CHAPTER 1: Introduction
According to (Jeynes 2002), the
socio-economic status (SES) of a Childs parent is most commonly
determined by combining the parents’ educational level, occupational
status, and income level. Social class and economic status of the
parents determine the type of school and the standard of training they
desire for their children. The occupation or profession of the parents,
the educational level and whether the mothers are working or non-working
mothers places them at an advantage or disadvantage to evaluate their
children’s academic work and monitor their progress. Status is often
determined by the individuals’ economic attainment, though it is
sometimes ascribed on the individual. Okunniyi (2004), identified three
distinct socio-economic groups or status which is common in many
countries. They are: upper class- which is made up of rich business men
and top government officials among others; middle class which consists
of skilled workers, professionals and middle ranked government workers
and the lower class- which is made up of manual workers, petty traders
and low income government officials.
Francis (2007) opines that the lower
income families may be aware of the importance of education in the
society, but at the same time, they are also aware of their limited
resources to measure up with such educational demands. According to the
author, a family that can scarcely provide for the basic needs of the
family which include food, shelters and clothing will hardly motivate
the academic excellence of their children, instead they will pressurize
their children so seek for job opportunities with the little education
they acquired so far to support the family. The implication of the
agreement is that for families are likely to give their children poor
academic background because of lack of financial support.
1.1 Background of the Study
Family is the first social environment
the child finds itself. According to Clifford (1981) family remains the
primary environment of the child. The author emphasized that family
environment has more chances of increasing or decreasing the
intellectual achievement of the child. Akubue and Okolo (2008), defined
family as a small kinship structural group with the key function of
natural socialization of the new born. Similarly, in Okunniyi (2004),
family is defined as a primary social group of parents, offspring and
possibly other members of the household. Family background refers to all
the conditions and circumstances in the family which influence the
child physically, intellectually and emotionally Muola (2010). Children
coming from different family backgrounds are affected different by such
family conditions that are why some children have good family background
while some have poor background. Citing fleege, Eke (1999) noted that
with some families, the background way vary from time to time for the
same individuals. Formal education therefore remains the vehicle for
human development which must start from the family. There are different
categories of families. The major categories of families according to
Anderson and Taylor (2000) includes: Traditional families–where the
father is the major breadwinner and mother at home rearing children;
divorced families–families that have been reconstituted following the
breaking of marriage; single parent families–likely headed by women;
step families–with new siblings and new parents stemming from
re-marriage. A family could also be categorized as extended or nuclear.
Extended families are those in which large group of related kin in
addition to parents and children live together in the same household.
This is the type of families prevalent in African countries. Nuclear
families are families where married couple resides together with their
children. This type of family is common in Western countries (Andersen
and Taylor 2000).The research therefore seek to investigate the
relationship between parent social- economic growth and education
achievement of their children in secondary school system in jahngo local
government, Taraba State.
1.2 Statement of the Problem
The students in Nigerian secondary
schools have been in greater risk of poor academic achievement in both
internal and external examinations (WAEC and NECO). For instance, the
available records of WAEC result analysis from 2005- 2011 show a
continuous decline in students overall performance in school certificate
examinations. Much often the reason for such failures are attributed to
such factors as the teachers, lack of facilities, poor environment
etc.; with little or no attention given to the social economic level of
the parent of the student. According to (Jeynes 2002), the
socio-economic status (SES) of a Childs parent is most commonly
determined by combining the parents’ educational level, occupational
status, and income level. Social class and economic status of the
parents determine the type of school and the standard of training they
desire for their children. This also influences the academic attainment
of the students. Government, parents, teachers and students blame one
another for students’ poor performance in schools. Parents blame
teachers for lack of dedication to duties. The teachers blame government
for poor salaries hence they are poorly motivated, parents also accuse
government for not equipping the schools with learning materials,
government blame parents for not doing good homework and the students
are blamed for lack of discipline and dedication to their studies. In
light of this the problem confronting this research is to investigate
the Relationship between parent social-Economic growth and education
achievement of their children in secondary school system in Jahngo Local
government, Taraba .State.
1.3 Objective of the Study
1 To determine the nature of the social Economic status of Parents
2 To determine the nature of the level of academic achievement of secondary students
3 To determine the Relationship between
parent social-Economic growth and education achievement of their
children in secondary school.
4 To determine the Relationship between
parent social-Economic growth and education achievement of their
children in secondary school system in Jahngo Local government, Taraba
.State.
1.4 Research Questions
1 What is the nature of Social Economic Status of Parents?
2 What is the nature of the level of academic attainment of secondary school students?
3 What is the Relationship between
parent social-Economic growth and education achievement of their
children in secondary school?
4 What is the Relationship between
parent social-Economic growth and education achievement of their
children in secondary school system in Jahngo Local government, Taraba
.State?
1.5 Significance of the Study
The study shall provide a framework for
the articulation of policies towards addressing the social-economic
status of parents with a view of enhancing students’ academic
achievement
It shall also serve as a source of
information on issues regarding the Relationship between parent
social-Economic growth and education achievement of their children in
secondary school system.
1.6 Statement of Hypothesis
1 Ho The Social Economic status of parents in jahngo LGA is Low
Hi The Social Economic status of parents in jahngo LGA is high
2 Ho The level of academic achievement of students in jahngo LGA is low
Hi The level of academic achievement of students in jahngo LGA is high
3 Ho The relationship between the
social economic status of parent and student academic achievement in
jahngo LGA is not significant
Hi The relationship between the social
economic status of parent and student academic achievement in jahngo
LGA is significant
1.7 Scope of the Study
The study focuses of the appraisal of
the relationship between the social economic status of parent and
student academic achievement in jahngo LGA.
1.8 Definition of Terms
SOCIO-ECONOMIC STATUS DEFINED
According to (Jeynes 2002), the
socio-economic status (SES) of a Childs parent is most commonly
determined by combining the parents’ educational level, occupational
status, and income level. Social class and economic status of the
parents determine the type of school and the standard of training they
desire for their children.
FAMILY DEFINED
Family has been described at the
smallest, most personal and not intimate of social groups. It is the
most important primary group and the smallest social unit in the
society. Odo (1990:10) defined family as “a social group sharing a
common residence and cooperating economically”
FAMILY BACKGROUD DEFINED
Family background plays a very big role
on a child’s life. Family background refers to all the objects, forces
and conditions in the family which influence the child physically,
intellectually and emotionally (Muola 2010).
ACADEMIC ACHIEVEMENT DEFINED
Academic achievement has to do with what
a learn is able to accomplish by execution of class work in the school.
Stiggings (2001) sees academic achievement as something a learner do or
achieve at school, college or university, in class, in a laboratory or
field work. Wentling (2000) said that academic achievement refers to
achievement of individuals’ objective to various types of knowledge and
skills.