1.1 Introduction
\r\n
Socio-economic status (SES) is defined as the social standing or class of an individual or group, often measured through a combination of income, education, and occupation (Coleman, 2019). It represents the economic and sociological position of a family within a society and is one of the strongest predictors of educational achievement among students. According to Adebayo (2018), academic achievement refers to the extent to which a student has attained their educational goals, usually measured through grades, standardized tests, and overall academic performance (Adebayo, 2018). It reflects the level of knowledge, skills, and understanding a learner has acquired through instruction. However, several studies have shown that academic achievement is not determined solely by intelligence or classroom instruction but is also affected by socio-economic and environmental factors (Eze, 2020).
\r\n
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.
\r\n
1.2 Background of Study
\r\n
Education is widely regarded as the foundation for national development and individual advancement. It provides the skills, knowledge, and competencies required for societal progress and personal fulfillment. According to Adebayo (2018), education serves as a powerful tool for breaking the cycle of poverty and promoting social mobility, enabling individuals to contribute meaningfully to their communities. However, the academic achievement of students is not determined solely by innate intelligence or effort; rather, it is influenced by a range of social and economic factors, including family background, parental education, income, and occupation.
\r\n
Socio-economic status (SES) is a major determinant of students’ educational outcomes. Coleman (2019) reported that socio-economic differences among families significantly affect students’ access to quality education, learning environments, and academic performance. He asserted that children from high socio-economic backgrounds are more likely to attend well-equipped schools, receive educational support, and perform better academically than those from less privileged homes.
\r\n
In the Nigerian context, socio-economic inequality remains a persistent issue affecting the education sector. Olatunji and Bello (2019) stated that students from low-income families often experience barriers such as inadequate school facilities, lack of textbooks, and limited parental involvement in their education. On the other hand, students from wealthy homes enjoy better academic opportunities, including private tutoring, access to technology, and exposure to a stimulating learning environment.
\r\n
Olatunji & Bello (2019) articulated that the influence of socio-economic status on academic achievement among senior secondary school students has become a growing concern. Many students from low-income families struggle to compete academically due to financial constraints, poor learning facilities, and limited access to educational resources. On the other hand, students from affluent families often benefit from better school environments, adequate study materials, and educational support from parents (Olatunji & Bello, 2019). Parental education and occupation are also important components of socio-economic status that affect academic achievement. Uche (2021) contended that educated parents tend to value education highly and provide their children with the guidance, and resources needed to excel academically. Conversely, parents with low educational attainment may be unable to assist their children with schoolwork or may not recognize the importance of sustained academic engagement.
\r\n
Akinwale (2020) further asserted that parents’ occupation influences the financial stability of the family, which in turn affects students’ ability to meet school demands such as fees, uniforms, and instructional materials. Furthermore, Eze (2020) reported that socio-economic status affects not only access to education but also the psychological readiness of students to learn. Children from low-income families may experience stress, malnutrition, or low self-esteem due to economic hardship, which hinders concentration and cognitive development. In contrast, children from higher socio-economic backgrounds often enjoy emotional stability and better health, factors that contribute positively to their academic success.
\r\n
Globally, educational researchers and policymakers have continued to examine the link between socio-economic status and academic achievement, emphasizing the need for inclusive education that provides equal opportunities for all students, regardless of background. In Nigeria, addressing socio-economic disparities in education is essential for achieving the Sustainable Development Goal (SDG) of quality education for all. This study is set against the backdrop of understanding how socio-economic status influences the academic achievement of senior secondary school students.
\r\n
1.3 Statement of Problems
\r\n
Investigation revealed that socio-economic status is one of the most influential factors affecting the academic performance of students in secondary schools. The learning environment and the availability of educational resources are often shaped by the economic conditions of a family, which in turn affect how students learn and perform academically. Students from families with high socio-economic backgrounds are usually provided with adequate learning materials, access to quality schools, and exposure to enriching educational experiences that foster better academic achievement.
\r\n
On the other hand, students from low socio-economic backgrounds often face limitations such as poor nutrition, lack of study materials, financial hardship, and inadequate parental support, which hinder their learning progress and overall performance in school. Parental education and occupation are also key determinants of students’ academic achievement. Parents who are well educated tend to place more emphasis on the value of education and provide their children with an environment that promotes learning. Conversely, parents with limited educational background may not fully appreciate the importance of consistent study habits or may lack the knowledge to assist their children academically.
\r\n
Furthermore, the issue of socio-economic status and its influence on academic achievement remains a significant concern for educators, policymakers, and parents alike. It raises questions about equality of opportunity in education and the role of social factors in determining academic success. It is against this backdrop that this study seeks to examine the influence of socio-economic status on the academic achievement among senior secondary school students.
\r\n
1.4 Aim and Objectives of Study
\r\n
The main aim of this study is to investigate the influence of socio-economic status on academic achievement among senior secondary school students.
\r\n
The specific objectives of the study are:
\r\n
\r\n- To determine the relationship between family income and academic achievement of senior secondary school students.
\r\n- To assess the influence of parental education on students’ academic performance.
\r\n- To examine the effect of parental occupation on students’ learning outcomes.
\r\n- To identify challenges faced by students from low socio-economic backgrounds in achieving academic success.
\r\n- To recommend possible strategies for improving academic performance irrespective of socio-economic background.
\r\n
\r\n
1.5 Research Questions
\r\n
Based on the objectives of the study, the following research questions have been formulated:
\r\n
\r\n- What relationship exists between family income and the academic achievement of senior secondary school students?
\r\n- How does parental education influence the academic performance of students?
\r\n- What effect does parental occupation have on students’ learning outcomes?
\r\n- What challenges are faced by students from low socio-economic backgrounds in their academic pursuit?
\r\n- What strategies can be adopted to enhance academic performance among students of varying socio-economic backgrounds?
\r\n
\r\n
1.6 Research Hypothesis
\r\n
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.
\r\n
Hypothesis One
\r\n
\r\n- H0: There is no significant relationship between family income and academic achievement among senior secondary school students.
\r\n- H1: There is a significant relationship between family income and academic achievement among senior secondary school students.
\r\n
\r\n
Hypothesis Two
\r\n
\r\n- H0: Parental education has no significant influence on the academic performance of students.
\r\n- H1: Parental education has a significant influence on the academic performance of students.
\r\n
\r\n
1.7 Significance of Study
\r\n
The outcome of this research will be of great importance to educators and school administrators, as it will enable them to recognize the diverse socio-economic challenges faced by students and to develop strategies that support learners from disadvantaged backgrounds.
\r\n
The study will also help teachers design instructional methods and learning environments that promote inclusiveness and equity in the classroom, ensuring that every student has the opportunity to reach their full academic potential regardless of social background.
\r\n
Furthermore, the study will serve as a reference point for future researchers who are interested in examining socio-economic factors affecting education. It will enrich the existing body of knowledge on educational inequality and will stimulate further research aimed at finding sustainable solutions to improve student performance across various socio-economic groups.
\r\n
Lastly, the study will contribute to the broader goal of achieving educational equity in Nigeria by providing practical recommendations that will help reduce the academic performance gap among students from different socio-economic backgrounds.
\r\n
1.8 Scope of Study
\r\n
The scope of this research is focused on the influence of socio-economic status on academic achievement among senior secondary school students in Lagos State.
\r\n
1.9 Limitations of the Study
\r\n
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
\r\n
\r\n- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
\r\n- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
\r\n- 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.
\r\n
\r\n
1.10 Definition of Terms
\r\n
Socio-Economic Status (SES): Refers to the social and economic position of an individual or family, measured by income, education, and occupation (Coleman, 2019).
\r\n
Academic Achievement: Represents the level of knowledge or skill a student has attained, often measured through test scores, grades, or examinations (Adebayo, 2018).
\r\n
Parental Education: Describes the highest level of formal education attained by a student’s parents, which influences their involvement and attitude toward education (Uche, 2021).
\r\n
Parental Occupation: Refers to the type of job or profession held by parents, which affects the family’s income level and capacity to support education (Akinwale, 2020).
\r\n
Family Income: The total earnings of a family from all sources, determining the financial resources available to support a child’s education (Olatunji & Bello, 2019).
…
