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 ACKNOWLEDGEMENT

My ultimate gratitude goes unto God, the Father, the Son and the Holy
Spirit, the creator and the ruler of the universe. I thank Him for His love, mercy,
favour and privilege of life I have received so far. “Thou art worthy O LORD, . . .”
(Rev. 4:11). I want to give my special thanks unto my parents Pastor and Mrs. J.O.
Olabiyi for their parental support and advices, wishing you longevity and
prosperity in the name of Jesus. Amen.

I wish to appreciate Mr. Aborisade J.A., who took his time to supervise and
guide through the initial stage of this research
arch project. LORD Jesus richly bless
h pr
you. Also, thanks to the Head of Department
Department (Dr. Olaoluwa S.A.) and other staff
of the Department of Mathematics;
s; Mr.
ics; Mr Fadara O.O. and Mr. Aasa M.A. for
M
imparting into me a great kno wledge. I say thank you for your support and
knowledge.
encouragement. I also extend
nd a special thanks to my able JCCF (Joint Christian
tend
Campus Fellowship)’s President in person of Pastor Ige Sunday I. and my co-
executives for their immense assistance. Also, thanks to CACSF (C.A.C Student
Fellowship)’s President in person of Bro. Fadeyi Adeyemi V., also Bro. Oladeji
Akinsola P. and my amiable co-executives for their financial, moral and spiritual
supports, I pray heaven is our home.

I cannot but show with sincere heart, my gratitude of praise to Christ, “In
whom are hid all the riches of wisdom and knowledge” (Col. 2:3).
 DEDICATION

This research project is dedicated to the Holy Trinity, the Father, the Word
and the Holy Spirit.
 TABLE OF CONTENTS

Acknowledgement
Dedication
Table of Content
List of Tables v
Abstract vi

CHAPTER ONE
1.0 INTRODUCTION 1-13
1.1 Background of the study 1
1.2 Statement of the problem 6
1.3 Purpose of the Study 8
1.4 Research Questions 8
1.5 Research Hypothesis 9
1.6 Significance of the Study dy
y 9
1.7 Delimitation of the Study
Stud
tudy
y 10
1.8 Operational Definition
ition of Terms
finiti 12
1.9 Organization off tthe
he study 13

CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE 14-22
2.1 Introduction 14
2.2 Parents’ Interest and Motivation on Students’ Academic Performance
in Mathematics 14
2.3 Parental Educational Level and Students’ Academic Performance in
Mathematics 17
2.4 Socio-Economic Status of Parents and Academic Performance of
Students in Mathematics 19
2.5 Summary of Literature Reviewed 21
 CHAPTER THREE
3.0 RESEARCH METHODOLOGY 23-26
3.1 Introduction 23
3.2 Research Design 23
3.3 Population of the Study 24
3.4 Sample and Sampling Procedure 24
3.5 Research Instrument 24
3.5.1 Validity of Research Instrument 25
3.5.2 Reliability of Research Instrument 25
3.6 Procedure for Research Collection 26
3.7 Procedure for Data Analysis 26
CHAPTER FOUR
4.0 DATA ANALYSIS AND SUMMARY OF FINDINGS
F FI
FIN
ND 27-32
4.1 Introduction 27
4.2 Presentation of Respondents’’ Bio-D
Bio-Data
Bio
o-D 27
4.3 Analysis of Hypotheses 28
4.3.1 Hypotheses One nee 28
4.3.2 Hypothesess TwoTw 29
4.3.3 Hypotheseseses Three
heses T 30
4.3.4 Hypothesis
esis Four
thes 31
4.4 Summary of Findings 32
CHAPTER FIVE
5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 33-38
5.1 Introduction 33
5.2 Discussion of Findings 33
5.3 Summary of the Study 35
5.4 Conclusion 35
5.5 Implication for Counseling 36
5.6 Recommendations 36
5.7 Suggestion for Further Studies 38
REFERENCES 39-40
APPENDICES 41-43
"
 LIST OF TABLES

Table 1: Gender Distribution of Respondents

Table 2: Age Distribution of Respondents

Table 3: Chi-square value of respondents on secondary school students’

academic performance in Mathematics and educational background of their

parents

Table 4: Chi-square value of respondents

sponden on secondary school students’
onde

academic performance in Mathematics

tics and cultural background of their parents
atics

Table 5: Chi-square value of respondents on secondary school students’

academic performance in Mathematics and religious belief of their parents

Table 6: Chi-square value of respondents on secondary school students’

academic performance in Mathematics and financial status of their parents

"
 ABSTRACT

This study examined the effects of parental socio-economic status on the academic
performance of mathematics students in some selected secondary schools in
Ibarapa East Local Government Area of Oyo State, Nigeria. The descriptive
research design was adopted for this study, this is because the variables studied
were not manipulated but studied retrospectively the way they occur naturally.
The population of the study covered the entire secondary schools mathematics
students (both males and females) in the area of study. Out of this population sixty
(60) students used as sample was selected from the senior secondary schools (SSS)
mathematics students for the study; using the random sampling techniques. The
instrument used to collect data for the study was a twenty-two items self-structured
questionnaire. Four hypotheses were formulated and tested during the study using
ult
ults
the Chi-square statistical tool. Each of the results lts o
obtained from the tests was
compared with its critical value at 5% level of significan
significance. On the basis of the
findings made in the study, we concludee that tha parental socio-economic status
influences the secondary school students ts ‘‘aca
‘academic performance in Mathematics.
Based on the findings made in this study, we recommend that non-governmental
organizations should reach out more to children from low/poor socio-economic
hola
larsh opportunities for them as well as through
backgrounds by providing scholarships
ncial assista
offering of direct financial assistance to homes in order to empower them and
ally as these homes are the immediate environment of the
sustain them economically
children. Consequently, we suggest that further research be conducted in areas
like “Family issues and its effects that affects Mathematics students ‘academic
performance in secondary school” and “Effects of parental involvement in
Mathematics in Secondary school”.

"
 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

It is an undebatable fact that the home is the fulcrum around which the

early years of a child revolves. The central figures are the parents. While child-

bearing and child-rearing cannot be divorced one from the other, the type of child-

rearing practiced in a family has a tremendous impact on the entire life of the child

including his or her academic life. Generally, the social

soci climate or environment in

which an individual finds him or her self to a large extent determines his or her

behaviour and personality development.

ent. Consequently, parental guidance and

discipline usually influence the behaviour of the children and at the apex of this

parental influence is thee mother.

According to Olayinka and Omoegun (2001), the word "family" has its

origin in the Latin word which could be translated to mean "domestic group". A

domestic group is a group of people who habitually share a common dwelling and

common food supply. According to Murdoch (1965) family is a social group

characterized by common residence, economic, cooperation and reproduction; it

includes adults of both sexes, at least two of who maintains a socially approved

1
sexual relationship and one more children, own or adopted by the sexually

cohabiting adult.

The family provides for the physical maintenance of the child, offers him

his first and most continuing social contracts, and gives him affection and other

emotional satisfaction including quality education that will last for a life time,

teaches him most of social requirement of his behaviour and often put him in

contract with other specializing institutions. Omoegun (1995), while writing on

eena
adolescent behaviour claimed that aggressive teenagers invariably came from

ich
h fights
unstable and conflict ridden home in which fig
fi and argument were very

common occurrences. In the history off the growth of the family, prior to the mid
he gr

1980s, family guidelines took the form of philosophical speculations.

forrm o

(198
1987
7) the onset of family fountain is either through
According to Oloko (1987),

marriage or parenthood. Coleman (1962) as well maintained that the family

provides most of the only frustrations in life, some of which may cause

unhappiness and even mental imbalance in life since they sometime fail to provide

the child with sufficient sense of security and emotional maturity coupled with

inadequate socialization. Hence the common saying "charity begins at home”.

In our modern complex society in which adolescents and adults leave the

security of their traditional homes and seek employment opportunities in our big

2
towns, cities, and industrial centres, married couples are often confronted with

many problems that may affect the stability of their marriages. The current

instability of some marriages tend to be the result of educational, social, economic

and cultural changes which have affected societal values and outlook to life. These

changes have occurred and continue to occur so rapidly that they are not yet fully

absorbed into our way of life. Thus, the growth of the factory and industry in our

towns and cities, the continuing migration of people from the rural to urban

siden of workers, the entry of

centres, the mobility and frequent changes of residence

bu
usin
ine and the changing economic
some women into industry, employment and business,

roles of husbands and wives, tend to

o constitute
cons
con a threat to marriage stability.

Youths are often far away from the

their parents and relations who can guide them
eir p

through the initial problemss of

of llife. Consequently, with individual revolution,

family lives have been shattered. The end result is that the children become social

liabilities with little or no cause for moral training or basic education. The effect

on the children’s academic performance in schools is therefore better imagined.

This is because the much needed parental care, love, affection and guidance are

lacking in required proportion.

It is very important that children come closely in contact with their parents

during the period of infancy to adulthood. The warmth which can only be provided

3
by the parents gives the child a sense of belonging and affections which enhances

their mental, physical, moral and educational growth. If children are denied this

much needed parental affections and warmth during the vital period of their lives,

they become negatively affected in all aspects of life.

Education has to do with the development of individual potentials or the

development of intellect and character, it is to develop or reform an individual's

sense of responsibility thereby making him a better man. Education is described as

duca
the best investment that one can ever make as educated children will be able to

m aas w
have good jobs, meaningful life for them well as increase the National

Productivity. The National Policy on Educ

Education
ucat (1998) refers to education as an

instrument par excellence for effecting

cting
ctin National development. It is also a dynamic
ing N

jee (19
instrument of change. Ukeje (197
(1978), referred to education as "one of the most

powerful instruments ever invented by modern civilization". Education prepares

one for life and it is a process of accumulating knowledge for future use.

On the other hand, academic performance describes the maximum level of

performance which a child or an individual can reach or attain in school academic

activities if given every necessary support and opportunities by parents as well as

the school authorities and teachers.

4
 Nevertheless, the environment under which a child is nurtured plays major

part in his or her development even at the pre-natal stages of life. Besides,

inadequate cares, hostile interrelationship in the place of a child’s immediate

environment most times create a state of anxiety and emotional distress in the

child; which also impact greatly on the rest of the child’s future life. The physical

environment under which a child studies, can as well influences his or her

learning. In this regard, parents have a lot to do to ensure that the mental,

ation aspiration and personality,

emotional and psychological balance, value orientation,

en are
as well as the academic status of their children a e properly
p developed in life.

However, the attainment of thee abov

above
abo qualities varies from one child to

another depending also on the home

mee and
a conditions he finds himself. Problematic

ly affect
home conditions drastically aff
affe educational success and performances in

children. One-parent child, that is, a child being raised up by a single parent,

example a male parent rearing a female child, and vice-versa, children raised in

the absence of mother, those others lacking maternal or paternal attention most

often have levels of difficulties in adjustment on studies and in life. A child

psychologically and emotionally deprived, can hardly be sufficiently motivated to

achieve high academic success. Linking parents’ socio-economic status with the

children’s performance in school work, Holcomb (2002) argues that infants who

5
receive enough attention and affection from a loving and caring parents right from

start are most likely to succeed socially and emotionally; whereas Peters (2002)

asserts that children from with working mothers tend to have a higher reading

score as well as better language and cognitive ability. Given the background, this

study attempts to substantiate the above divergent claims by determining the truth

underlying the influence or non-influence of parents’ socio-economic status on

secondary school students’ academic performance in some selected schools of

Ibarapa East Local Government Area of Oyo State.

1.2 Statement of Problem

If education is a weapon of liberation

ration
ion from
f ignorance, poverty and diseases,

then the education of the child mea

ean
ans giving the child the potential to improve
means

naal standard
himself. And the educational st
stan will in no small way improve the child’s

worth; hence the child would be able to play his or her own role in the building of

his or her nation. The need to improve on the educational standard by all means

stems from the fact that education will not only develop the personality of the

individual in full but will equally prepare him to take specific jobs which will

change his or her environment.

Due to the vital role education plays in nation building, many people

concerned about the quality of education given to the child. For instance, the

6
National Policy on Education lays much emphasis on qualitative education for the

development of a strong and virile nation. For this dream to be realized, many

factors have to be considered, one of which is the home environment and family

background of the child.

Many researches on the influence of family background on the academic

performance of Mathematics students have been conducted in most advanced

countries like Europe, America and Italy. In order to be able to correlate with these

tigat the relationship between

former researches, there is the need to investigate

parents’ socio-economic status which is one off the

he family variables and academic

performance of secondary school Mathematics

mati students in our own environment.
hema

Besides, observations have shown th not all children are bright, some are dull,
n that
tha

some average and others brig

right
ht. The fact that some children perform poorly
bright.

academically may not necessarily be as a result of poor quality of teaching and

lack of basic teaching and learning facilities in the school. Hence, the need to

survey how the socio-economic status of parents affects their children’s academic

performance in Mathematics and possibly aid in finding solution to children's poor

academic performance in Mathematics and help in the improvement of the quality

of education.

7
1.3 Purpose of the Study

The purpose of this study includes:

• To examine the influence of parents’ educational background on their

student’s academic performance in Mathematics.

• To ascertain the extent to which secondary school students’ academic

performance in Mathematics is influenced by their parents’ cultural

background.

• To examine whether secondary school students’

dents academic performance in
ude

Mathematics is influenced by their parents’

arents’ religious belief.
rents

• To determine whether parents’

ts’’ economic
eeco
con status affects their children’s

academic performance in M
Mathematics.
Math
athe
he

1.4 Research Questions

ons
ns

In order to achieve the above objectives, the questions below were raised to

guide the study:

• Does parents’ educational background affect their children’s academic

performance in Mathematics?

• Is secondary school students’ academic performance in Mathematics

influenced by their parents’ cultural background?

8
• Does parents’ religious belief affect their children’s academic performance in

Mathematics?

• Is secondary school students’ academic performance in Mathematics affected

by their parents’ economic status?

1.5 Research Hypotheses

The hypotheses below were stated and tested during the study:

• The secondary school students’ academic performance in Mathematics is not

significantly affected by their parents’ educational

nal background.
ona b

• The secondary school students’ academic

ic performance
pe
perf in Mathematics is not

significantly affected by their parents’

nts’ cultural background.
ts’ cu

• The secondary school students’

nts’’ ac
nts aacademic performance in Mathematics is not

significantly affected by their

y their parents’ religious belief.
thei

• The secondary school students’ academic performance in Mathematics is not

significantly affected by their parents’ economic status.

1.6 Significance of the Study

Parents through the findings of this study would be aware of the ways their

beliefs and activities can influence their children's performance in school work

especially Mathematics and thereby try to adjust immediately the ones impacting

on their children negatively.

9
 The findings of the study will also be helpful to remind policy makers and

curriculum planners of the fact that children come from diversified cultural

settings and so the policies made and the curriculum should be planned with a

reasonable amount of flexibility to take care of that.

The study would as well put into the teaching profession a sound

understanding of why children perform the way they do in schools. It would also

enable the teachers adopt a variety of teaching methods so as to allow all

categories of students benefit from their teaching.

ould
ld benefit
The Nigerian nation as a whole would be
b from the study because

adhering to the recommendations and trying

ing also to carry them out, will bring out

a set of qualified and socially qualified

fied matured
lified
lifi m youths who will be future leaders.

o the
This work may also add to the existing
e knowledge base in order to provide a

framework for further researches in this area of study especially in Nigerian

secondary schools.

1.7 Delimitation of the Study

This study was limited to assessing the effect of parents’ socio-economic

status on the academic performance of secondary school Mathematics students in

Oyo State. It was limited to five (5) randomly selected secondary schools in

10
Ibarapa East Local Government Area of Oyo State and involved only sixty (60)

students.

1.8 Operational Definition of Terms

Certain key words were used in this study, which were explained for the

purpose of clarity. As words may mean differently in different contexts, the

following definitions are given as the words used as intended to be understood for

the purpose of this study. The words include;

FAMILY: Is a unit comprising of husband, wife and

nd children.
c

HOME ENVIRONMENT: This refers to pare

parental
renta experience and aspirations for

children, objects and material condition

n in the home for comfort and also specific
n tth

behavioral processes conducive to lear

learning.
lea
arn

S: Th
EDUCATIONAL STATUS: This is used for social processes in which one

achieve social competence and individual growth, carried on in a selected,

controlled sitting which can be institutionalized as a school or college.

EFFECTS: The result or outcome of anything be it positive or negative.

HOME SITUATION: This refers to prevailing atmosphere in the home whether

violent, resentful or in disarray.

11
PARENTAL ATTITUDE: Parents disposition to respond in a characteristics way

to some stimulus in their social environment. Some responses determine the way

and manner their children are brought up by them.

ACADEMIC PERFORMANCE: This is regarded as the display of knowledge

attained or skills, shown in the school subjects such achievements are indicated by

test scores or by marks assigned by teachers. It is the school evaluation of

students’ classroom work as quantified on the basis of marks or grades.

SOCIO-ECONOMIC STATUS: This refers to position

ositi of recognition which one

finds him in the society. Such position may nott bee hereditary
h but acquired through

personal efforts like culture, religion,, edu

educational
duca background, financial status,

occupation and social class.

1.9 Organization of the

hee Study
St
Stu

The study was presented in five chapters. The first chapter constituted the

introduction, and comprised the background to the study, statement of the

problem, purpose of the study, research questions, research hypotheses,

significance of the study, delimitation of the study, as well as operational

definition of terms. The second chapter constituted a review of related literature on

parents’ interest and motivation on students’ academic performance in

Mathematics, parental educational level and students’ academic performance in

12
Mathematics, socio-economic status of parents and academic performance of

students in Mathematics as well as summary of literature reviewed. In chapter

three, the methodology for the study was explained. This comprised the research

design, population, sample and sampling procedure, research instruments, validity

and reliability of research instrument, procedure for data analysis and its

collection. Chapter four dealt with data presentation and analysis, and finally, fifth

chapter discussed summary of findings, conclusions, recommendation, and

suggestions for further research.

13
 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

The reviews of other scholars’ work that are related to this study are based

on the following sub-themes.

ƒ Parents’ Interest and Motivation on Students’ Academic Performance in

Mathematics;

ƒ Parental Educational Level and Students’ Ac

Academic
Acad
cade Performance;

ƒ Socio-Economic Status of Parents

ts aand
nd Academic Performance in

Mathematics; and

ƒ Summary of Literature Reviewed.

eview
ev ewe

2.2 Parents’ Interest

stt and
an Motivation on Students’ Academic

Performance in Mathematics

Parental interest is one of the variables of the environment that contributes

positively to academic performance of students in Mathematics. Previous studies

in this field such as that of Douglas (1970) and Bond (1973) have shown that

parents can transfer to their children some kind of characteristics which include

self-reliance, drive for independence, self confidence and competence that are

necessary for strong achievement orientation in Mathematics also, parents

14
deliberately and indeliberately play a guiding role in their children’s success in

school. Parenthood therefore involves communicating worthwhile ideas to

children as well as encouraging them. Parents owe their children the duty of

explaining out certain things/natural phenomena and other issues as they arise

during their developmental stages. Parents also have the responsibility to set

standards for their children as well as work seriously towards their realization.

In another research, Honzik (1967) reported that parental educational

ce test
achievement was positively related to intelligence te scores of both boys and

is m
girls from three to thirty years of age. This ean
an that when parents are really
means

concerned and involved, children are likely

ly to be more education conscious and as
ikely

such they put more effort in their

theeir educational quest in Mathematics. The

implication of all the above is tha

that no matter what the schools are like, the quality
that

of a child’s mind is basically nurtured at home by his parents.

Heyua (1986) in his series of longitudinal studies pointed out that 50 per

cent of the child’s general intelligence is developed by age four, 30 percent by the

age of eight and the remaining 20 per cent by the age of seventeen. He also noted

that about one-third of general learning growth based on achievement indices

takes place between birth and age six. Seventeen percent of this growth takes place

between ages four and six, while the remaining seventeen percent of growth takes

15
place between ages six and nine. It appears then that education is working against

over whelming odds to effect changes in students who show deficits in learning

since much of their potentials have already been developed before they come to

school.

Olayinka (1980) emphasized that motivation is of great importance to

parents in determining the achievement of students and concluded that if the father

is an engineer and the mother an accountant, the two parents are likely to motivate

inee or an accountant, or any

their children in Mathematics to become an engineer

yink
nkaa went
other mathematical oriented profession. Olayinka w further to assert that “there

are situations where some parents who are

re illiterates
iill and whose occupations range

from petty trading to bricklaying may

maay vow
vo to sponsor their children’s education to

higher level believing thatt their

their children could raise the economic and social

standard of the family in future through their educational achievement in

Mathematics”. He went further to say that the realization of parents’ dream

depends on whether such children inherited superior intelligence in Mathematics

as well as enjoyed parents’ motivations and support for Mathematics. He therefore

inferred that parents play a vital role in the academic achievement of the children

in Mathematics; and as such should be seen as educational agencies whose work

are almost similar to that of the school.

16
2.3 Parental Educational Level and Students’ Academic Performance

in Mathematics

Ogunlade (1973) carried out a research in two urban centres in western

Nigeria on the influence of parental educational status on the academic

performance of their children in Mathematics. Three hundred children of illiterate

and semi-literate parents were selected from one urban centre and school

certificate, ordinary level was the highest educational qualification of parents from

this group.

me o
Another three hundred children, this time of literate parents were selected

orr this
from another urban centre and for thi group, their parents’ educational

qualification ranged between higher

er school certificate (HSC) and university
highe
igher

degree. A one hundred item

m intelligence
inte
i test was administered to the children and

the performance of these two groups in Mathematics test were compared and the

findings were that children from highly educated parents performed better in the

test than those from illiterate and semi-literate parents. The researcher equally

noted that children from educated parents or educationally advantaged homes

performed better and left school earlier than their counterparts from un-educated

or educationally disadvantaged homes.

17
 The conclusion therefore was that parental educational level influenced

their children’s educational attainment in Mathematics. Also worthy of note is the

study by Douglas and Ross (1964). In their study, they found out that parents with

better educational achievement provide their children with pre-school education,

the nursery school for instance and they also provide them with toys and other

play school facilities. The study confirmed that those children whose parents gave

them Mathematics incentives in their study had high achievement scores in

el iinfluenced the educational

Mathematics; hence parental educational level

eat
ata ((1
attainment of children in Mathematics. Obemeata (1971) carried out a comparative

study of the number of candidates from urban and rural areas who qualified for
m ur
urb

inclusion in the ‘short lists’ of three

hree
ree secondary grammar schools. The lists were
ee se

rform
formaan in the council. Out of the seven hundred and
compiled on the basis of performance

twenty four (724) names prepared by the three secondary grammar schools, only

twelve (12) 1.66% came from primary schools in the rural areas where the bulk of

peasant farmers live. It may however be worthy of note to say here that it is the

level of parental education among other factors that determine the kind of

occupation they secure hence their income and social class. Majoribanks (1979)

said that there is a unique relationship between parental educational level and their

18
children’s academic performance in Mathematics. He also said that it is only when

parents are academically sound that they can motivate their children to succeed.

Lovell (1973) asserted that lack of environmental stimulation may cause

dullness and this can affect most academic subjects such as Mathematics.

Educated parents, he went on to say try the much they can, to create harmony

between the home and school and thus discourage backwardness. Good and

Brophy (1977) said that the educational level of parents is probably the most

important family effect towards appropriatee ccognitive development in

Mathematics as a field of study. Parents wh

ho aare educated themselves value
who

education and expect and desire that their cchildren become well educated, perhaps
eirr chi

better than themselves. Hence, thee eedu

educational climate in which a child finds

eal
al in determining his academic performance in
himself helps a great deal

Mathematics.

2.4 Socio-Economic Status of Parents and Academic Performance of

Students in Mathematics

Socio-economic background or status refers to a person’s position in a

given group, society or culture as determined by wealth, occupation, education and

social class. Vernon (1965) said that children, whose mental development was

handicapped by poor socio-economic, cultural and linguistic environment, by

19
defective education and family instability, show this to a greater extent in some

abstract non-verbal abilities than they do in actual educational achievement. Halsal

(1973) while reviewing the studies that were carried out by the international

association for the evaluation of educational achievement in Mathematics found

that the correlation that existed between the children’s academic performance and

their parents’ socio-economic status was lower than that between the children’s

academic achievement and their family size.

ild’s socio-economic status, the

Copel (1973) asserted that the higher a child’s

plish
shmmen Children from high parental
higher his educational aspiration and accomplishment.

socio-economic status obtained better grade

grades
ades in school than those from low socio-

economic status and they tend to purs

pursue
rsue higher education above secondary school
pur

level.

Russell (1977) said that children whose parents are rich also have both

physical and psychological needs like every other child, which when provided,

contribute positively to their academic achievement in Mathematics. These needs

include good food, a study, a conducive atmosphere at home, a play ground and

good educational aids like radio, newspapers, television and magazines in the

home. A child who has the above can perform well in school, but a child who is

unfortunate not to have them because of the poor status of his parents both

20
economically and otherwise stands the risk of relatively poor performance in

school. This is so, because many children grow up in large families with very low

income and are beset by multiple, interrelated and interacting disadvantages which

have detrimental effect on the level of their academic attainment.

Curry (1962) carried out a study in U.S.A to determine whether the

differences in scholastic achievement were significant among children of different

social status but with comparable or similar intellectual abilities. He concluded

erag intellectual ability, he will

from his findings that when a child has above average

iron
onmmen He further added that if the
overcome the effect of a deprived home environment.

intellectual ability decreases the effectt off tthe deprived socio-economic effect on

scholastic achievement, pupils from

rom upper socio-economic status group achieve
m u
up

greater them those from the low

ower
er socio-economic group.
lower

2.5 Summary of Literature Reviewed

In this chapter, the researcher tried to review some empirical studies carried

out by renowned scholars that are related to this study. The reviewed literature

facilitated this study and also helped the researcher to see what others have done

so that the techniques previously used can equally be adopted or possibly

improved upon. Various studies carried out on the influence of parents’ level of

education and their socio-economic status on the academic performance of their

21
children in Mathematics in secondary schools show that the factors significantly

impact on the children’s academic performance. There is need therefore for all

hands to be on deck, especially the parents, head of secondary schools, teachers,

education planners and policy makers towards building the educational life of

these secondary school Mathematics students.

22
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the methods and procedures adopted in conducting

this study. These methods and procedures are explained under the following sub-

themes:

• Research Design;

• Population of the Study;

• Sample and Sampling Procedure

• Research Instrument;

• Validity of Research
arc
rch Instrument;
h In
I

• Reliability off Research

Re
Res Instrument;

• Procedure for Data Collection; and

• Procedure for Data Analysis.

3.2 Research Design

The research design adopted for this study is the descriptive survey design.

This design is chiefly concerned with finding, describing and interpreting “what

is”. The design does not aim at discovering new phenomena, but is concerned with

conditions or relationship that exist, practices that prevail, beliefs, points of view,
23
or attitudes that are held; processes that are going on; effects that are being felt, or

trends that are developing (Best, 1970). The design was considered appropriate for

the study because the researcher does not have any intention to manipulate the

study’s variables but to study them as they occur naturally.

3.3 Population of the Study

The population of this study covered some selected secondary school

Mathematics students (both males and females) in Ibarapa East Local Government

Area of Oyo State.

3.4 Sample and Sampling Technique

The sample used for this study

dy
y was
w
waas sixty students. These were selected

dy
y ide
from the population of the study id
den
identified above, using the random sampling

dary
ary
y sschools
method. Out of the secondary sc in Ibarapa East Local Government Area of

Oyo State five (5) secondary schools were randomly selected for the study. From

the students of these schools, sixty (60) students were selected randomly in

proportion of twelve (12) students per school.

3.5 Research Instrument

The instrument used to collect data for this study was a self-structured

questionnaire titled, Parents’ Socio-economic Status and Mathematics Students’

Academic Performance Questionnaire (PSSMSAPQ). The questionnaire was

24
divided into two sections, A and B. Section A contained questions on the

demographic features of the respondents, while section B contained questions on

parents’ educational background, religious belief, cultural background and

financial status as relating to their children’s academic performance in

Mathematics in secondary schools in Ibarapa East Local Government Area of Oyo

State.

3.5.1 Validity of Research Instrument

The validity of the research instrument was

as determined
d by the research

supervisor. A sample of the instrument wass sho

shown
how to the research supervisor for

professional corrections and comments which

ts whi were incorporated into the final

draft of the instrument to ensure that

hatt it h
had both face and content validity.

3.5.2 Reliability off Research

Res
Resea Instrument

The split-half statistic method was used to determine the reliability status of

the research instrument. A pilot test was conducted using some copies of the

questionnaire and some respondents that were not involved in the main study. The

administered questionnaires when retrieved were parted into two groups of odd

numbers and even numbers. The scores of the two groups were correlated using

Pearson’s Product Moment Correlation method. The reliability coefficient

obtained was used to determine whether the instrument is reliable or not.

25
3.6 Procedure for Data Collection

With the letter of introduction from the Head of Department, the researcher

visited the sampled schools in person, negotiated with the school authorities before

administering the questionnaires on the students. The students were allowed

enough time to respond to the questionnaire items before instant retrieval. This

method of administration was adopted to ensure high response rate.

3.7 Procedure for Data Analysis

Data collected on the demographic features

ess of the subjects were presented

quen
ently interpreted respectively. Other
in contingency percentage tables and subsequently

data generated from the respondents’’ responses

resp
respon to the questionnaire items were

used to analyze both the research

h questions
rch que
qu
q and hypotheses raised in the study

using the Chi-square statistical

al tool.
tica
ical to
t

26
 CHAPTER FOUR

4.0 DATA ANALYSIS AND SUMMARY OF FINDINGS

4.1 Introduction

This chapter presents the analysis of data collected for this study, the results

of the tests of the hypotheses raised in it and the summary of the findings made

during the study.

4.2 Presentation of Respondents’ Bio-data

Table 1: Gender Distribution of Subjects

Gender Frequency Percentage (%)

Male 25 41.67
Female 35 58.33
Total 60 100

Table 1 above shows

wss the distribution of the respondents by gender. From

the table, 42% of the respondents were males while the remaining 58% were

females. This shows that female students outnumbered their male counterparts in

senior schools in Ibarapa East, Oyo State.

Table 2: Age Distribution of Respondents

Age Frequency Percentage (%)

< 15 yrs 24 40
15 – 19 yrs 36 60
Total 60 100

27
 Table 2 above shows the distribution f the respondents by age of the total

students that took part in the study. A total of 24 respondents fall under less than

15 years of age, while a total of 36 respondents fall under 15-19 years of age. It

can be deduced that the percentage of the respondents fall under 15-19 years of

age outnumbered those in the less than 15 years of age.

4.3 Analysis of Hypotheses

Table 3

onda
dar school students’ academic
Chi-square value of respondents on secondary
ucati
atio
tion background of their parents
performance in Mathematics and educational

Value Dff X2Cal X2Tab Remarks

Observed 34.8
4 56.431 9.488 Reject H0
Expected 25.2

Hypothesis One:- The secondary school students’ academic performance in

Mathematics is not significantly affected by their parents’ educational background.

Table 3 above shows the overall chi-square value for the distribution of

respondents on items on secondary school students’ academic performance in

Mathematics and educational background of their parents. The study shows that

the overall calculated chi-square value is 56.431 at 0.05 level of significant and at

4 degrees of freedom. The calculated chi-square value 56.431 is greater than the

28
table value 9.488, which means the null hypothesis will be rejected. It can be

concluded that there is significant difference in the response of students on the

items. And, the study therefore shows that secondary school students’ academic

performance in Mathematics is significantly affected by their parents’ educational

background.

Table 4

Chi-square value of respondents on secondary y school

sc students’ academic
performance in Mathematics and culturalall background
bac
b
back of their parents

Value Df X2Ca
Cal X2Tab Remarks
Observed 26.2
4 2
24.310 9.488 Reject H0
Expected 33.8

Hypothesis Two:- The secondary

secon
second school students’ academic performance in

Mathematics is not significantly affected by their parents’ cultural background.

Table 4 above shows the overall chi-square value for the distribution of

respondents on items on secondary school students’ academic performance in

Mathematics and cultural background of their parents. The study shows that the

overall calculated chi-square value is 24.310 at 0.05 level of significant and at 4

degrees of freedom. The calculated chi-square value 24.310 is greater than the

table value 9.488, which means the null hypothesis will be rejected. It can be

29
concluded that there is significant difference in the response of students on the

items. And, the study therefore shows that secondary school students’ academic

performance in Mathematics is significantly affected by their parents’ cultural

background.

Table 5

Chi-square value of respondents on secondary school students’ academic

performance in Mathematics and religious belief of their parents

Value Df X2Call X2Tab Remarks

Observed 31.8
4 28.69
28.690
8.690 9.488 Reject H0
Expected 28.2

Hypothesis Three:- The secondary

ndary
dary
ry school
s students’ academic performance in

Mathematics is not significantly

tly affected
antly
an af by their parents’ religious belief.

Table 5 above shows the overall chi-square value for the distribution of

respondents on items on secondary school students’ academic performance in

Mathematics and religious belief of their parents. The study shows that the overall

calculated chi-square value is 28.690 at 0.05 level of significant and at 4 degrees

of freedom. The calculated chi-square value 28.690 is greater than the table value

9.488, which means the null hypothesis will be rejected. It can be concluded that

there is significant difference in the response of students on the items. And, the

30
study therefore shows that secondary school students’ academic performance in

Mathematics is significantly affected by their parents’ religious belief.

Table 6

Chi-square value of respondents on secondary school students’ academic

performance in Mathematics and financial status of their parents

Value Df X2Cal X2Tab Remarks

Observed 26.2
4 38.945 9.488 Reject H0
Expected 33.8

Hypothesis Four:- The secondary schooll stude

st
students’ academic performance in

ed by their
Mathematics is not significantly affected th parents’ economic status.

Table 6 above shows thee over

ove
era chi-square value for the distribution of
overall

respondents on items on se
secon
cond
secondary school students’ academic performance in

Mathematics and financial status of their parents. The study shows that the overall

calculated chi-square value is 38.945 at 0.05 level of significant and at 4 degrees

of freedom. The calculated chi-square value 38.945 is greater than the table value

9.488, which means the null hypothesis will be rejected. It can be concluded that

there is significant difference in the response of students on the items. And, the

study therefore shows that secondary school students’ academic performance in

Mathematics is significantly affected by their parents’ economic status.

31
4.4 Summary of Findings

From the analysis of data and the results of the tests of hypotheses raised in the

study as shown in tables 3, 4, 5 and 6; we found that:

i. Parental educational background has significant influence on the secondary

school students ‘academic performance in Mathematics.

ii. A significant difference exits between the secondary school students

‘academic performance in Mathematicss and

an their parents ‘cultural

background.

iii. The secondary school students ‘academic

‘aca
cad performance in Mathematic is

significant affected by their

irr parents
paare ‘religious belief.
par

iv. Parental socio-economic

mic status
om st has significant influence on the secondary

school students ‘academic performance in Mathematics.

32
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents the discussion of findings; summary of the study; the

conclusion; implication for counseling; recommendations and suggestion for

further studies.

5.2 Discussion of Findings

Hypothesis One

ound
und th
In hypothesis one (table 3), it was found that the secondary school students’

ntly
ly affected
academic performance is significantly af by their parents’ educational

background. This finding seconds

dss that
that of Ogunlade (1973) who in his study found
tha

also that children from highly

hly educated
ighly ed
e parents performed better in Mathematics

test than those from illiterate and semi-literate parents.

The conclusion therefore was that parental educational level influenced

their children’s educational attainment in Mathematics.

Hypothesis Two

In hypothesis two (table 4) it was found that parental cultural background

has significant influence on the secondary school students’ academic performance

in Mathematics. This finding is in line with that of Copel (1973) who in his study
33
asserted that the higher the parental cultural background, the higher its influence

on the children’ academic performance in Mathematics.

Hypothesis Three

In hypothesis three (table 5) it was found that a significant difference exist

between the secondary school students’ academic performance in Mathematics

and their parents’ religious belief.

Hypothesis Four

In hypothesis four (table 6) it was found that parental economic status has
hat p

significant influence on the secondary school

ol students’
stud
s ude academic performance in

Mathematics. This finding support thatt off Curry

Cu (1962) who noted also that if the
C

intellectual ability decreases, thee effect

effe of the deprived economic effect on
ef

hildr
ildren
en from upper economic status group achieve
scholastic achievement, children

greater than those from lower economic group.

The finding also seconds that of Copel (1973) who in his study asserted that

the higher a child’s economic status, the higher his educational aspirations and

accomplishment. That is, children from high parental economic status obtained

better grades in Mathematics than those from low parental economic status and

they tend to pursue higher educational attainment above secondary school level.

34
5.3 Summary of the Study

This study examined the effects of parental socio-economic status on the

academic performance of Mathematics students in Ibarapa East Local Government

Area of Oyo State. The descriptive research design was adopted for this study, this

is because the variables studied were not manipulated but studied retrospectively

the way they occur naturally. The population of the study covered some selected

secondary schools mathematics students (both males and females) in the area of

study. Out of this population a sample of sixty (60)) students

stu was selected and used

for the study; using the random sampling techniques.

tec
echn The instrument used to

collect data for the study was a twenty-two

-two items self-structured questionnaire.
ty-tw

Four hypotheses were formulated

d and
d tested
t during the study using the Chi-square

statistical tool. Each of thee results

esults obtained from the tests was compared with its
re
resu

critical value at 5% level of significance.

5.4 Conclusion

On the basis of the findings made in this study, we conclude that:

i. Parents’ educational background influences the secondary school students’

academic performance in Mathematics.

ii. Parental cultural background affects the secondary school students’

academic performance in Mathematics.

35
iii. Parents’ religious belief influences the secondary school students’ academic

performance in Mathematics.

iv. Parental economic status affects the secondary school students’ academic

performance in Mathematics.

5.5 Implication for Counseling

Parents through the findings of this study would be aware of the ways their

social-economic status can influence their children’ performance in Mathematics

es impacting
and thereby try to adjust immediately the ones im on their children

negatively.

Policy makers and curriculum planner

anne through the findings of this study
plann

com
omee from diversified cultural settings and so the
would be reminded that children come

ulu
lum
policy making and curriculumm planning
pl should be with a reasonable amount of

flexibility.

5.6 Recommendations

Based on the findings made in this study, we make the following

recommendations;

i. Secondary school heads should use Parent Teacher Association forum to

educate parents, especially mothers on the essence of giving their children

the close attention needed by them at their age.

36
 ii. Non-governmental organizations should reach out more to children from

low/poor socio-economic backgrounds by providing scholarships

opportunities for them as well as through offering of direct financial

assistance to homes in order to empower them and sustain them

economically as these homes are the immediate sustaining environment of

the children.

iii. Counseling centres should direct counseling efforts towards educating

parents on the essence of having family siz

size that they can adequately

dop
pt fam
sustained by their income as well as adopt family planning measures to help

them have manageable family sizes.

izes.
s.

iv. Non-governmental organizations

tions should carry out awareness campaign
zatio
zati

through the media in local languages to educate the uneducated parents on

local

the importance and need of providing their children with an enabling

environment to enhance their educational performance.

v. Mathematics teachers should run Mathematics lessons in a student-centered

manner. This, of course would have positive effects on students’ interest

towards Mathematics and their motivation to learn.

vi. Parents should be interested in their children performance in school. This

can be achieved through effective parent-teacher’ association. In other

37
 words, parents and teachers should be allowed to meet at least once in a

month to discuss issues affecting students.

5.7 Suggestion for Further Studies

The entire effects of parental socio-economic status on the academic

performance of secondary Mathematics students have not been exhaustively

explored by this study. Consequently, we suggest that further research be

conducted in areas which include the following:

i. dent academic performance in

Family Issues and its effects that affects students’

secondary school

ii. Economic Status of Parents, a dete

determinant
eterm on academic performance of

secondary school Mathematics

ticss sstudents.
atics

iii. omee on Mathematics students’ academic performance

om
Effects of Broken Home

iv. Effects of Parental Involvement in Mathematics: A case study of some

selected secondary school in Ibarapa East Local Government Area, Oyo

Sate.

38
 REFERENCES

Copel, S. L. (1973), “Behaviour Pathology of Childhood and Adolescence”, New

York; Basic Inc.

Curry, R. L. (1962), “The Effect of Socio Economic Status on the Scholastic

Achievement of 6th Form Children”, Journal of Development Psychology,
(5) 300-306

Douglas J.W.B. (1964), “The Home and the School”,

ol” London: Mac Gibbon and
Kee

Good, T. L.; Brophy, J. E. (1977), Educational

tiona Psychology: A Realistic Approach,
catio
ldt,
dt, Ren
2nd edition, New York: Holdt, Re
Renehart and Winston.

Halsal, E. (1973), The Comprehensive

mpre
prehe
he School; Oxford: Pangram Press Ltd.

http: //www.parenthood.Library.Wisc.Edu/Hoffman/Hoffman.html.

http://www.news.bbc.Co.uk/2/hi/talking point/1220026.stm.

Lovell, E (1973) Educational Psychology and Children, 11th edition, London:

Hodder and Stoughton

39
Majoribanks, K (1979) Families and Their Learning Environment: An Empirical
Analysis London: Rout Ledge And Kegan Paul

Obemeata, J. O. (1971) “The Effect of Urban-Rural Environment on Intelligence

Test Performance”, West African Journal of Education XX (3) 310-315

Ogunlade, J. O. (1975) “Family Environment and Educational Attainment of Some

School Children in Nigeria”; West African Journal of Education XVII (3),
429-432

Olayinka M. S. & Omoegun, O. M. (2001) “Principles

ple and Practice of Guidance
incip
nciple
and Counseling”, Lagos: Bab Sheriff
fff 7b
7 Co.
Co Ltd
C

Olayinka, M.S. (1981): “Sex and Marital

arital
arital Guidance”,
G Lagos: Moburijinu

Russell, B (1977) “Education a the Social Order”, London: George Allen &
ion and
tion an
Urwin Ltd

Vernon, P. E. (1965) “Environment Handicaps and Intellectual Development Part

II”, British Journal of Educational Psychology, 35 (1) 31-37.

40
 APPENDIX A
QUESTIONNAIRE
Dear Respondent,
This questionnaire is solely for research purpose. It is on parents’ socio-economic status
and students’ academic performance in Mathematics. Your objective response to each item in this
questionnaire will be highly appreciated. Your responses will be confidentially treated, and will as
well be used only for the purpose of this study.
Thank you for your co-operation.

SECTION A – BIOGRAPHIC DATA

Sex: Male ( ) Female ( )

Age: less than 15 years ( ) 15 -19 years ( ) 20 years and above ( )

SECTION B – QUESTIONS

Instruction: Rank the extent to which the socio-economic

so factors stated in the table below have
ema
matica
ical works.
affected your performance in Mathematical

KEY: S A–Strongly Agree, D–Disagree, A–Agree, S D–Strongly Disagree

No Educational Background of Parents SA A D SD

1. My parents are not educated and this is affecting me
mathematically.
2. My parents don’t care much about my Mathematics and most
times I have to do my homework myself whether I know it or not.
3. My parents only ensure that they pay my school fees but don’t care
to know how I am faring mathematically.
4. My parents organized private lessons for me which have helped to
improve my performance in Mathematics.
5. My parents value education a lot and their encouragement has
really helped me mathematically.

41
No Parents’ Cultural Background SA A D SD
1. My parents don’t attach culture to anything concerning my
Mathematics education.
2. My parents are culture minded people; always mixing what I
learn at school with cultural lessons at home and this affects my
performance in Mathematics.
3. My parents believe a lot in cultural superstitions and as such they
don’t allow me interact freely with my school and classmates and
this affects my learning and performance in Mathematics.
4. I am from a Christian home, and culture has no basis in whatever
my family does.
5. Because of my parents’ cultural beliefs, I am not allowed to live
in the school hostel like my colleagues and this affects my
performance mathematically.

No Parents’ Religious Belief SA A D SD

1. My parents are religiously fanatic.

2. They always direct much of my time to attend nd to re

rel
religious
activities and this affects my Mathematicss stud
studies
udie at home.
3. Though my parents are religious, they ey
yd don
don’t
on’t allow religious
issues interrupt my Mathematics studie ies
studies.
4. My parents rejected my going to the sschool I had wanted to
uss opi
go because of their religious pin
opinion of the school.
5. Because of my parents’ religious
eligi belief, helping me to do
my assignments is seen as cheating, and this is affecting my
performance in Mathematics assignments and other
academic work.

No Parents’ financial Status SA A D SD

1. My school fees are always paid late and this usually affects my
performance in Mathematics exams each term.
2. My parents are not rich and as such where we live does not have
enough space for my Mathematics studies.
3. Most times, some of my school materials for Mathematics are not
provided by my parents because they don’t have the money to do so.
4. Sometimes I miss Mathematics class because I help my parents to
hulk in order to raise my school fees and this affects my
performance in Mathematics greatly.
5. My parents are financially okay and they adequately provide me
with school materials for Mathematics.
42
 APPENDIX B

EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO,

LANLATE CAMPUS, LANLATE.
P.M.B. 001, LANLATE, OYO SATE, NIGERIA.
TEL.: 08160122629, 08079045949.
Dear Sir/Madam,
LETTER OF INTRODUCTION
The bearer of this letter, Olabiyi Tobi David is a student of Department of
Mathematics of the above named College.
He is undertaking a research in partial fulfillment of the award of a The
Nigeria Certificate in Education (NCE) on the topic: ‘The Effects of Parental
Socio-Economic Status on the Academic Performance orm of Secondary School
Mathematics Students in Ibarapa East Local Government
all Gov
G ove Area of Oyo State,
Nigeria’. He needs to administer questionnaires es to enable him gather information
aires
for the said research and he has chosen to do s in your school.
o so
We shall be grateful if your institution
stituti gives him the necessary assistance
nstitu
he may require.
Yours faithfully,

...................................
Dr. S.A. OLAOLUWA.
Head of Department.
Distribution
1. Obaseeku High School, Sango, Eruwa.
2. Rock View Model College, Agasa Estate, Lanlate.
3. Lanlate High School, Oke-Imale, Lanlate.
4. Baptist Grammar School, Orita, Eruwa,
5. Onitabo Community Grammar School, Itabo, Lanlate.

43
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