THE EFFECTS OF PARENTAL SOCIO-ECONOMIC STATUS ON CHEMISTRY STUDENTS ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Educators
- NGN 3000
BACKGROUND OF THE STUDY
Parents are the greatest single influence on their children’s development in two indisputable ways. Parents act as socializing agent in providing goals and value system from which the child develops various patterns of behaviours.
In some situations, parents adopt care free attitude towards the learning of their children, even their social orientation, and this has in many instances, caused the low academic performance of children even their maladaptive behaviours in their immediate society (Hake, 1999). According to Ndubuisi (2005) there is a positive correlation between parental attitude and children’s social orientation and academic achievement. Ndubuisi is of the opinion that parents’ dimensions of value placement on their children’s well-being or otherwise, significantly affects the child’s positive or negative adaptation to the society and even the way students carry out their academic work in school.
Many factors contribute directly or indirectly to the educational development of a child both within and outside the school system. These factors stem from either heredity or environment. Many psychologists such as Freud and Adler now de-emphasize the significant role of heredity in the total development of the child while underlining the prominence of the environment. Craft et al (2002), made some contributions to the understanding of the relationship between the child’s home background and his academic performance in school. A child is the product and reflection of the society. While the school runs the formal education system, the home provides formal and non-formal educational experiences.
Many psychologists have advocated that the immediate environment (Home) should be made quite stimulating so as to enhance the development of a child’s intellect and good academic performance. According to Locke (1970) we are like a clean slate at birth and that the environmental influences determine what fills the vacuum. This is what he referred to as “Tabula Rasa”. In other words, whatever we inherited from our parents may be enhanced or dampened by the kind of environment we live in.
Studies carried out by Mudock and Mudock (2004), show that the first six years of a child are very important because whatever goes wrong at this stage will have long lasting effect on the child when he grows up. It is during this early period that the personal characteristics and mental health of the child are established. The child learns how to love and be loved and how to cope with sibling rivalry. Also, it is at this time that the child develop feelings of hostility and aggression if the environment is not conducive. This early socialization process is important because it helps a child adjust to places outside his home. Psychologists and sociologists like Jersild (2005), Hurlock (2006), believe that if solid foundations are not laid for the acquisition of basic skill when the child is young, learning becomes a problem later in life as it is often unsuccessful. Joyce and others (2005) have long established that in effective schools where high quality education is provided, there is usually frequent communication between the school and parents and this is mainly positive, such as at award days and parent days and two-way, with parents often initiating contact with the school.
This should involve parents monitoring efforts to accountability and acting as advisors in school improvement efforts. This may be achieved by having parents serve on standing and ad-hoc special committees and boards of the school such as special events committee, disciplinary committee and governing board. This way, parents get first hand knowledge of the needs and problems of the school and work co-operatively with the school in resolving them (Aloe, 2006).
When parents possess the necessary knowledge and skills relevant to the school curriculum such parents may serve as information sources, the audience for school academic activities and/or class assistants. There also seems to be ample evidence to suggest that parental involvement in home work and assignments may improve children’s performance in school.
Parental positive and co-operative attitude towards the development of the school has been found to influence positively on children’s learning outcomes in school. Such parental behaviours are reflected in good attendance at PTA meetings, sending children to school on time, fees are paid on time, children are made to complete homework on time and parents visit the school regularly to monitor the progress of their children. Teachers have a remarkably difficult job and will appreciate any one who supports them and acknowledges their work.
STATEMENT OF THE PROBLEM
The problem of low socio-economic status among parents, and its attendant effect on the academic achievement of students cannot be overemphasized. Most parents in Nigeria today are poor, and majority of them are unemployed. This can be linked to poor economic situation in the country and the world economic recession. As a result, parents lack the wherewithal to maintain themselves and their children. Most Nigerian parents fail in their duties to send their children to school. Many of them whose children are in school, do not take adequate care of them because they lack the financial power to carry or foot their children’s school bills. This has caused many children whose parents are poor to constantly absent themselves from school, while majority of the children have finally dropped out of school. These parents do not purchase relevant books for their children or foot other school expenses for the child (Jimoh, 2006).
Not only that the children of the poor not properly cared for. For instance, children whose parents are not rich do not feed well before and after school. Thus most of them go to school in an empty stomach, and while in school, they do not pay attention to what is going on in the classroom. A child needs proper feeding to complement cognition, but children of the poor do not feed adequately not to talk of balanced diet. For lack of money, children whose parents are poor, are meant to live in an unfriendly environment where they are incapable of reading freely and the materials to study are not available for them to carry out meaningful academic work. As a result of these, the children record poor academic achievement at school. The above problems therefore, necessitated this study.
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