Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/366
Title: IMPACT OF SOCIAL-ECONOMIC STATUS OF PARENT ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENT IN SOCIAL STUDIES IN CROSS RIVER STATE
Authors: MBANG EKPO BASSEY
Issue Date: 3-Sep-2011
Series/Report no.: EBSU/PG/M.ED/2004/00992;
Abstract: This study focused on the impact of Socio-economic status of parents on the academic achievement of Junior Secondary School students in - Social Studies in Cross River State. The purpose of the study was to identify socio- economic variables that affect academic achievement of Junior Secondary School students in Social studies. The study adopted a causal comparative research design. The sample for the study consisted of two hundred and seventy (270) Junior Secondary School Social Studies students, selected from nine (9) Secondary Schools in the Central Senatorial District of Cross River State. Two instruments were used for the study: Social Studies Achievement Test (SSAT) instrument and Instrument for Socio-economic Variables to elicit information from respondents. Social Studies Achievement Test (SSAT) instrument was made up of 50-item multiple choice questions type. The instrument was validated by a "team of experts and has a reliability index of 0.93 obtained through the use of K-R 20. The insfrument was administered to a total number of two hundred and seventy students who formed the sample Instrument for Socio-economic Variables consisted of two Sections, A and B. A concerned itself with the bio-data of the respondents while B consisted of thirty (30) questions for the respondents to tick Yes or No. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean (X) and standard deviation to answer the research questions while a one-way analysis of variance was used to test the null hypotheses at 0.05 level of significance. The result of the study showed that parental educational background, and parental home background affected significantly the academic achievement of Junior Secondary school students in Social Studies, while parental occupation has no significant effect on academic achievement of students in Social studies. From the findings of the study recommendations were made: Parents should be urged to make adequate provisions for the education of their children and wards for better academic achievement. Planning for delivery of education should take into account parents socio-economic status (SES), the teachers as implementers of educational policy should have a balanced view of children from the various socio-economic status (SES) in their classroom interaction so that all will benefit equally.
Description: A DISSERTATION SUBMITTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF MASTERS IN SOCIAL STUDIES
URI: http://hdl.handle.net/123456789/366
Appears in Collections:Theses & Dissertation

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