Academic journal article Gender & Behaviour

Effect of Socio-Economic Status of Parents on Educational Attainment of Female Secondary School Students in Rivers State of Nigeria

Academic journal article Gender & Behaviour

Effect of Socio-Economic Status of Parents on Educational Attainment of Female Secondary School Students in Rivers State of Nigeria

Article excerpt

Investigations into the factors that influence academic performance of female students in secondary schools have attracted the interest and concern of teachers, counselors, psychologists, researchers and school administrators in Nigeria. Different factors are capable of influencing the academic performance of female students, such factors range from family background, socio-economic status of the parents and other environment factors like; availability of suitable learning environment, adequacy of educational infrastructure like textbooks and well-equipped laboratories. The study adopted ex-post facto research design, the sample for the study comprised of 95 participants. The instrument used to gather primary information was tagged Students Academic Achievement Scale (SAAS) r=0.78. Significant effect of financial status of parents was found on academic achievement of female secondaiy students (X^sub 2^cal < x ^sub 2^ tab = 26.681 < 12.59). There is significant effect of educational status of parents on educational achievement of female children (X^sub 2^ cal < x^ sub 2^ tab 21.17 < 12.59). The following recommendations were proffered for the parents, government and other stakeholders in educational sector in Nigeria; Parents should imbibe learning-enriching and achievement-sustaining behaviors to be able to help their female children acquire as much learning as their male counterparts. There is the need for federal and state governments to make education free from primaiy school to tertiary institutions. This will give female children from less privilege homes the opportunity to acquire basic primaiy education to university level.

Keywords: Financial status, performance, stratification, academic achievement and wealth.

(ProQuest: ... denotes formulae omitted.)

Over the years, the investigations of the factors that influence academic performance of female students have attracted the interest and concern of teachers, counselors, psychologists, researchers and school administrators in Nigeria (Wiseman, 1973; Sogbetun, 1981). This is because of the public outcries concerning the low standard of education in the countiy (Imoge, 2002). The declining quality of education in the countiy and the breeding of graduates with little technical know-how have resulted in serious setbacks to the industrial development of the nation. Different factors are capable of influencing the academic performance of female students. Such factors may be the student's internal state and other environment factors like; availability of suitable learning environment, adequacy of educational infrastructure like textbooks and well-equipped laboratories, and so on (Eamon, 2005).

The home has a great influence on students' psychological, emotional, social and economic state. In the view of Ajila & Olutola (2007), the state of the home affects the individual since the parents are the first socializing agents in an individual's life. This is because the family background and context of a female child affect her reaction to life situations and his level of performance. Although the school is responsible for the experiences that make up the individual's life during school periods, yet parents and the individual's experiences at home play tremendous roles in building the personality of the child and making the child what she is (Uwaifo, 2008). Thus, Ichado (1998) concluded that the environment from which a student comes from can greatly influence their performance at school.

In the same vein, Wiseman (1973), Sogbetan (1981) and Hassan (1983) among others have examined the causes of poor academic performance among female secondary school students. Some of the factors identified are intellectual ability, poor study habit, achievement motivation, lack of vocational goals, low self-concept, low socio-economic status of the family, poor family structure and anxiety. The consequences of these include indiscipline in schools and low level of educational standard. …

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