The effect of parental socioeconomic status on students' participation in physical education in Jos North Local Government Area, Plateau State
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- NGN 5000
Background of the Study
Parental socioeconomic status (SES) is a well-documented determinant of educational outcomes, influencing various aspects of a child’s academic and extracurricular experiences. In Jos North Local Government Area, Plateau State, the interplay between parental SES and students’ participation in physical education has attracted increasing scholarly attention. SES, which includes factors such as income, occupation, and educational attainment, can affect the level of support, resources, and opportunities that families provide. Consequently, students from higher SES backgrounds may have greater access to sports facilities, equipment, and organized extracurricular activities, thereby enhancing their engagement in physical education (Ibrahim, 2023). Conversely, students from lower SES families may encounter barriers that limit their participation, including financial constraints and limited access to supportive environments.
Recent research indicates that disparities in SES contribute to unequal opportunities in education, with significant implications for physical health and academic performance (Chinedu, 2024). In the context of physical education, parental SES not only influences the material conditions necessary for active participation but also shapes attitudes toward sports and exercise. Families with higher SES are often better positioned to value and invest in physical education, providing both the means and the motivation for their children to engage in physical activities. This can lead to a cycle of positive reinforcement where physical health, academic achievement, and socio-emotional wellbeing are interlinked (Okeke, 2025).
Moreover, the cultural context in Jos North is marked by diverse socioeconomic backgrounds, which in turn reflect varying attitudes toward physical education. The influence of parental SES may manifest in differences in school infrastructure, community sports programs, and the availability of extracurricular support. These factors collectively contribute to disparities in students’ participation in physical education programs. Understanding these dynamics is critical for developing targeted interventions that ensure equitable access to quality physical education for all students, regardless of their socioeconomic background (Eze, 2023).
Furthermore, educators and policymakers are increasingly interested in strategies that bridge the SES gap in educational outcomes. Initiatives that aim to provide additional resources or subsidize participation in physical education can help mitigate the effects of socioeconomic disadvantage. As such, this study seeks to explore the relationship between parental SES and students’ participation in physical education, aiming to uncover the mechanisms through which socioeconomic factors influence engagement and to identify potential areas for policy intervention (Udeh, 2024).
Statement of the Problem
Despite recognition of the importance of equitable participation in physical education, significant disparities persist in Jos North Local Government Area, Plateau State, largely due to differences in parental socioeconomic status. Students from lower SES families often face numerous challenges that limit their involvement in physical education, including insufficient resources, lack of supportive home environments, and limited access to community sports facilities. This socioeconomic divide not only affects the quantity and quality of participation but also influences students’ overall attitude towards physical activity and their long-term health prospects (Nwachukwu, 2023).
The problem is further compounded by the structural inequalities within the educational system. Schools in low SES areas may lack the infrastructure or financial support to offer robust physical education programs, thereby perpetuating a cycle where disadvantaged students are less likely to engage in physical activities. Additionally, parental perceptions shaped by socioeconomic limitations may lead to reduced emphasis on the importance of physical education, with immediate academic concerns taking precedence over long-term health benefits (Ogbu, 2024). This scenario creates a dual challenge: not only are students deprived of the physical benefits associated with regular activity, but they also miss out on the social and psychological advantages that come from participating in structured sports and exercise.
Furthermore, the absence of tailored interventions that address these SES-related disparities in physical education participation underscores the need for focused research. Without a comprehensive understanding of how parental socioeconomic status affects student engagement in physical education, policymakers are unable to design effective measures that could bridge this gap. This study, therefore, aims to investigate the influence of parental SES on students’ participation in physical education in Jos North, providing critical insights that could inform targeted interventions and promote a more equitable educational environment (Afolabi, 2025).
Objectives of the Study
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To examine the relationship between parental socioeconomic status and students’ participation in physical education.
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To identify the barriers faced by students from lower socioeconomic backgrounds in accessing physical education opportunities.
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To propose interventions that could mitigate the influence of socioeconomic disparities on physical education participation.
Research Questions
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How does parental socioeconomic status affect students’ participation in physical education?
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What are the primary barriers faced by students from low SES backgrounds in engaging in physical activities?
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What interventions can effectively address socioeconomic disparities in physical education participation?
Research Hypotheses
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There is a significant relationship between parental socioeconomic status and the level of students’ participation in physical education.
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Students from higher SES backgrounds participate in physical education more frequently than those from lower SES families.
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Targeted interventions can significantly reduce the impact of socioeconomic disparities on physical education participation.
Significance of the Study
This study is significant because it elucidates the impact of parental socioeconomic status on student participation in physical education in Jos North. By identifying key socioeconomic barriers and assessing their influence on physical activity engagement, the findings may inform targeted policy measures and resource allocation. The research contributes to a more equitable educational framework, ensuring that all students have the opportunity to benefit from quality physical education programs, thereby fostering improved health and academic outcomes (Nnadi, 2024).
Scope and Limitations of the Study
This study is limited to examining the impact of parental socioeconomic status on students’ participation in physical education in Jos North Local Government Area, Plateau State. It does not extend to other regions, subjects, or extracurricular activities outside the scope of physical education.
Definitions of Terms
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Parental Socioeconomic Status (SES): A composite measure of a family’s economic, social, and educational standing.
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Physical Education Participation: The level of engagement and involvement of students in structured physical activity sessions.
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Socioeconomic Barriers: Factors related to economic and social conditions that hinder access to opportunities and resources.
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