1.1 Introduction
Education is the process of acquiring knowledge, skills, values, and attitudes necessary for the development of an individual and the society at large. It is a systematic training and instruction designed to transmit knowledge, values, and acceptable ways of life from one generation to another. It serves as a powerful tool for social mobility, national development, and human capital formation (Osokoya, 2018). According to Adeyemo (2017), parental background encompasses the level of education, occupation, income, and general attitude of parents toward the education of their children. These factors determine not only the material support available to students but also the emotional, moral, and intellectual stimulation they receive at home. The family, as the first agent of socialization, lays the foundation for the child's personality, learning behavior, and academic orientation (Eze, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
Education remains a vital instrument for individual empowerment and national development, as it provides the foundation upon which nations build their human capital and social structures. According to Osokoya (2018), education serves as a tool for transmitting culture, knowledge, and values from one generation to another while preparing individuals for productive participation in society. The quality of education a child receives and the level of academic achievement attained are often shaped by several interrelated factors, one of the most significant being the parental background.
Adeyemo (2017) asserted that parental background comprises the educational, occupational, and socio-economic characteristics of parents that influence the intellectual and emotional development of their children. These factors collectively determine the level of support and opportunities a child receives in the pursuit of education. Obi and Olaniyan (2018) reported that parents who possess higher levels of education and stable incomes are more capable of providing their children with the necessary academic materials, guidance, and a conducive learning environment. On the other hand, children from low-income or uneducated families often face challenges such as lack of resources, inadequate supervision, and limited motivation, which hinder their academic performance.
Eze (2020) stated that the home environment plays a crucial role in shaping students' attitudes toward learning and their overall academic behavior. A child nurtured in an encouraging and intellectually stimulating home environment is more likely to perform better in school than one raised in a home where education is not prioritized. Similarly, Adewale (2019) affirmed that parental involvement, such as monitoring academic progress, attending school meetings, and providing moral support, significantly contributes to students' academic achievement. The absence of such involvement often leads to poor performance and disengagement from academic activities.
Okoye (2021) contended that in Nigeria, the disparity in parental background has resulted in educational inequality across different socio-economic classes. Children from affluent families tend to attend well-equipped schools with qualified teachers, while those from less privileged backgrounds struggle with under-resourced schools and financial constraints. Bassey (2020) also reported that cultural factors and societal expectations influence parents' attitudes toward education. In some traditional settings, especially in rural areas, parental emphasis on early marriage, domestic labor, or farming over formal education continues to affect students' academic success negatively (Bassey, 2020). Moreover, the influence of parental background is not only limited to material or financial support but extends to the psychological and emotional well-being of students. According to Eze (2020), children whose parents show affection, encouragement, and consistent interest in their education tend to develop higher self-esteem and motivation to excel academically. Conversely, neglect or lack of interest from parents can lead to poor academic outcomes and low self-confidence. This study is set against the backdrop of examining how parental background influences the educational achievement of students in Nigeria.
1.3 Statement of Problems
Investigation revealed that the educational achievement of students is often influenced by several socio-economic and environmental factors, among which parental background is one of the most significant. The family is the first agent of socialization and the primary source of support for a child's cognitive, emotional, and moral development. The home environment, parental occupation, educational level, and economic status directly or indirectly affect the learning capacity and academic success of students (Adeyemo, 2017).
In many societies, particularly in developing nations like Nigeria, disparities in parental background have contributed immensely to variations in students' academic achievement. Children from well-educated and economically stable families often have access to better learning materials, parental guidance, and conducive study environments. Such parents are more likely to understand the importance of education and provide both moral and financial support to their children (Obi & Olaniyan, 2018).
On the other hand, students from less privileged homes where parents have little or no formal education often face challenges such as lack of motivation, insufficient learning resources, and limited supervision, which hinder their academic progress (Adewale, 2019). Furthermore, the influence of parental occupation and income level cannot be underestimated. Parents with low-income jobs may struggle to provide basic educational necessities such as textbooks, uniforms, and school fees, which in turn affect the students' performance and attendance. It is against this backdrop that this study seeks to examine the influence of parental background on the educational achievement of students.
1.4 Aim and Objectives of the Study
The main aim of this study is to investigate the influence of parental background on the educational achievement of students.
The specific objectives of the study are to:
- Examine the relationship between parents' educational level and students' academic achievement.
- Determine the extent to which parents' socio-economic status affects students' educational performance.
- Assess how parental occupation influences students' learning outcomes.
- Investigate the role of home environment and parental involvement in shaping students' academic success.
- Suggest practical strategies to reduce the negative effects of poor parental background on students' education.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- How does parents' educational level influence students' academic achievement?
- To what extent does parents' socio-economic status affect students' educational performance?
- What is the relationship between parental occupation and students' learning outcomes?
- In what ways does the home environment and parental involvement affect students' academic success?
- What strategies can be adopted to minimize the negative effects of poor parental background on education?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will help in developing intervention programs and resource allocation strategies that address the disparities caused by socio-economic and educational inequalities among families.
Furthermore, the research study will benefit policymakers and educational planners by providing empirical evidence that will inform the formulation of educational policies aimed at promoting equal learning opportunities for all students, regardless of their parental background.
Lastly, researchers and scholars will also find this study useful as it will add to the existing body of knowledge on the relationship between family background and educational achievement. It will serve as a reference point for future studies seeking to explore similar topics or expand on the findings within different educational contexts.
1.7 Research Hypotheses
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.
- H0: There is no significant relationship between parental background and students' academic achievement.
- H1: There is a significant relationship between parental background and students' academic achievement.
1.8 Scope of the Study
The scope of this research is focused on the Influence of Parental Background on the Educational Achievement of Students. This study will be conducted in Lagos State, Nigeria, focusing on selected public and private secondary schools.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- 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.
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Parental Background: Refers to the educational, occupational, and socio-economic status of parents that shapes the home environment and influences a child's academic achievement (Adeyemo, 2017).
Educational Achievement: The measurable performance of students in academic activities, usually expressed through grades, test scores, and overall learning outcomes (Obi & Olaniyan, 2018).
Socio-Economic Status: A composite measure that includes parents' income, occupation, and educational level, which determines the family's access to resources and opportunities (Eze, 2020).
Home Environment: The physical, emotional, and social atmosphere within the family that affects a child's learning behavior and motivation (Adewale, 2019).
Parental Involvement: The degree to which parents participate in their children's education, including supervision of homework, attendance at school events, and encouragement (Okoye, 2021).
Academic Performance: The extent to which students achieve success in their educational pursuits, often reflected in their grades, test results, and teacher assessments (Bassey, 2020).
…
