Effect of Socio-Economic Background on Students' Academic Performance in Economics in Some Selected Secondary Schools

1.0 Introduction

1.1 Background of Study

In the Nigerian context, the relationship between socio-economic background and academic performance became increasingly prominent as the nation prioritized universal basic education. Despite these efforts, disparities persisted, with students from lower socio-economic backgrounds often lagging behind their peers in terms of access to quality education and academic resources (Owoeye & Yara, 2011). The relationship between socio-economic background and students' academic performance has been widely discussed in educational research, as it is believed to significantly influence their success in various subjects. Socio-economic status (SES), which includes factors such as family income, parental education, and occupation, is recognized as a key determinant in shaping students' academic outcomes (Sirin, 2005). Students from high socio-economic backgrounds often have access to better resources, including private tutoring, educational materials, and a more stable home environment that supports learning. Conversely, students from lower socio-economic backgrounds face challenges such as limited access to academic resources, financial constraints, and environments that may not be conducive to learning (Jeynes, 2002).

In the context of Economics, a subject that demands both theoretical understanding and practical application of concepts, socio-economic factors can have a more pronounced effect. Economics requires students to understand complex concepts related to markets, trade, and financial systems, which may be more challenging for those who lack exposure to such concepts at home. Students from wealthier families are more likely to have access to external resources such as tutors, internet access, and other educational tools, which can enhance their performance. In contrast, students from lower socio-economic backgrounds may not have access to these advantages, which could limit their ability to perform well in Economics (Cheng & Leung, 2011).

Socio-economic background refers to the social and economic factors that influence an individual's or a family's position within society. These factors include family income, parents' level of education, occupation, and overall financial status. Socio-economic background plays a significant role in shaping students' academic experiences and performance, as it often affects their access to resources, support systems, and educational opportunities (Duflo, 2012). The academic performance of students is influenced by a variety of factors, among which socio-economic background plays a critical role. In many educational systems, students from diverse socio-economic backgrounds often experience varying levels of access to resources, support systems, and opportunities that can significantly impact their academic achievements. This is especially evident in subjects such as Economics, which requires not only cognitive understanding but also access to educational materials, a conducive learning environment, and parental or guardian support. Research has shown that students from higher socio-economic backgrounds tend to perform better academically due to factors such as access to private tutoring, more stable home environments, and greater educational resources (Coleman, 1966; Sirin, 2005).

The impact of socio-economic status on academic performance has been a subject of great concern for educational policymakers, especially in developing countries. While some studies suggest that socio-economic factors strongly correlate with academic achievement, others argue that there are various other factors at play, including the quality of teaching, school infrastructure, and student motivation (Vargas, 2017). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effect of socio-economic background on the academic performance of secondary school students in Economics in selected schools.

1.2 Statement of Problems

Investigation revealed that students from lower socio-economic backgrounds often face challenges such as limited access to textbooks, inadequate school facilities, and an unsupportive home environment. These factors hinder their ability to excel academically, especially in a subject like Economics that requires analytical skills and access to diverse learning materials. Conversely, students from higher socio-economic backgrounds tend to benefit from additional support such as private tutoring, access to technology, and a conducive learning environment, giving them an advantage over their peers (Adeyemi, 2011). The situation is further exacerbated by systemic issues such as poorly funded schools in low-income areas, a lack of trained teachers, and societal stigmatization of students from disadvantaged backgrounds. It is against the backdrop that this study seeks to address these problems by examining the effect of socio-economic background on students' academic performance in economics in some selected secondary schools.

1.3 Aim and Objectives of Study

The aim of the study is to investigate the effect of socio-economic background on students' academic performance in Economics in selected secondary schools. The specific objectives of the study are to:

1. Examine the relationship between students' socio-economic background and their academic performance in Economics.
2. Identify the challenges students from low socio-economic backgrounds face in studying Economics.
3. Assess the impact of parental education and income level on students' academic success in Economics.
4. Evaluate the role of school facilities and resources in mitigating the effects of socio-economic disparities.
5. Propose strategies for enhancing the academic performance of students from diverse socio-economic backgrounds in Economics.

1.4 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• What is the relationship between students' socio-economic background and their academic performance in Economics?
• What challenges do students from low socio-economic backgrounds face in studying Economics?
• How do parental education and income levels impact students' academic success in Economics?
• To what extent do school facilities and resources mitigate the effects of socio-economic disparities on academic performance?
• What strategies can enhance the academic performance of students from diverse socio-economic backgrounds in Economics?

1.5 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant relationship between students' socio-economic background and their academic performance in Economics in selected secondary schools.
• H₀2: Students from low socio-economic backgrounds face significant challenges that affect their performance in Economics.
• H₀3: Parental education and income levels have a measurable impact on students' academic success in Economics.
• H₀4: School facilities and resources significantly mitigate the effects of socio-economic disparities on academic performance.
• H₀5: Implementing targeted strategies can enhance the academic performance of students from diverse socio-economic backgrounds in Economics

1.6 Significance of Study

The outcome of the research findings will inform policymakers and educators about the challenges faced by students from low socio-economic backgrounds, enabling them to design more inclusive policies and interventions. Also, school administrators and teachers will benefit by understanding how to tailor their teaching methods and allocate resources effectively to bridge performance gaps.

Additionally, parents and guardians will gain awareness of the critical role their socio-economic status plays in shaping their children's education, motivating them to seek ways to support learning at home. Furthermore, the study will serve as a reference for future research on socio-economic factors and academic performance, inspiring more targeted investigations into effective solutions.

1.7 Scope of the Study

The scope of the research is focused on the effect of socio-economic background on students' academic performance in economics in some selected secondary schools in Lagos State, Nigeria.

1.8 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

1.9 Definition of Terms

Socio-Economic Background:

Socio-economic background refers to the social and economic factors that influence an individual's or a family's position within society. These factors include family income, parents' level of education, occupation, and overall financial status. Socio-economic background plays a significant role in shaping students' academic experiences and performance, as it often affects their access to resources, support systems, and educational opportunities (Duflo, 2012).

Academic Performance:

Academic performance refers to the outcome of a student's efforts in their educational activities, typically measured through grades, test scores, or overall achievement in specific subjects. In this study, academic performance focuses on students' achievements in Economics, assessing how well they understand and apply economic concepts as evaluated by their grades and assessments (Stewart, 2018).

Economics:

Economics is the study of how individuals, businesses, and societies make choices regarding the allocation of resources. It explores topics such as production, consumption, distribution, and the role of government policies in the economy. For secondary school students, Economics is typically taught as part of the social sciences curriculum, providing foundational knowledge in both microeconomics and macroeconomics (Mankiw, 2020).

Secondary Schools:

Secondary schools are educational institutions that provide education to students typically between the ages of 12 and 18, just before they move on to higher education or vocational training. In Nigeria, secondary schools are classified into public and private institutions, with varying levels of resources and teaching approaches. These schools play a pivotal role in shaping students' academic futures (Ogunyemi, 2016).