outcomes. Despite efforts to promote equal
opportunities, the performance gap between students from different socio-economic backgrounds persists. The
problem is, there's not enough research that specifically looks at how socio-economic factors impact academic
performance in this region.

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

Academic performance is a central concern in educational research, and socio-economic background has been
widely identified as one of its key determinants. This chapter reviews existing literature on how socio-economic
status (SES) influences students’ academic outcomes, drawing insights from both Nigerian and international
studies. It also identifies gaps in the existing literature that justify the need for the present study.

2.2 Concept of Socio-Economic Background

Socio-economic background refers to the social and economic circumstances in which individuals are raised.
According to [Coleman (1966)], it comprises factors such as family income, parental education, occupation, and
household living standards. These elements influence students’ access to learning resources, school
environments, and emotional support systems necessary for academic success.

In Nigeria, socio-economic disparities are especially pronounced, with many students in rural and semi-urban
areas like Ijebu North facing limited access to educational materials and infrastructures (Adebayo & Ogunleye,
2019).

2.3 Concept of Academic Performance

Academic performance reflects the extent to which a student achieves their educational goals and objectives. It
is often measured by grades, test scores, and overall achievements in school (Okoye, 2016). Factors affecting
academic performance are multidimensional and include personal effort, teacher quality, school infrastructure,
and importantly, family background (Adeyemi & Adeyinka, 2017).

2.4 Theoretical Framework

2.4.1 Social Capital Theory (Pierre Bourdieu, 1986)

This theory suggests that children from higher socio-economic backgrounds enjoy greater social and cultural
capital (e.g., educated parents, networks, extracurricular exposure), which enhances their academic success.

2.4.2 Bronfenbrenner’s Ecological Systems Theory (1979)

It emphasizes the interaction of students with different environmental systems—family, school, and community
—which jointly shape academic outcomes.
2.4.3 Maslow’s Hierarchy of Needs (1943)

Suggests that unless basic physiological and safety needs are met, students may struggle to reach their cognitive
potential in school.

2.5 Empirical Review

2.5.1 Parental Education and Academic Performance

Research by Uwaifo (2012) showed a strong correlation between parents’ level of education and students’
academic achievements in Edo State, Nigeria. Children of highly educated parents tend to have better learning
support at home.

2.5.2 Family Income and Academic Performance

Adepoju & Adelabu (2017) found that low-income families often struggle to afford textbooks, uniforms, and
tutoring, leading to lower academic performance among their children. In Ogun State, similar patterns have
been noted, particularly in semi-urban areas like Ijebu North (Olaniyan & Okemakinde, 2018).

2.5.3 Parental Occupation and Academic Success

Research by Akinbote (2016) revealed that parents in professional occupations (e.g., doctors, teachers) often
invest more in their children’s education compared to parents in unskilled jobs, affecting academic outcomes.

2.5.4 Family Size and Structure

Large family sizes and single-parent households often dilute resources and parental attention, negatively
impacting students’ performance (Obiunu, 2015).

2.5.5 Access to Learning Resources

Access to books, the internet, and a conducive learning environment are critical mediators between socio-
economic background and academic performance (Okafor, 2020).

2.6 Socio-Economic Background and Academic Performance in Rural Communities

Studies specific to rural and semi-urban Nigerian communities (Adebayo, 2019) have noted that students face
additional challenges such as poor school infrastructure, teacher absenteeism, and economic instability of
parents—further affecting academic outcomes.

2.7 Summary of Literature Review

The reviewed literature confirms a significant link between socio-economic background and academic
performance. However, most studies have focused on urban areas or the national level, with limited research
specific to Ijebu North Local Government Area. This study intends to fill this gap by investigating how socio-
economic disparities influence academic performance in the local context.
Purpose of the Study

This study aims to investigate how socio-economic background affects the academic performance of secondary
school students in Ijebu North Local Government Area of Ogun State:

 To investigate the extent to which socio-economic background influences the academic performance of
secondary school students in Ijebu North.
 To examine how parental income levels affect students’ academic achievements.
 To assess the impact of parents’ educational attainment on their children’s academic performance.
 To explore the role of family size and home environment in shaping students’ academic outcomes.
 To identify the challenges faced by students from low socio-economic backgrounds in their academic
pursuits.
 To suggest possible interventions or support systems that can improve academic performance among
students from disadvantaged socio-economic backgrounds.

These objectives align with similar studies conducted in Ogun State and other Nigerian contexts, which
emphasize examining parental income, education, family environment, and the challenges faced by students
from low socio-economic status to understand their academic performance better.

Research Questions

 What is the relationship between the socio-economic background of students' parents and the academic
performance of secondary school students in Ijebu North?
 How do parental income levels affect the academic achievement of secondary school students in the
area?
 To what extent does parental educational attainment influence students' academic performance?
 What role do family size and home environment play in shaping the academic outcomes of these
students?
 Does peer group and socio-economic background combined significantly impact academic performance
in Ijebu North?

Research Hypotheses

 There is no significant relationship between the socio-economic background of parents and the
academic performance of secondary school students in Ijebu North Local Government Area.
 Parental income level has no significant effect on the academic achievement of secondary school
students in the area.
 Parental educational attainment does not significantly influence students’ academic performance.
 Family size has no significant impact on the educational performance of secondary school students.
 There is no significant combined influence of peer group and socio-economic background on the
academic performance of secondary school students in Ijebu North.
 These questions and hypotheses are aligned with findings from studies conducted in Ogun State and
similar Nigerian contexts, which show mixed results on the influence of socio-economic factors, with
some indicating significant effects while others find no strong correlation, especially when combined
with other factors like peer influence and instructional supervision.

Significance of the Study

The findings will help students become more aware of how their background can influence their learning and
performance. It may also motivate those from disadvantaged backgrounds to seek available support and make
the most of their educational opportunities.
This study will show how crucial the home environment, parental education, and financial support are to
students’ success. Parents will better understand the role they play and how their involvement and
encouragement can positively impact their children’s academic progress.
Educators will gain insight into how different socio-economic backgrounds affect student learning. This will help
them adopt more inclusive and supportive teaching methods tailored to students' needs, regardless of
background.
The research will provide evidence-based insights that can inform education policies, especially in planning
support programs for students from low-income families. It may lead to more targeted interventions such as
scholarships, school feeding, or after-school tutoring.
This study will serve as a reference for others who wish to explore the link between socio-economic factors and
academic performance in similar or broader contexts. It adds to the growing body of knowledge on educational
equity in Nigeria.

In summary, the study will help identify challenges, inform solutions, and promote fairness in education, so that
all students—regardless of background—have a chance to succeed

Scope of the study

The study is limited to secondary school students within Ijebu North Local Government Area of Ogun State,
Nigeria, providing a localized context for socio-economic influences on academic outcomes.
The target population includes students enrolled in public secondary schools in the area, potentially including
relevant stakeholders such as parents, teachers, and school counselors to provide a holistic view of socio-
economic factors.
A descriptive survey or mixed-method approach is appropriate, combining quantitative data (e.g.,
questionnaires, academic records) with qualitative insights (e.g., interviews with counselors or teachers) to
explore how socio-economic background impacts students’ academic outcomes.
The study may be limited by the scope of data collection to certain schools or sample sizes, and by focusing only
on socio-economic factors without including other variables like instructional supervision or psychological
factors, which may also influence academic performance.
The study aims to identify specific socio-economic barriers or supports affecting students’ academic success in
Ijebu North, with the goal of informing educational policies and interventions tailored to the local context to
improve secondary education quality.

Operational terms

 Socio-Economic Background (SEB): The social and economic standing of a student's family, typically
measured by parents' income, educational level, and occupational status, which influences access to
resources and opportunities for the student.
 Academic Performance: The measurable outcomes of students' educational achievements, often
assessed through grades, test scores, or overall achievement in school subjects.
  Secondary School Students: Pupils enrolled in junior and senior secondary schools within Ijebu North
Local Government Area, Ogun State.
 Parental Income: The total earnings of a student's parents or guardians, which can affect the availability
of educational resources and learning environments.
 Parental Educational Level: The highest level of education attained by the student's parents, influencing
academic support and expectations at home.
 Parental Occupational Status: The type and status of jobs held by parents, which often correlates with
income and social standing, impacting students' academic opportunities.
 Home Environment: The quality of the student's living conditions, including emotional support, study
space, and educational materials available at home.
 Family Size: The number of children in the family, which can affect the amount of attention and
resources available to each child.
 Peer Group Influence: The effect of friends and classmates on a student's attitudes and performance in
school.
 Ijebu North Local Government Area: The specific administrative region in Ogun State where the study is
focused.
 These terms define key variables and concepts to clarify your study's scope and focus. They align with
previous research on socio-economic factors affecting academic outcomes in Nigerian secondary
schools.

References

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in selected schools in Nigeria.* Journal of Educational and Social Research, 1(2), 23–30.

Eamon, M. K. (2005). *Social-demographic, school, neighborhood, and parenting influences on the academic
achievement of Latino young adolescents.* Journal of Youth and Adolescence, 34(2), 163–174.

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). *Factors affecting students' quality of academic
performance: A case of secondary school level.* Journal of Quality and Technology Management, 7(2), 1–14.

Jeynes, W. H. (2007). *The relationship between parental involvement and urban secondary school student
academic achievement: A meta-analysis.* Urban Education, 42(1), 82–110.

Ogunshola, F., & Adewale, A. M. (2012). *The effects of parental socio-economic status on academic
performance of students in selected schools in Edu LGA of Kwara State Nigeria.* International Journal of
Academic Research in Business and Social Sciences, 2(7), 230–239

Balogun, I. N., Alabi, B. M., & Ayub, A. (Year). Addressing socio-economic factors influencing students' academic
performance in Ilorin metropolis. This study identifies parental education, income, and school environment as
key socio-economic factors affecting academic performance in Nigerian secondary schools.

Akpan, U. R., Sunday, A. E., & Akpanumo, N. E. (2020). Socio-economic factors and students’ academic
achievement in public secondary schools in Uyo, Akwa Ibom State. This research confirms that parents’ income,
occupational status, and educational background significantly influence students’ academic outcomes.
Journal of Education and Practice (2015). Parents' Socio-Economic Status as Predictor of Secondary School
Students' Academic Performance in Ekiti State. This paper discusses how low parental socio-economic status
contributes to poor academic performance.