ABSTRACT

The study examine the influence of socio-economic status and environmental factors on primary schools pupils on academic performance in Kwara state, Nigeria in Ifelodun Local Government of Kwara State. The main objectives of the study were to examine the effect of socio-economic status, and educational background of parents on the basic scholar’s academic performance in the above study area. Concerning methology, the researcher employed both primary and secondary data for the study. Secondary data for the study. Secondary data for the study was gotten from textbooks, research journals and the internet. The researcher used questionnaire for the collection of data from the respondents. A sample of 200 pupils from five (5) public and five (5) private primary schools were used for the study. Data was analysed using simple percentage, the mean and standard deviation correlation coefficient to analysis research questions and hypotheses respectively all the tests were conducted at 0.05 level of significance. Findings from the study revealed that socio-economic status of parents effects the performance of both the public and private primary schools pupils, but not so feasible in the later. Out of 200 pupils used for the study, majority asserted to this and the alternate hypothesis was accepted. Other findings from the study showed that there is a relation between pupils academic performance as well as parents educational background. The researcher recommended that various strategies should be put in place to reduce peers influence.

CHAPTER ONE

INTRODUCTION

 1.1      Background of the Study

            Education not only provides knowledge and skills, but also inculcates values, training of instincts, fostering right attitude and habits. According to Muhammed and Muhammed (2010) they are of the opinion that, cultural heritage and values are transmitted from one generation to another through Education. The responsibility of training a child always lies in the hand of the parents.

This is congruent with the common assertion by sociologist that education can be an instrument of cultural change which is being taught from home is relevant in this discuss. It is not out of place to imagine that parental socio-economic background can have possible effects on the academic achievement of children in school. What so ever affect the developmental stage of children would possibly affect their education or disposition to it. Parental status is one of such variables. When a woman’s nutritional status improves, so too does the nutrition of her young children “Parents of different occupational classes often have different styles of child rearing, different ways of disciplining their children and different ways of reacting to their children. These differences do not express themselves consistently as expected in the case of every families, rather they influence the average tendencies of families for different occupational classes.” (Rothestein, 2004). In line with the above assertion, Hill et al. (2004) had also argued that socio-economic status of parents do not only affect the academic performance, but also makes it possible for children from low background to compete with their counterparts from high socio-economic background under the same academic environment.

Moreover, Smith, Fagan and Ulvund (2002) had asserted that significant predictor of intellectual performance at age of 8 years included parental socio-economic status (SES). In the same vein, other researchers had posited that parental SES could affect school children as to bring about flexibility to adjustment to the different school schedules (Guerin et al., 2001).The same view is shared by Machebe (2012), in her research, concluded that,parental socio-economic status could influence academic performance of their children at school. In a previous local finding in Nigeria, Oni (2007) and Omoegun (2007) had averred that there is significant difference between the rates of deviant behaviour among pupils from high and low socio-economic statuses.

The health status of the children which could also be traceable to parental socio-economic background can be another factor that can affect the academic performance of the pupils, Adewale (2002) had reported that in a Journal of Education and Practice rural community where nutritional status is relatively low and health problems are prevalent, children academic performance is greatly hindered. This assertion is again hinged on nature of parental socio-economic background.

Schareider (2003) in his study counted school faulty condition to effective teaching and learning in schools. More and Lackney (1994) in their handbook on educational facilities concluded that physical setting has both direct and mediated efforts on social and achievement outcomes.

The foregoing discussion had established that socio-economic status and host of other factors relating to environment of pupils, such as educational background of parents, health status of pupils, parental occupation and family size could have effects on children academic achievement. It is against this background that this work is being undertaken to empirically investigate the possible effect of these factors on pupils’ academic achievement in selected schools in Ifelodun Local Government Local Government Area of Kwara State.

Environmental Factors is the aggregate of all internal and external conditions affecting the existence, growth and welfare of organisms. It is an influence an individual came in contact with after the hereditary has been through the gene plasma.

G. U. Anene explained that environment can be divided into physical, social and abstract environment. Physical environment is the objects or materials found in the home, school or community. It also includes the people like parents, siblings and peers (Anene, 2005).She also explained that the social environment is the social life, societies and club affecting the individual. Abstract environment is the reactions, feedback and the responses received on interactions with others. The author further explained that environment can also be classified as urban or rural environment.

The focus of this study is on the environmental factors affecting the academic performance of the pupils. This therefore, entails the objects, materials, parents, siblings, peers and social life that exists in the environment in which the pupils find himself/herself. All the variables in the environment that affect a pupil’s existence, behavior and performance constitute the environmental factors.

Academic Performance on the other hand is the outcome of education; it is the extent to which a pupil, teacher or institution has achieved the educational goals.

According to G. Bossaert, S. Doumen, E. Bugse and K. Verschuerenc (Bossaert, Doumen…, 2011) academic achievement is commonly measured by examination or continuous assessment; however, there is a general agreement on how it is best tested. In some countries, the achievement of school is measured by the academic performance index.

O. C. Chukwudi (Chukwudi, 2013) discovered that individual differences in academic performance have been linked to differences in intelligence and personality. He explained that pupils with higher mental abilities as demonstrated by IQ test (quick learners) and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. Early academic achievement enhances later academic achievement.

However, a number of factors contribute to that. It has also been discovered that certain factors can either influence or hinder the academic performance of pupils at any level of education. Such factors emanating from the school environment, curriculum planning and implementation, siblings/Peer group influence, Environment e.g. parents, socialization patterns in the environment, location of the environment, modern gadgets at environment and so on. The target of this study is on environmental factors affecting the academic performance of pupils. The pupil’s environment can either accelerate or hinder a pupil’s academic performance.

C. Ajila and A. Otutola (Ajila, Otutola, 2000) stated that parent of all classes realized the importance of education. They also pointed out that different families create environment that influences children’s intellectual growth and educational motivation in different ways. The function of the family among others includes rearing, protecting and educating the children and such function can be performed in the environment, thus a environment is an essential agent of education.