Parental Status and Student Academic Performance in Lagos State Secondary Schools

1.0 Introduction

1.1 Background of Study

In Nigeria, research has increasingly focused on the context-specific factors affecting educational outcomes. For instance, a study by Olatoye (2009) explored how parental involvement and socioeconomic status influenced student performance in Nigerian secondary schools, finding that students with supportive and economically stable family backgrounds generally achieved higher academic results. This is consistent with international findings that higher parental educational attainment and involvement are linked to better student performance (Henderson & Mapp, 2002).

In Lagos State, the historical context includes significant socio-economic disparities and urban-rural divides, which further complicate the relationship between parental status and student academic performance. Recent studies, such as those by Okeke (2014) and Akinmoladun (2017), have examined how these disparities impact students in Lagos State secondary schools, noting that students from lower SES backgrounds often face more challenges, including less parental support and fewer educational resources.

According to Henderson & Mapp (2002), Parental status refers to various aspects of parents' backgrounds that can influence their children's education, including socioeconomic status, educational attainment, and marital status. Socioeconomic status encompasses income level, occupation, and educational background, while parental educational attainment refers to the highest level of education completed by parents (Henderson & Mapp, 2002). Parents with higher educational levels are often more involved in their children's education and set higher academic expectations, which can enhance student motivation and achievement (Epstein, 2011). In contrast, parents with lower educational levels may struggle to provide the same level of support, potentially impacting their children's academic success.

The education of a child starts at very young stage in the family. The parents are the first teachers of a child. This education is called informal education. The education plays the role of an instrument of social change which is imparted to the children initially in the home environment. It is vital to keep in mind that a parent's socioeconomic situation has a significant impact on their child's academic achievement and social behaviour. In Lagos State, a region characterized by diverse socioeconomic conditions, the impact of parental status on academic achievement is of particular interest. Research has shown that parents' educational levels and financial stability significantly affect their children's educational opportunities and success (Davis-Kean, 2005).

The issue that arises as a result of this subpar academic performance on school exams like the West Africa Examination Council (WAEC) and National Examination Council (NECO). Parents, the government, political parties, and other education stakeholders are facing severe challenges as a result of this trend. According to PISA (Programme Internal Student Assessment) (2000), a student's home background affects their academic performance and schoolwork, while their socioeconomic position supports the interactions and interactions between instructors and students. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the parental status and student academic performance in Lagos State secondary schools.

1.2 Statement of Problems

Investigation revealed that students from lower socioeconomic status (SES) families often face challenges such as limited access to educational resources, which adversely affects their academic achievement (Davis-Kean, 2005). Additionally, parental educational attainment is another problem area. Parents with lower educational levels may struggle to provide adequate academic support and guidance, resulting in poorer student performance compared to those with higher educational backgrounds (Henderson & Mapp, 2002). This is compounded by the varying levels of parental involvement in education, which has been shown to significantly influence student outcomes (Epstein, 2011).

Furthermore, the marital status of parents presents a challenge. Students from single-parent households may experience additional difficulties, such as economic strain and reduced academic support, which can negatively impact their performance (Amato, 2001). It is against the backdrop that this study seeks to address these problems by evaluating the parental status and student academic performance in Lagos State secondary schools.

1.3 Aim and Objectives of Study

The aim of the study is to examine the Parental Status and Student Academic Performance in Lagos State Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows:

1. To assess the relationship between parental socioeconomic status and students’ academic performance in Lagos State secondary schools;
2. To investigate the effects of parental marital status on students’ academic performance and engagement;
3. To evaluate the impact of parental educational attainment on students’ academic achievement and motivation;
4. To identify how variations in parental involvement and support affect students’ educational outcomes; and
5. To provide recommendations for educational policies and practices that can enhance academic performance by addressing issues related to parental status.

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 socioeconomic status influence the academic performance of secondary school students in Lagos State?
• What is the impact of parental educational attainment on students' academic achievement and motivation?
• How does parental marital status affect students' academic performance and engagement in Lagos State secondary schools?
• In what ways does parental involvement and support contribute to students' educational outcomes?
• What are the key factors related to parental status that affect students' performance, and how can educational policies be adjusted to address these factors?

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: Students from higher socioeconomic backgrounds will show significantly better academic performance compared to students from lower socioeconomic backgrounds.
• H₀2: Higher levels of parental educational attainment will be negatively correlated with better academic achievement and higher motivation among students.
• H₀3: Increased parental involvement and support will be negatively associated with improved academic outcomes for students.

1.6 Significance of Study

The significance of studying "Parental Status and Student Academic Performance in Lagos State Secondary Schools" will be evident for various stakeholders.

1. Educators will gain a deeper understanding of how parental factors influence student performance, which will enable them to tailor teaching methods and support systems to better meet the needs of students from diverse backgrounds.
2. Policymakers will benefit by identifying key areas where interventions can be implemented to address disparities and improve educational equity.
3. Parents will find value in understanding how their involvement and socioeconomic status impact their children's academic outcomes, which will guide them in providing more effective support.
4. School administrators will use the findings to develop programs and strategies aimed at enhancing student performance and engagement.
5. Lastly, researchers will have access to valuable data that will contribute to the broader body of knowledge on the relationship between parental status and educational achievement, fostering further studies and discussions on effective educational practices.

1.7 Scope of Study

The scope of the research is focused on the Parental Status and Student Academic Performance in Lagos State Secondary Schools using Some selected Secondary Schools in Surulere Local Government Area of Lagos State as a case study.

1.8 Limitations of the Study

Students studying "Parental Status and Student Academic Performance in Lagos State Secondary Schools" may face several limitations.

1. One challenge is the difficulty in obtaining accurate and comprehensive data on parental status due to privacy concerns and reluctance to disclose personal information.
2. Additionally, variations in parental involvement and socioeconomic conditions can be complex to measure and analyze, potentially leading to inconsistent or incomplete data.
3. Limited access to resources or educational tools might also hinder the ability to conduct thorough research, especially in less affluent areas.
4. Furthermore, there may be challenges in distinguishing the specific impact of parental status from other variables affecting academic performance, such as school quality or peer influence.
5. Lastly, cultural and regional differences within Lagos State may affect the generalizability of the findings, making it challenging to apply conclusions universally across all secondary schools.

1.9 Definition of Terms

In the study "Parental Status and Student Academic Performance in Lagos State Secondary Schools," several key terms are defined as follows:

Parental Status: Refers to various aspects of parents' backgrounds that can influence their children's education, including socioeconomic status, educational attainment, and marital status. Socioeconomic status encompasses income level, occupation, and educational background, while parental educational attainment refers to the highest level of education completed by parents (Henderson & Mapp, 2002). Marital status includes whether parents are single, married, divorced, or separated (Amato, 2001).

Socioeconomic Status (SES): This term describes an individual's or family's economic and social position relative to others, based on income, education, and occupation. Higher SES typically provides better access to educational resources and opportunities, which can positively impact academic performance (Davis-Kean, 2005).

Parental Educational Attainment: This refers to the highest level of education achieved by a student's parents. It is often associated with the level of support and expectations parents have for their children's education, which can affect student motivation and achievement (Epstein, 2011).

Marital Status:

This term denotes the current state of a parent’s marital relationship, which can influence the family environment and, consequently, students' academic performance. Students from single-parent households might experience different challenges compared to those from two-parent families (Amato, 2001).

Academic Performance: This term refers to students' achievements in their educational pursuits, typically measured by grades, test scores, and overall academic outcomes. It reflects how well students perform in their studies relative to established educational standards (Jeynes, 2007).