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.
