META INFLUENCE OF PARENTS SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN TARAUNI LOCAL GOVERNMENT KANO STATE, NIGERIA
Abstract
ABSTRACT
This research studies the Influence of Parents Socio-economic Status on Secondary School Students' Academic Achievement in English Language in Tarauni Local Government Kano State, Nigeria. For this, the researcher review related literature and empirical studies relevant to the research. However, the researcher used Social Conflict Theory Marx (1884) to underpin the research. This study adopts a correlation survey design in order to find out the relationship between parents socio-economic status and their children academic performance in senior secondary schools in Tarauni Zonal Education Directorate and the study was conducted using survey research design. The target population for this study was students, parents, and class teachers of selected senior secondary schools in Tarauni Zonal Education Directorate. For the purpose of this research the researchers used simple random sampling technique and the instruments for data collection for this research were structured questionnaire. The data collected in this study was coded and tested for completeness and then analyzed using frequency and simple percentage. The findings of the research confirms that student from high socio economic background performs better and the students that are from a low socio economic background have poor performance. This is because higher income parents are able to pay school fees in time, avail the necessary learning materials, and set a more conducive learning environment at home unlike low income parents who do not have financial ability to cater for students’ educational needs. Parents with high level of education highly appreciate the value of education and thus set a more conducive learning environment for their children and can help their children with assignments and homework as compared to their counterparts with lower educational level. Students whose parents are in good formal employment exhibit higher academic attainments than those whose parents practice nomadic, peasantry or non-employed.
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