1.0 Introduction
1.1 Background of Study
The academic performance of secondary school students is deeply intertwined with various socio-economic factors, including the socio-economic backgrounds of their parents. Socio-economic status (SES) encompasses an array of elements such as income, educational attainment, and occupation, all of which contribute to the educational environment and resources available to students (Coleman et al., 1966). These factors can significantly impact students' performance in subjects like Biology, which often requires access to specific educational resources and support.
Historical and contemporary research highlights the profound influence of parental socio-economic background on educational outcomes. Higher socio-economic status (SES) is frequently associated with greater access to educational resources, including textbooks, supplementary materials, and extra-curricular activities, which can enhance academic achievement (Davis-Kean, 2005). Parents with higher educational attainment are also more likely to provide a supportive learning environment and have higher expectations for their children’s academic performance, further contributing to positive educational outcomes (Sirin, 2005).
Socio-economic status is a composite measure that typically includes three components: income, educational attainment, and occupational status. It reflects the economic and social position of individuals or families within society (Sirin, 2005). The academic performance of secondary school students is influenced by a range of factors, among which the socio-economic background of parents plays a significant role. Socio-economic status (SES) encompasses various dimensions including income level, educational attainment, and occupational status, all of which can impact students' educational experiences and outcomes. Research has consistently shown that students from higher socio-economic backgrounds often have access to better educational resources, supportive learning environments, and opportunities that can enhance their academic performance (Davis-Kean, 2005; Sirin, 2005). In this study, SES is used to assess the influence of parents' economic and educational backgrounds on their children's academic outcomes in Biology.
In particular, the socio-economic background of parents can affect students' academic performance in subjects like Biology, which requires both academic support and access to resources such as textbooks, laboratory equipment, and extracurricular enrichment (Ferguson, 1998). For instance, students from wealthier families may have more opportunities for private tutoring, extracurricular activities, and a conducive learning environment, which can contribute to better academic outcomes (Duncan & Brooks-Gunn, 2000). Moreover, the socio-economic background of parents can influence students' attitudes towards education and their academic aspirations. Students from higher socio-economic backgrounds are often exposed to higher educational expectations and are more likely to view academic success as attainable, while those from lower socio-economic backgrounds may feel discouraged by the barriers they face, leading to lower motivation and performance (Jencks et al., 1972). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effects of parents socio-economic backgrounds on the academic performance of secondary school students in biology.
1.2 Statement of Problems
Investigation revealed that the academic performance of secondary school students, particularly in subjects like Biology, is a critical concern in educational research and policy. Despite numerous interventions and policies aimed at improving educational outcomes, disparities in academic performance persist, often rooted in the socio-economic backgrounds of students' families. Students from lower socio-economic backgrounds frequently face significant challenges that hinder their academic success. These challenges include limited access to educational resources, less parental involvement, and greater exposure to stressors such as financial instability and inadequate learning environments (Davis-Kean, 2005; Sirin, 2005).
A major problem arises from the unequal distribution of educational opportunities and resources, which disproportionately affects students from disadvantaged backgrounds. For example, students whose parents have lower income and educational levels are less likely to have access to essential learning materials, such as textbooks and laboratory equipment, which are crucial for mastering Biology (Ferguson, 1998). This lack of resources is compounded by the reduced ability of these parents to provide academic support, either due to their own limited education or because of the time constraints imposed by multiple low-paying jobs (Coleman et al., 1966).
The persistent underperformance of students from lower socio-economic backgrounds in Biology highlights the need for targeted educational interventions. Without addressing the root causes of these disparities, including the socio-economic factors that influence academic achievement, efforts to improve educational outcomes may remain ineffective, thereby perpetuating the cycle of educational inequality (Duncan & Brooks-Gunn, 2000). It is against the backdrop that this study seeks to address these problems by investigating the effects of parents socio-economic backgrounds on the academic performance of secondary school students in biology.
1.3 Aim and Objectives of Study
The aim of the study is to investigate the effects of parent’s socio-economic backgrounds on the academic performance of secondary school students in biology. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the specific challenges faced by students from lower socio-economic backgrounds in accessing quality education and performing well in Biology.
- To investigate how parental occupation influences the availability of educational resources and support for students in Biology.
- To assess the impact of parental educational attainment on students' understanding and performance in Biology.
- To analyze the relationship between parental income levels and students' academic performance in Biology.
- To recommend strategies and interventions that can help mitigate the negative effects of socio-economic disparities on students' academic performance in Biology.
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:
- How does parental income level affect the academic performance of secondary school students in Biology?
- What is the relationship between parents' educational attainment and students' performance in Biology?
- In what ways does parental occupation influence the availability of educational resources and support for students in Biology?
- What specific challenges do students from lower socio-economic backgrounds face in achieving academic success in Biology?
- What strategies can be implemented to mitigate the impact of socio-economic disparities on students' academic performance in Biology?
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.
Hypothesis One
- H0: Students from lower socio-economic backgrounds do not face challenges that negatively impact their academic performance in Biology compared to their peers from higher socio-economic backgrounds.
- H1: Students from lower socio-economic backgrounds are more likely to face challenges that negatively impact their academic performance in Biology compared to their peers from higher socio-economic backgrounds.
Hypothesis Two
- H0: There is a significant negative relationship between parental income level and the academic performance of secondary school students in Biology.
- H1: There is a significant positive relationship between parental income level and the academic performance of secondary school students in Biology.
1.6 Significance of Study
This study will provide valuable insights for several key stakeholders, highlighting how parents' socio-economic backgrounds affect academic performance in Biology.
- For educators, the study will offer evidence-based understanding of the socio-economic factors that impact students' learning in Biology, enabling them to tailor their teaching strategies to better support students from diverse backgrounds.
- For policymakers, the findings will inform the development of educational policies and initiatives aimed at reducing socio-economic disparities and promoting equal access to quality education, particularly in science subjects like Biology.
- For school administrators, the study will highlight the need for resource allocation and support systems that address the specific challenges faced by students from lower socio-economic backgrounds, helping to create a more equitable learning environment.
- For parents, the research will underscore the importance of their socio-economic status in their children's academic performance, encouraging them to actively seek out resources and support to enhance their children's success in Biology.
- For researchers, the study will contribute to the existing body of literature on educational inequalities, providing a basis for further investigation into the complex relationship between socio-economic factors and academic achievement in specific subjects like Biology.
1.7 Scope of Study
The scope of the research is focused on the effects of parents socio-economic backgrounds on the academic performance of secondary school students in biology using some selected secondary schools in Suleja Local Government Area in Niger State as a case study.
1.8 Limitations of the Study
The study on the effects of parents' socio-economic backgrounds on the academic performance of secondary school students in Biology was subject to several limitations that may have impacted the findings.
- One significant limitation was the availability of insufficient data, as not all relevant information was accessible or complete. This limitation was particularly evident in cases where some schools or families were unwilling or unable to provide the necessary data, thereby limiting the comprehensiveness of the study.
- Frequent power failures during data collection and analysis also posed a significant challenge. These interruptions delayed the research process and affected the timely completion of certain tasks, such as data entry and analysis, which was dependent on reliable electricity.
- Additionally, there was a delay from respondents in returning surveys and participating in interviews, which further slowed down the research process. This delay was likely due to various factors, including lack of interest or time on the part of the respondents, and it resulted in a smaller sample size than initially anticipated.
- Financial constraints were another major limitation. The study was conducted with limited funding, which restricted the scope of data collection, particularly in terms of reaching a broader and more diverse sample. This limitation was further exacerbated by the high costs associated with travel, materials, and other research-related expenses.
- Finally, time constraints were a critical limitation. The research was conducted within a specific timeframe, which limited the ability to conduct a more in-depth analysis or to explore additional variables that may have influenced the academic performance of students in Biology.
1.9 Definition of Terms
In the context of this study, several key terms are defined to provide clarity and precision in understanding the research focus. These definitions are grounded in existing literature and provide a framework for analyzing the effects of parents' socio-economic backgrounds on the academic performance of secondary school students in Biology.
Socio-economic Status (SES):
Socio-economic status is a composite measure that typically includes three components: income, educational attainment, and occupational status. It reflects the economic and social position of individuals or families within society (Sirin, 2005). In this study, SES is used to assess the influence of parents' economic and educational backgrounds on their children's academic outcomes in Biology.
Academic Performance:
Academic performance refers to the extent to which a student has achieved their educational goals. It is commonly measured through grades, test scores, and overall school achievement (Ward, Stoker, & Murray-Ward, 1996). In this study, academic performance specifically relates to students' performance in Biology, as indicated by their grades and understanding of the subject matter.
Parental Income:
Parental income refers to the total earnings of a student's parents or guardians, which includes wages, salaries, and other forms of income. It is a critical component of socio-economic status and has been shown to significantly influence the resources available for children's education (Davis-Kean, 2005).
Parental Education:
Parental education refers to the highest level of education completed by a student's parents or guardians. It is an important predictor of children's academic success, as parents with higher educational attainment are more likely to provide a supportive learning environment (Sirin, 2005).
Biology:
Biology is the scientific study of life and living organisms, including their structure, function, growth, evolution, and interactions with their environment (Campbell & Reece, 2005). In this study, Biology refers to the specific subject in the secondary school curriculum that focuses on these areas of science.
