The influence of parental education levels on children's performance in STEM subjects in Minna LGA, Niger State

The influence of parental education levels on children's performance in STEM subjects in Minna LGA, Niger State

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Background of the Study 
Parental education levels have long been recognized as a key determinant of children's academic success. In Minna LGA, Niger State, the educational background of parents significantly influences the performance of children in STEM subjects. Parents with higher education levels are generally better equipped to provide academic support, foster a stimulating learning environment, and encourage critical thinking at home (Aminu, 2023). Their ability to communicate complex concepts and access supplemental educational resources can have a positive effect on a child’s understanding of STEM subjects. Conversely, children whose parents have lower educational attainment may lack the same level of academic support, which can lead to difficulties in grasping advanced scientific and mathematical concepts (Ibrahim, 2024). In Minna LGA, several studies have suggested that parental education levels correlate with students’ performance in school, particularly in STEM disciplines where a strong foundation in critical thinking and problem-solving is required. The cultural and socio-economic context of Minna further amplifies this relationship, as higher parental education is often associated with better socio-economic status and greater access to educational resources. Despite government efforts to improve educational access, disparities persist, and children from less-educated households often struggle to keep pace with their peers. This study aims to investigate the extent to which parental education levels affect children’s academic performance in STEM subjects in Minna LGA. By examining factors such as parental involvement, availability of learning materials at home, and the overall learning environment, the research seeks to provide a comprehensive analysis of how parental education impacts STEM learning outcomes. Ultimately, the goal is to identify targeted interventions that can support children from lower-educated households, ensuring that all students have the opportunity to excel in STEM fields (Aminu, 2023; Ibrahim, 2024).

Statement of the Problem (300 words)
Despite efforts to enhance educational outcomes, disparities in parental education levels continue to affect student performance in STEM subjects in Minna LGA. Children whose parents possess lower levels of education often face challenges in receiving adequate academic support at home, which contributes to lower performance in subjects that require a high level of conceptual understanding and analytical skills. The lack of parental guidance in these households results in reduced motivation and lower engagement with complex STEM topics, ultimately affecting students’ long-term academic prospects (Aminu, 2023). Additionally, there is a gap in the provision of supplementary educational resources and tutoring support for students from less-educated families. This disparity not only reinforces existing academic inequalities but also hinders the overall quality of STEM education in the region. Educators have reported that students from lower socio-economic backgrounds, often linked with lower parental education, exhibit weaker performance in STEM assessments compared to their peers. Moreover, the influence of parental attitudes towards education—shaped by their own educational experiences—can significantly impact children’s aspirations and study habits. The current study seeks to systematically examine the relationship between parental education levels and children’s performance in STEM subjects in Minna LGA. By analyzing data from schools, parental surveys, and student performance records, the research aims to identify the key factors that contribute to this disparity and propose evidence-based interventions to support students who are at risk of underachievement. Addressing these challenges is crucial for ensuring equitable access to quality STEM education and for fostering an environment where all children can achieve academic excellence regardless of their familial educational background (Ibrahim, 2024; Aminu, 2023).

Objectives of the Study

1. To assess the impact of parental education levels on children’s performance in STEM subjects.

2. To identify factors mediating the relationship between parental education and STEM achievement.

3. To recommend interventions to support students from low parental education backgrounds.

Research Questions

1. How do parental education levels influence children’s performance in STEM subjects in Minna LGA?

2. What are the key mediating factors in the relationship between parental education and STEM achievement?

3. What interventions can improve STEM outcomes for students from less-educated households?

Research Hypotheses

1. H₁: Higher parental education levels are positively correlated with better student performance in STEM subjects.

2. H₂: Lack of home educational support mediates the negative impact of low parental education on STEM achievement.

3. H₃: Targeted intervention programs improve STEM outcomes for students from low parental education backgrounds.

Significance of the Study (100 words)
This study is significant as it explores the influence of parental education on children’s performance in STEM subjects in Minna LGA. The findings will provide valuable insights for educators and policymakers in designing support mechanisms for students from less-educated households. By identifying key mediating factors and proposing targeted interventions, the research aims to contribute to reducing educational disparities and enhancing academic performance in STEM. Ultimately, this study will help ensure that all students, regardless of parental background, have equal opportunities to succeed in STEM disciplines.

Scope and Limitations of the Study
This study is limited to examining the influence of parental education levels on STEM performance among students in Minna LGA, Niger State. It focuses exclusively on parental education as a variable and does not account for other socio-economic factors.

Definitions of Terms

• Parental Education Levels: The highest level of formal education attained by parents.

• STEM Subjects: Disciplines encompassing science, technology, engineering, and mathematics.

• Academic Performance: Measurable educational outcomes and achievements in academic subjects.

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