PARENTS’ SOCIO-ECONOMIC STATUS AS A CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN CHANCHAGA LOCAL GOVERNMENT AREA OF NIGER STATE.
Abstract
Abstract
This study investigated the relationship between parents’ socio-economic status and the academic performance of senior secondary school students in Biology in Chanchaga Local Government Area of Niger State. A correlational research design was adopted, and a total of 271 SS2 Biology students were selected using multi-stage sampling from two secondary schools. Data were collected using a validated and reliable (α = 0.80) researcher-designed questionnaire on parental education, occupation, and income levels, alongside students’ Biology performance records.
Findings showed that parental educational level, income level, and occupational status all had low positive relationships with students’ academic performance in Biology. Results also revealed that gender and socio-economic status were not significant predictors of Biology performance. Overall, the study concluded that although parents’ socio-economic background influences learning opportunities, it does not significantly determine students’ academic performance in Biology within the study area.
The study recommended improved parental support, government provision of learning resources for low-income families, and targeted academic interventions to enhance students’ performance in Biology.
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