IMPACT OF SOCIO-ECONOMIC BACKGROUND ON STUDENTS ACADEMIC PERFORMANCE OF ISLAMIC STUDIES IN SELECTED SECONDARY SCHOOLS IN GWALE LOCAL GOVERNMENT AREA, KANO STATE

This study examines The Impact of Socio-Economic Background on the Academic Performance of Students in Islamic Studies in Selected Secondary Schools in Gwale LGA, Kano State. The study aims to investigate the relationship between socio-economic background and students' academic performance, identify key socio-economic factors affecting academic achievement, assess the influence of parental involvement, and propose solutions to improve performance among disadvantaged students. The research seeks to answer questions regarding the extent to which socio-economic background influences students' success in Islamic Studies, the specific factors involved, the role of parental involvement, and possible intervention strategies. A descriptive survey design was adopted for the study. The population consisted of students from five selected senior secondary schools in Gwale LGA, Kano State. A sample size of 100 students was selected using a stratified sampling technique to ensure a diverse representation of socio-economic backgrounds. The primary instrument for data collection was a structured questionnaire divided into sections covering demographic data and research-related questions. The findings reveal that socio-economic factors, particularly parental income, education, and occupation, significantly influence students' access to learning resources, study environments, and academic outcomes in Islamic Studies. Additionally, parental involvement was found to be a crucial factor in motivating students and enhancing their academic performance. The study highlights disparities in access to supplementary Islamic education, textbooks, and qualified teachers, which disproportionately affect students from lower-income families. Based on these findings, the study recommends the provision of subsidized educational resources, the establishment of community-based tutoring programs, increased parental engagement in students' learning processes, policy interventions to bridge educational gaps, and improved teacher training to support students from disadvantaged backgrounds. Addressing these socio-economic challenges can contribute to equitable and improved academic performance in Islamic Studies for all students.