Socio-Economic Background and Student Academic Performance

Introduction

The issue of socioeconomic status and its relationship in the academic performance of a student is more complex. One of the common denominator in this idea is the difference of the family status or background in all parts of the world. With that, the academic performances of the students as well as the level of education differ. In the comparison between the developed and developing countries, educators can say that there is huge gap in terms of level of education which can duly affect the performance of the students.

Background and Problem Statement

Nigeria, as the main country center in the investigation, is the most populous country in Africa. In the country, socio-economic status of a family is usually linked with the family’s income, parent’s educational level, parent’s occupation and the social status of other relatives. This logic is said to create great parental influences on the student’s school performance (Okafor, 2007). The school effectiveness is also addressed in the determining the outcome of the students. However, most of the studies emphasize the differences in the academic and socioeconomic background of students across the schools and its sector. Therefore, what is the relationship of the socioeconomic background towards the academic performances of the students?

Research Aim and Objectives

The main aim of the study is to provide the idea regarding the link between the socioeconomic background and status of the students in Nigeria and describe how it influences the academic performance of the students. In order to gain the information needed in the study, there are three objectives that should be considered. First is to investigate the culture in Nigeria particularly on the education. Second is to describe the curriculum in the pedagogical settings to achieve the student’s academic performances. And third is to assess the academic performance of the students.

Literature Review

The issue of socioeconomic status and its relationship in the academic performance of a student is more complex. The relationship can be explored based on the levels of nations and states, districts, and schools, and on to classes and individual students. The low-level of family income is used to measure the level of poverty in the country. There is pedagogical curriculum to increase the level of learning such as the reading literacy study. In other countries, the socioeconomic status is not a strong determinant in the student’s academic performance. Rather, the strength of district and school level influences of socioeconomic status on academic achievement in the growth of students’ learning. The influence of socioeconomic status at the individual level is still prevalent but can affect the parent expectations. The effects of prior achievement were stronger than poverty on junior high and high school students and for some instances, the cultural effects of a race and gender interaction can be stronger than the socioeconomic status (Thomas & Stockton, 2003). The socioeconomic background involves the parental occupation, education, and wealth and among these three dimensions the parental occupation has the strongest impact for the students. In the continuous investigation of the relationship of the socioeconomic background and education, there is an impact gained from the socioeconomic background on the tertiary entrance performance. The level of confidence among the students and their own ability affects the learning and higher parental aspirations are just in the corner of the student’s initiative to learn (Marks, McMillan, & Hillman, 2001). The socioeconomic background was founded and recognized from the wealthy and well-educated parents that can help to ensure the future of their children. Because of their influence, it is believed that the background of a student is favorable for their learning environment, better education, and good jobs. On the other hand, the children who have the low socioeconomic background are believed to lack in education and obtaining an opportunity in the future may be difficult. Because of the importance of family backgrounds in other countries, it is also referenced to be the major influence on the student school success. The relationships of the student environment have established many variables that can be direct or indirect in the student’s success (Okafor, 2007).

Methodology

The suggested method in the study is the use of secondary information. The materials that can be use are the Nigerian reports on the academic performance and report for the Department of Education. In addition, the reviews coming from the government assessments in the socioeconomic level of the country can be taken and the case studies performed by the researchers. The obtained information can be organized according to the objectives of the study.

References:

Marks, G., McMillan, J., & Hillman, K., (2001) Tertiary Entrance Performance: The Role of Student Background and School Factors (LSAY Research Report Number 22) [Online] Available at: http://www.acer.edu.au/documents/LSAY_execsum22.pdf [Accessed 12 August 2010].

Okafor, P., (2007) A Case Study: Factors Contributing to the Academic Achievement of Low-Socio Economic Status Students in Anambra South County, Anambra State Nigeria [Online] Available at: http://patrickokafor.com/LeadingtoThesisProposal1.pdf [Accessed 12 August 2010].

Thomas, J., & Stockton, C., (2003) Socioeconomic Status, Race, Gender, & Retention: Impact on Student Achievement [Online] Available at: http://www.usca.edu/essays/vol72003/stockton.pdf [Accessed 12 August 2010].

Effect of School on a Student's Academic Performance

Introduction

Schools are the second home of the students. Within the four corners of the classroom, students are expecting to learn through the series of subjects, from basic counting to the literature writing and so on. In addition, the teachers are always present together with their module to build the knowledge for their future. School is the most desirable institution that should be always present in every country and therefore, it can definitely change the lives of the young people.

Background and Problem Statement

Aside from the traditional pedagogical teaching techniques, schools are also opening the new educational intervention to provide the student’s learning needs. The most popular teaching techniques that are available are the use of the technology such as the computer to increase the educational level and academic performance. The use of computers and Internet can deliberately provide learning outcomes to their students (O’Dwyer, et al., 2005). However, the most common problem that may arise is the protection and security of the users (both students and teachers) in viewing the networking sites. Still, many educators believe that academic performance of the students should not only rely on the technological innovation but under the care of the educational institution or schools.

Research Aim and Objectives

The main aim of the study is to investigate the essential effect of schools towards the students’ academic performance. In order to align all the ideas and information in delivering the said goal, there are three supporting objectives. First is to give details on the common problems of the students in achieving the academic performance. Second is to describe the various actions of the schools in providing the appropriate education with regards to the challenges being faced by the students. And last is to recognize the effects of the schools in the level of education in their respective countries.

Literature Review

There are many split opinions and suggestions on how to improve their students’ academic performance. Students are plagued with different issues and challenges in achieving the success in academic; however educators and school administrators said that the problem is not about the performance standards of the schools (Edyburn, 2006). The problems identified include the inadequate background on the lecture of the teachers and their long working hours inside the classroom. As for the students, they have lack of time to study and seeking advice, lack of management skills, bad study habits and skills, and lack of self-confidence. At some point, students are vulnerable in the personal problems like in their family, responsibilities in both social and extracurricular activities, and financial problems (Addus, Chen, & Khan, 2007). The academic performance can still be achieved through the students’ initiatives and commitment to attain a good education should reflect on their study habits and cooperation, and motivation and efforts to seek assistance might result to the academic performance. The use of the technology and continuous promotion of the schools on the educational interventions are viewed as an effective step to fill the learning gaps of the students. The collaboration of technology and teaching among the schools can be a good start in academic performance (Edyburn, 2006). Within the school, there is a continuous research and development process to improve the curriculum and increase the social communication. The increase participation of the students inside the classroom is a recognizable performance towards their openness and learning that can result in their overall development (Adeyemo and Kuye, 2006; O’Dwyer, et al., 2005). In addition, the educational investments such as providing other facilities can strongly contribute to increase the academic performance of the students. With the help of the investments and support of the government, there is a strong indication of effectiveness of the schools in delivering the academic performances (Kang, 2007).

Methodology

The most desirable method is the use of the secondary information coming from the report of the schools (whether in primary, secondary, or tertiary/college). The secondary data can be also acquired from the national achievement test that was implemented in the country. It can be also obtained from the survey that was conducted in the participation of the educators in different levels and from the education department’s assessment on the changes on educational level from the past year up to the recent.

Conclusion

Schools are the institutions that should be supported by the government and they should receive the adequate attention to adequately provide the desirable academic performance of the students as perceived by the parents.

References:

Addus, A., Chen, D., & Khan, A., 2007. Academic Performance and Advisement of University Students: A Case Study, College Student Journal, Vol. 41, No. 2.

Adeyemo, A., & Kuye, G., 2006. Mining Students’ Academic Performance Using Decision Tree Algorithms, Journal of Information Technology Impact, Vol. 6, No. 3 [Online] Available at: http://www.jiti.com/v06/jiti.v6n3.161-170.pdf [Accessed 09 June 2010]

Edyburn, D., 2006. Evaluate Academic Performance With and Without Technology, MACUL Journal [Online] Available at: https://pantherfile.uwm.edu/edyburn/www/js06evaluatea.pdf [Accessed 09 June 2010].

Kang, C., 2007. Does Money Matter? The Effect of Private Educational Expenditures on Academic Performance [Online] Available at: http://siteresources.worldbank.org/EDUCATION/Resources/278200-1121703274255/1439264-1178054414297/PrivateTutoring_C_Kang.pdf [Accessed 09 June 2010].

O’Dwyer, L., Russell, M., Bebell, D., & Seeley, K., 2005. Examining the Relationship between Home and School Computer Use and Students’ English/Language Arts Test Scores, The Journal of Technology, Learning, and Assessment, Vol. 3, No. 3 [Online] Available at: http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1053&context=jtla [Accessed 09 June 2010]