The Effects Of Parental Socio-Economic Status On Academic Performance Of Students In Selected Schools In Edu Lga Of Kwara State, Nigeria

The relationship between home-based environment factors and the academic performance of students in selected secondary schools within a local government area in Kwara State is investigated. Samples were obtained with one hundred and eighty (180) students randomly selected from three secondary schools. The four factors that were examined and statistically analyses were: parental socio-economic background, parental educational background, parental educational qualification and students’ health statuses. Diverse statistical tests were performed on the various data collected to establish statistical significance of the effects on students’ academic performance. Parental socio-economic statuses and parental educational background did not have significance effect on the academic performance of the students. However, the parental educational qualification and health statuses of the students were identified tom have statistical significant effect o the academic performance of the students. The two variables that indicated significant influence do reflect nature of the student’ home environment and played notable role in the academic achievement of the respondents. Government could intervene to raise level of academic achievement among students in rural area.  The responsibility of training a child always lies in the hand of the parents. This is congruent with the common assertion 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 development environment 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 International Journal of Academic Research in Business and Social Sciences July 2012,  2222-6990 231 www.hrmars.com/journals (Lisa et al., 2003). Rothestein has asserted as follows: “Parents of different occupation classes often have different styles of child rearing, different ways of disciplining their children and different ways of reacting to their children. These differences do not express themselves consistently as expected in the case of every family; rather they influence the average tendencies of families for different occupational classes.” (Rothestein, 2004). In line with the above assertion, Hill et al. (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 well their counterparts from high socio – economic background under the same academic environment. Moreover, Smith, Fagan and Ulvund (2002) had asserted that significant predicator 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 et al., 2001). In a previous local finding in Nigeria, Oni (2007) and Omoegun (2007) had averred that there is significant difference between the rates of deviant behaviour among students from high and low socio–economic statuses. The health status of the children which could also be traceable to parental socio – economic background can be another factor that can affect the academic performance of the students.  (2002) had reported that in a rural community where nutritional status is relatively low and health problems are prevalent, children academic performance is greatly hindered. This assertion is again hinged on nature of parental socio–economic background. Moreover, Eze (1996) had opined that when a child get proper nutrition, health care, stimulation during pre– school years, the ability to interact with take optimal advantage of the full complement of resources offered by any formal learning environment is enhanced. The foregoing discussion had established that socio – economic status and host of other factors relating to home environment of students, such as educational background of parents, health status of students, parental occupation and family size could have effects on children academic achievement. It is against this background that this work is being undertaken to empirically investigate the possible effect of these factors on students’ academic achievement in selected schools in the state. This study is aimed at investigating the possibility of parental socio–economic background playing a significant role on students’ academic performance taking some selected secondary schools in Edu Local Government Area (LGA) of Kwara State as a case study.  Of The Study This study is being undertaken with the following objectives a. To find out the effect of parental socio – economic status on students’ academic International Journal of Academic Research in Business and Social Sciences July 2012,  2222-6990 232 www.hrmars.com/journals performance b. To determine the effect of educational status of the parent on academic performance c. To determine the impact of educational qualification on students’ academic performance d. To find out if there is any link between statuses of students and the academic performance.  Of This Study It is envisaged that the findings of this study may expose some factors that might be responsible for poor performance of students in school. The identified areas where government at different levels could come in will be brought into focus in other to bridge the gap of educational attainment of children of low and high income earners in the society. The importance of achieving the objectives of education programmed among the general populace cannot be over emphasized. A researcher, Laosa, had posted as follows: “The educational achievement gap has deep root; it is evident very early in child’s lives; even before they enter schools. Socio–economic differences – such as health and nutrition status, home environments that provide access to academically related experiences, mobility rates, and financial assets can certainly influence academic achievements” (Laosa, 2005:5)