TABLE OF CONTENTS
ABSTRACT. ii
TABLE OF CONTENTS……………………..………………………………..iii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study. 1
1.2 Statement of the Problem.. 4
1.3 Objectives of the Study. 5
1.4 Research Questions. 6
1.5 Research Hypothesis. 6
1.6 Significance of the Study. 6
1.7 Scope of the Study. 7
1.8 Limitations of the Study. 8
1.9 Organization of the Study. 8
1.10 Definition of Terms. 9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction. 11
2.2 Theoretical Review.. 11
2.2.1 Maslow’s Hierarchy of Needs Theory. 11
2.2.2 Social Capital Theory. 12
2.2.3 Cultural Capital Theory. 12
2.2.4 Ecological Systems Theory. 12
2.3 Conceptual Review.. 13
2.3.1 Overview.. 13
2.3.2 Poverty as a Barrier to Education. 13
2.3.3 Access to Educational Resources. 14
2.3.4 Health and Nutrition. 14
2.3.5 Parental Involvement 14
2.3.6 Educational Policies and Government Support 15
2.3.7 Cultural Factors and Attitudes Toward Education. 15
2.3.7 Impact of Gender 15
2.3.8 Urban vs. Rural Disparities. 16
2.3.9 Technological Access. 16
2.3.10 Community Support and Peer Influence. 16
2.4 Empirical Review.. 17
2.5 Summary of Literature Review.. 19
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction. 20
3.2 Research Design. 20
3.3 Study Population. 21
3.4 Sampling Technique and Sample Size. 21
3.5 Data Collection Methods. 22
3.6 Research Instruments. 22
3.7 Validity and Reliability of Instruments. 23
3.8 Data Collection Procedures. 23
3.9 Methods of Data Analysis. 24
3.10 Ethical Considerations. 25
3.11 Limitations of the Study. 25
3.12 Conclusion. 26
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction. 27
4.2 Data Analysis. 27
4.3 Tables Based on Research Questions. 31
4.4 Testing Hypothesis. 40
4.5 Discussion of Findings. 41
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings. 43
5.2 Conclusion. 44
5.3 Recommendations. 45
REFERENCES. 48
APPENDICES. 53
Appendix I: Research Questionnaire. 53
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is widely acknowledged as a vital component in defining an individual's social and economic success, opening the door to new opportunities and a greater quality of life (OECD, 2020). It is the systematic development of a person's qualities and potential with the purpose of preparing them for societal success. A person's education begins at birth and lasts the entirety of their life (Korotkova et al., 2022). It is the most valuable resource a country can offer its citizens, particularly the younger generation. The quality of a country's education system has a significant impact on its advancement (Raacdeeye, 2021).
In every learning environment, reaching the requisite level of academic performance is the primary goal and expectation for students. Teachers and parents/guardians who care about their children's achievement are held to the same level (Ombay, 2018). Naturally, parents want their children to excel academically. As a result, the educational system and all of its stakeholders prioritize students' academic achievement. As a result, the educational system's efforts are primarily focused on boosting student academic performance (Klepar et al., 2022). Academic accomplishment is a vital indicator of a student's learning progress, which is commonly measured by test scores (Munir et al., 2023). As a result, graded assignments are a main indicator of this learning; higher marks are connected with excellent performance and competences, whereas lower grades imply the opposite (Aguiran et al. 2014). Performance is heavily influenced by an individual's mental and financial contentment with a given work. When a person feels mentally and socially fulfilled, it often leads to positive outcomes in their task performance (Salameh and Sathakathulla, 2018).
Poor academic achievement of students is a result of a series of factors that are complex and interrelated, both within and outside the institution (Bayat et al., 2014). Mentors, instructors and researchers have long been involved an investigating factor providing fruitfully to the quality students’ academic achievement. The variables that offer effectively to excellence academic achievement are found internal and external the school. These variables may be characterized as learner factors, socio-economic factors, peer groups and school factors (Raacdeeye, 2021).
Socioeconomic factors often refer to social and economic situations and may include parental level of education, parental income, financial and material support by parent, language, parental involvement in child education and peer group in school environment.
Poverty remains one of the most pressing challenges affecting educational attainment in Nigeria, where a significant proportion of the population lives below the poverty line. The National Bureau of Statistics (2021) estimates that 40% of Nigerians live in poverty, and socioeconomic status has a significant impact on student achievement at all educational levels. Inequalities in educational opportunities and results are caused by socioeconomic factors, which ultimately limit the potential of many students (Okojie & Omoigberale, 2020).
According to research, children from low-income households frequently face a variety of challenges that impede their ability to progress in school. Poor nutrition, a lack of learning resources, and precarious living conditions can all have a significant impact on academic achievement and cognitive development (Adefeso and Murtala, 2019). These children's difficulties are exacerbated by the generally low quality of schools in underprivileged communities, which frequently lack qualified teachers and necessary resources (Akpan, 2022). The interaction of these elements perpetuates a cycle of poverty that affects entire communities as well as individual students.
A child's educational path is greatly influenced by the educational background of their parents. Research indicates that children of parents with advanced degrees are more likely to achieve academic success (Oni & Adeyemo, 2019). Because many Nigerian parents lack the educational background required to support their children's learning, there is a gap in academic support at home. Additionally, parents with low educational attainment might not recognize the value of school involvement and attendance, further endangering their children's educational prospects (Nwosu & Mbah, 2021).
Access to technology and digital resources has a big impact on student achievement as well. The COVID-19 pandemic highlighted this issue since many students were unable to participate in remote learning due to a lack of internet and electronic device access (Odeyemi & Afolabi, 2020). As Nigeria continues to pursue educational reforms, addressing these socioeconomic disparities is critical to fostering an equitable educational landscape.
1.2 Statement of the Problem
In Nigeria, poverty is a pervasive issue that significantly hampers student achievement across the educational spectrum. With approximately 40% of the population living below the poverty line (National Bureau of Statistics, 2021), many students face challenges such as inadequate nutrition, limited access to educational resources, and unstable home environments. These conditions adversely affect cognitive development and learning outcomes, leading to lower academic performance and higher dropout rates, particularly in rural and underserved urban areas (Adefeso & Murtala, 2019). The implications of these socioeconomic factors are profound, contributing to a cycle of poverty that perpetuates educational inequity.
Additionally, the socioeconomic status of families influences not only access to education but also the quality of educational experiences. Parents with lower levels of education often lack the knowledge and resources to support their children’s learning effectively (Nwosu & Mbah, 2021). This gap in parental engagement can result in diminished academic motivation and lower expectations for educational attainment among students. Furthermore, schools in impoverished areas typically face challenges such as insufficient funding, inadequate infrastructure, and a shortage of qualified teachers, compounding the difficulties faced by students from low-income backgrounds.Top of Form
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1.3 Objectives of the Study
The main objective of the study is to examine the impact of poverty and other socioeconomic factors on student achievement in Nigeria. Specific objectives of the study are:
- To examine the correlation between socioeconomic status (SES) and academic performance of students in Nigerian public schools.
- To explore the influence of specific socioeconomic factors, such as malnutrition, inadequate housing, and lack of access to educational resources, on student achievement.
- To analyze the role of educational policies and interventions in mitigating the effects of socioeconomic factors on student achievement in Nigeria.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the relationship between parental income, education level, and occupation and student academic performance in Nigerian public schools?
- How do factors like malnutrition, inadequate housing, and lack of access to educational resources influence student achievement in Nigeria?
- 3. To what extent do educational policies and interventions effectively address the impact of socioeconomic factors on student achievement in Nigeria?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant impact of poverty and other socioeconomic factors on student achievement in Nigeria.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Child Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Warri metropolis. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights’ data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Poverty
A state in which individuals or families lack the financial resources to meet basic needs such as food, shelter, education, and healthcare, often leading to diminished opportunities for social mobility and educational attainment.
2. Socioeconomic Status (SES)
A composite measure that typically includes income, education, and occupation, reflecting an individual's or family's social and economic position in relation to others. SES significantly influences access to educational resources and opportunities.
3. Student Achievement
The extent to which a student has attained their educational goals, often measured through standardized test scores, grades, and overall performance in school. It is influenced by various internal and external factors, including socioeconomic conditions.
4. Educational Attainment
The highest level of education an individual has completed, which can impact future employment opportunities and income potential. In Nigeria, disparities in educational attainment are often linked to socioeconomic factors.
5. Access to Education
The ability of students to enroll in and attend school, which can be affected by geographical, economic, and social barriers. In Nigeria, access is often limited for students from low-income families or rural areas.
6. Resource Allocation
The distribution of educational resources, including funding, teaching materials, and facilities. Inequities in resource allocation can exacerbate the effects of poverty on student achievement.
7. Cultural Capital
The non-financial social assets that promote social mobility, including education, intellect, style of speech, and cultural knowledge. Cultural capital can influence a student's educational success, particularly in environments where certain cultural norms are valued over others.
