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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the Study
Economics is a social science that studies human behavior as a
relationship between ends and scarce means, which have alternative uses
(Robinson [1978]). Human wants are unlimited or insatiable and the
resources to satisfy these wants are scarce. It can also be defined as the
practical science of the production and distribution of wealth.
Economics can also be defined as the study of mankind in the
ordinary business of life. It deals with the exchange of goods and services,
scarcity and choice. The most accepted of all the aforementioned definitions
is the one given by Robinson (1978).
Methods used in studying Economics are quite different to those used
in physical science such as Physics, Chemistry and Biology. This is because
Economics deals with human beings and their behavior depending largely on
the environment they live in.
Economics concerns itself with production, distribution and
management of scarce resources to satisfy human survival. It follows that
such an important subject should be included in the school curriculum.
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Economics is taught as a separate subject in the SS1, SS2 and SS3
school curriculum. The senior secondary school certificate syllabus guide
the curriculum content of Economics.
In an article titled “Strategies to better schools results”, the 1988
national president of All Nigeria conference of principals of secondary
schools (ANCOPSS) observed that over the years, (since1976 to be precise)
the WASC/GCE ‘O’ Level results of nearly all post-primary institutions,
except those of the unity schools, have been persistently bad in terms of
quality and quantity of passes.
However, there are lots of problems leading to the low achievement in
Economics. The causes identified for poor performance in Economics are as
follows:
i) In most of our schools the class is often too large to be taught
effectively because there is often lack of communication between
the teacher and his students.
ii) The teaching aids are not adequately used to teach Economics,
which is not supposed to be so.
iii) The problem of unavailability of certified Economics teachers
iv) Poor study habits on the part of the students.
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v) Inadequate funding of schools by the government.
Most researchers in the past have placed emphasis on Teacher factors
and Student factors as the most important predictors of students’
achievement. It is not possible to judge the quality of a school or system
by the quality of students leaving it. It is necessary to control for the
variation in parent input with which teachers of Economics are
confronted. There is also the need of improving our knowledge of how
parents (the first agent of socialization) affect students’ ability, their
motivation to learn and their academic achievement.
In other words, it is crucial to know how students in a population are
distributed on a wide range of parental factors, which are themselves
important predictors of students’ achievement in Economics.
Parents’ Educational attainment and Occupational status are socio-
economic status. These are determinants of Parents’ status attainment in the
society. Family background and upbringing play major role in Students’
achievement. For example, a student that is born into a literate family has a
better chance of being assisted with some academic work by the parents.
Students that are born into wealth have a better starting point than an
individual born into poverty. Parents that are wealthy can afford to buy their
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children materials needed in schools. This gives their children privileges few
are lucky to have, and gives them opportunity not many children receive.
Ultimately, this opportunity catapults these lucky ones.
Most academics recognize that a Parents’ Educational attainment and
Occupational status can have an impact on Students’ achievement. Students
are socialized by the people with whom they associate through daily
interaction over a course of many years.
Understanding the way social interaction affects academic achievement is
Parents, Educators, and Policymakers. For this reason, focusing on Parents’
Educational attainment and Occupational status as predictors of Students’
achievement in Economics can make a significant contribution over
education.
1.2 Statement of the problem
The problem of this research work is to investigate the extent to which
Parents’ educational attainment and occupational status predict Students’
achievement in Economics.
Research into this becomes very necessary if we look at the fact that
most Secondary School students have not been recording good results in
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2) There is no significant difference in the achievement in Economics
of Students who have Parents with high occupational status and
low occupational status.
3) Parents’ Educational attainment and Occupational status has no
relative contribution towards Students’ achievement in Economics.
4) There are no significant relationships among Parents’ Educational
attainment, Occupational status and students’ achievement in
Economics.
5) There is no significant relationship between male and female
students’ achievement in Economics.
1.5 Purpose of the study
The purpose of this study is to find out to what extent Parents’
Educational attainment and Occupational status predict Students’
achievement in Economics. It will help the researcher conclude and
recommend solutions to these problems.
In this regard, this study is intended to offer some suggestions and
practical solutions, which if the policy makers and curriculum developers
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and other educational agencies adhere to would go a long way in finding a
solution to the problem posed.
1.6 Significance of the study
This study is very much significant because the findings would be of
good help to many. For instance, the study will help Parents identify their
roles as predictors of Students’ achievement. It will also help policy makers
(Government) minimize the extent to which negative parental attributes will
affect the students or enhance the beneficial ones. It will also help the
students themselves take note of these factors and respond positively to
them.
1.7 Definition of terms
These are some words that will be used frequently in this study that
needs to be explained.
1) Parent; this is the father or mother of a person.
2) Educational Attainment; this is usually measured as the level or the
number of years of education.
3) Occupational status; this is the prestige associated with occupations
across a wide range of societies.
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4) Predictor; it is to say what is going to happen in the future often on the
basis of past experiences or an advance indicator of something that is likely
or certain to happen.
5) Achievement; something someone has succeeded in doing usually with
efforts. It is usually measured in terms of grades.
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CHAPTER TWO
2.0 LIERATURE REVIEW
This chapter attempts to review earlier works relevant to this study.
Howly (1989): Howly (2000): House (2002) investigated how Parents’
educational attainment and occupational status predict students’
achievement. Students learn better if they are from average or above average
income family, with well-educated parents who participate in the schools’
education process and encourage children to learn. When Parents are
involved in their children’s education, children have better grades and test
scores, better attitudes and behavior.
RAND Corporation conducted a study and found out that; the most
important factors associated with the educational achievement of students
are not race, ethnicity, or immigrant status. Instead, the most critical factors
appear to be socio economic ones. These factors include Parental
educational levels, neighborhood poverty, parental occupational status and
family income.
In a study of sixty- five (65) students in Los Angeles neighborhoods,
RAND Corporation found that the two socio economic factors 1) the
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educational attainment of mothers and 2) neighborhood poverty are
associated most strongly with school readiness.
“Educational policies alone, when not combined with socio
economic policies, will be less successful. From Pre School to high
school, education policies should be coordinated with family and
welfare policies – a complex yet critical interplay that is often
ignored by policy makers ” (Sandraluz, Annel, Mary,Elizabeth
2004).
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Fig 2.1 Even in poor neighborhoods,well educated mothers are
likely to have kids who score well in tests.
85
90
95
100
105
110
N o r m e d t e s t
s c o r e s College graduate or
beyondBeyond high
school,some collegeHigh school graduate
Less than high school
graduate
Source: Are L.A. children ready for school? 2004
Note: Normed scores have an average of 100
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Figure 2.1 shows how strongly a mothers’ education influences her
children’s reading and math. skills when other factors are held constant.
Students whose mother had at least some college education do significantly
better than the national average on the reading test. Students whose mother
finished college do significantly better in both reading and math. Well-
educated mothers, even in poor neighborhoods, are likely to have children
who do well.
More educated parents may be likely to understand the importance of
learning, especially basic skills connected with school. These parents may
also be able to understand the learning process and how to help their
children develop the skills they need.
An interesting model has been developed by Papanastasiou (2002)
who has studied achievements in mathematics and factors that affect it.
Figure 2.2 presents the factors influencing learning outcome in Mathematics
and relationship between them. He found out that although attitudes toward
the subject, students’ beliefs and teaching method can affect achievement,
their impact is not statistically significant. On the other hand, family
educational back-ground is a very important factor. It affects school climate,
socio economic status attitude towards the subject and learning in general.
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As we can see from the model, the relationship between the
components are numerous and diverse. It only supports our assumption that
there are many factors that predicts student achievement. Although this
model was initially developed to study achievement in mathematics. I
believe that the same factors affect student achievement in other subjects
including economics.
Patrick (2001) found that “achievement” has been associated with the
following factors: high educational attainment of parents, a home
environment where reading and discussion of ideas are valued, limited
television, significant amount spent on homework assignments and stable
family structure” (p.2).
Evidence suggests that parental educational attainment and
occupational status has casual effect on children’s educational achievement.
But the studies noted cannot identify precisely how increases in parental
education or occupational status improve children’s educational
achievements.
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2.1 Theory of Social Capital
In educational context, researchers have drawn on the concept of
social capital to understand the ways in which the students benefit by
membership in certain communities and networks, which allow them to
draw on positive role models, encouragement, support and advice. Social
capital is the educational, social, and cultural advantages that somebody the
upper middle classes are believed to posses (Microsoft Encarta [2007]).
“Even if there were no other evidence and if we knew nothing of the
numerous and often indirect ways in which the school system
steadily eliminates children originating from least privilege
backgrounds, proof of the magnitude of the cultural obstacles which
these children have to overcome could be found in the fact that even
at the level of higher education, one still finds differences in
attitudes and ability that are significantly related to social origin,
although the student whom they differentiate have all undergone.
Fifteen or twenty years of standardizing influence of schooling…”
(Bowdieu P. (1964) 1979: 8).
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Relationship between Social Capital and Students’ achievements
Staton (1995) concluded that the Mexican origin high school students
with higher grades and status expectation in their sample generally had
“greater social capital than their counterparts with lower grades and
expectation” (p. 130); these students were those with the most ties to
institutional agents e.g. Parents who could provide them with informational
support.
While structural determinants such as parental educational attainment
and occupational status have proved to be strong determinants of educational
achievement. Bowdieu ([1964] 1979) argued that students educational
achievement should not be conceived as mechanically determined. In other
words, despite the strong influence of social structure, human agency and
power of choice remain.
Social capital and planfulness
While these studies highlight the impact of Social capital on
educational attainment, Bourdieu P. ([1964] 1979) reminds us that despite a
lack of social capital, students of disadvantaged groups can succeed
educationally. Similarly, the existence of social capital is no panacea: as
Bellamy (2003) cautions, “Family background provides individuals with
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social, cultural, and economic capital. This capital, however, must be
actively invested” (P.140). Choices made by the students in their progress
through the educational system remain pivotal. To better understand the
process of decision making, Clausen (1991) introduced the concept of
“Planful Competence”, arguing that students who succeed do so because
they make the right choices. Clausen’s analysis of longitudinal data reveals
that this competence is an essential ingredient in understanding students’
achievement.
2.2 Social Learning Theory
Social learning theory focuses on the learning that occurs within a
social context. It considers that people learn from one another, including
such concept as observational learning, imitation, and modeling. It may
serve as the basis of attainment of youth through such mechanism as the
modeling of Parents’ educational achievement.
General principle of social learning theory
1) People can learn by observing outcomes of those behaviors.
2) Learning can occur without a change in behaviour. Behaviorists say
that learning has to be represented by a permanent change in behavior.
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In contrast, social learning theorists say that because people can learn
through observation alone, their learning may not necessarily be
shown in their performance. Learning may or may not result in a
behaviour change.
3) Cognition plays a role in learning. Over the last 30 years social
learning theory has become increasingly cognitive in its interpretation
of human learning. Awareness and expectations of future
reinforcements or punishments can have a major effect on the
behaviors that people exhibit.
4) Social learning theory can be considered a bridge or a transition
between behaviorist learning theories and cognitive learning theories.
Behaviors that can be learned through modeling:
Many behaviors can be learned, at least partly, through modeling.
Examples that can be cited are, students can watch parents read, students can
watch the demonstrations of mathematics problems, or see someone acting
bravely and a fearful situation. Aggression can be learned through models.
Much research indicates that children become more aggressive when they
observed aggressive or violent models. Moral thinking and moral behavior
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are influenced by observation and modeling. These include moral judgments
regarding right and wrong which can in part, develop through modeling.
Conditions necessary for effective modeling to occur:
Bandura (1999) mentions four conditions that are necessary before an
individual can successfully model the behavior of someone else:
1) Attention: the person must first pay attention to the model.
2) Retention: the observer must be able to remember the behavior that
has been observed. One way of increasing this is using the technique
of rehearsal.
3) Motor reproduction: the third condition is the ability to replicate the
behavior that the model has just demonstrated. This means that the
observer has to be able to replicate the action, which could be a
problem with a learner who is not ready developmentally to replicate
the action. For example, little children have difficulty doing complex
physical motion.
4) Motivation: the final necessary ingredient for modeling to occur is
motivation; learners must want to demonstrate what they have
learned. Remember that since these four conditions vary among
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individuals, different people will reproduce the same behavior
differently.
Predictive formula
Behavior potential (BP), Expectancy (E), and Reinforcement Value
(RV) can be combined into a predictive formula for behaviour.
BP = F (E & RV)
This formula can be read as follows; behavior potential is a function
of Expectancy and Reinforcement Value. Or, in other words, the likelihood
of a person exhibiting a particular behaviour is a function of the probability
that behaviour will lead to a given outcome and desirability of that outcome.
If expectancy and reinforcement value are both high, then behaviour
potential will be high. If either of the expectancy or reinforcement value is
low, the behaviour potential will be lower. (Rotter [1978])
Educational implications of social learning theory:
Social learning theory has numerous implications for classroom use.
1) Students often learn a great deal simply by observing other people
including their parents.
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2) Describing the consequences of behavior can effectively increase
the appropriate behaviors and decrease inappropriate ones. This can
involve discussing with learners about the rewards and consequences
of various behaviors.
3) Modeling provides an alternative to shaping for teaching new
behaviors. Instead of using shaping, which is operant conditioning;
modeling can provide a faster, more efficient means for teaching new
behavior. To promote effective modeling, a teacher must make sure
that the four essential conditions exist; attention, retention, motor
reproduction, and motivation.
4) Teachers and parents must model appropriate behaviors and take
care that they do not model inappropriate behaviors.
5) Parents should expose students to a variety of other models. This
technique is especially important to break down traditional
stereotypes.
6) Students must believe that they are capable of accomplishing
school tasks. Thus, it is very important to develop a sense of self-
efficacy for students. Teachers can promote such self-efficacy by
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having students receive confidence-building messages, watch others
be successful, and experience success on their own. .
7) Parents should help students set realistic expectations for their
academic accomplishments.
8) Self-regulation techniques provide an effective method for
improving student behavior.
2.3 Other predictors of students’ achievement
Improvement of student achievement has always been one of the main
goals of education. In the past decades, researchers and educators have
conducted many studies and experiment to determine the predictors that
affect students’ achievement (Positively or negatively). Many predictors
have been identified and the relationship between them is very complex and
dynamic. Some researchers believe that student characteristics, their living
and learning environments and instruction activities contribute to their
achievement (House 2002). NEETF (2000) divides factors that influence
learning outcomes into five categories;
1) External (such as gender and Parents’ educational attainment).
2) Internal,
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3) Social,
4) Curricular and
5) Administrative.
Table 2.1 summarizes the findings of House (2002), Howley (1989), Howley
(2000), NEETF (2000), Papanastasiou (2002), Patrick (2001). The table
presents factors listed in NEETF’s report as a basis (NEETF 2000), with
additional factors mentioned in other research.
Positively NegativelyExternal · Male gender;
· Member of Caucasian race;
Asian
immigrant;
· Average or above-average
income;
· High expectations of
teachers and
parents
· Parent education
· Good, safe neighborhood
· Female gender;
· Member of minority
race;
· Under- or uneducated
parents;
· Poverty;
· Tracking/ability group
(divide students by their
abilities
· Unsafe neighborhood
· Large school size
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· Reinforcement
· Small school size
· Less TV viewing
· “mainstreaming” students,
i.e. putting students with
different abilities together
· More TV viewing
Internal · Motivation
· Self-reflection
· Motivation (lack)
Social · Ability to connect with
teacher and
fellow students (smaller
learning
communities)
· Poor or remote
relationship with
teacher (larger or
“anonymous”
learning communities)
Curricular · Matching teaching style to
learning
style;
· Engaging material; engaged
teachers
and learners;
· Student choice in
· Using same teaching
style for all
students;
· Unengaged teachers
· Teacher-centered
curriculum;
· Irrelevant curriculum
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curriculum;
· Collaborative/cooperative
learning;
· Participation in group
discussions at
school and home;
· Peer interaction;
· Demanding subject matter;
· Problem-based learning;
· Issue-based and/or project
based realworld
instructional activities;
· Teaching for connections
· Using environment as an
integrated context
· Parents and community
involvement
in educational process
· Use of technology and other
· Traditional teaching
methods such as
lectures
· Subject matter that is
too easy
· Lack of resources
· Less time spent on
homework
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training, and resources
· Continuous quality
improvement of
teaching and learning
· Good supportive school
climate
CHAPTRER THREE
3.0 RESEARCH PROCEDURE AND METHODOLOGY
This chapter describes the methods and procedures used in this study,
that is, the design of the study. It deals with the sampling techniques,
instrumentation, validity of questionnaires, administration of the
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questionnaires, scoring of data, explanation of the statistical techniques used
and the problems encountered during the process.
3.1 Population of the study
The population of the study is limited to Senior Secondary School
students (SSS 2 & SSS 3) in Ijebu North Local Government Area of Ogun
State.
3.2 Sample and the sampling procedure
Three private schools and three public schools were selected
randomly in Ijebu North Local Government Area of Ogun State. The six
selected schools are;
1) The International School, Olabisi Onabanjo University,Ago-Iwoye.
2) Achievers Model College, Ijebu-Igbo.
3) Lakunce Secondary school,Oru-Ijebu.
4) Methodist Comprehensive High School (Senior), Ago-Iwoye
5) Ago-Iwoye Secondary School, Ago-Iwoye.
6) Muslim High School,Ago-Iwoye.
Out of the six selected schools, twenty students were chosen from
each school. This made the total number of respondents to be one hundred
and twenty (120).
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Two factors were considered when choosing the sample. The first
was that, the respondent must be taking Economics as Subject. The second
was the willingness of the respondents to cooperate, because some of the
students do not readily have interest in filling the questionnaires.
3.3 Research Instrument
During the cause of this study, the method of data collection involved
the use of questionnaires that was designed for Senior Secondary School
students (SSS 2 & SSS 3). It was titled, Students’ Socio-Economic
Background Questionnaire.
Section A
Section A contained the personal data of the students, such as; Sex
and School type. It provided the background information needed in
answering the research questions. It also contained questions based on the
total Numbers of Family members, Parents’ educational attainment and
occupational status.
Section B
Section B contained achievement test items. The questions were thirty
multiple choice items in Economics.
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However, one hundred and twenty questionnaires were distributed to
the students.
3.4 validity of the instrument
The questionnaire passed through the supervisor, colleagues and some
lecturers at the faculty for criticism, comments, suggestions and
recommendations.
3.5 Reliability of the instrument
To say that a test is good, such test must have a high reliability index.
Reliability refers to the degree of precision and consistency of measurement
using a test instrument.
The reliability of the instrument was established using the test re-test
method. The instrument was administered on forty students in Ijebu North
Local Government Area. However, this set of students did not take part in
the major study.
The test re-test reliability co-efficient is 0.776. This shows that the
instrument is very reliable.
3.6 Administration of the questionnaire
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The researcher conducted the investigation using the questionnaire
which was self designed. Six schools in Ijebu North local Government Area
of Ogun State were used.
The questionnaires were given out personally to the students by the
researcher. The completed questionnaires were collected from them
immediately and later analyzed.
3.7 Method of data analysis
For the purpose of statistical treatment, after collecting and sorting out
the completed questionnaires, they were analyzed using Regression and T-
test.
3.8 Problems encountered
The first problem the researcher encountered was the problem of
constructing the questionnaire. Secondly, secondary school teachers were on
strike for one month, this delayed the administration of the questionnaires.
Getting students to fill the questionnaires was also a challenge.
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CHAPTER FOUR
4.0 PRESENTATION AND ANALYSIS OF DATA
In this chapter, attention is focused on the presentation and analysis of
the data collected with particular reference to the research questions raised
earlier on in the first chapter.
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The purpose of this study is to find out the extent to which Parents’
Educational attainment and Occupational status predict students’
achievement in Economics. The study seeks to find answers to the following
research questions;
1) To what extent does Parents’ Educational attainment predict
Students’ achievement in Economics?
2) To what extent does Parents’ occupational status Predict Students’
achievement in Economics?
3) What is the relative contribution of the two variables towards
Students’ achievement in Economics?
4) What are the relationships among Parents’ Educational attainment,
Occupational status and achievement in Economics?
5) Is there any significant difference between Male and Female
student achievement in Economics?
In this analysis, mean, standard deviation, regression and T-test were
used.
4.1 Research question one
To what extent does Parents’ Educational attainment predict students’
achievement in Economics?
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Table 4.1 Parents’ Educational attainment as a predictor of achievement in
Economics.
R = 0.359
R Square = 0.129
Adjusted R Square = 0.122
Standard Error = 3.654
Sum of
Squares
Df Mean
Square
F Sig. Remark
Regression 233.443 1 233.443 17.486 0.000 Significant( p ‹ 0.05 )
Residual 1575.35
7
118 13.350
Total 1808.80
0
119
In Table 4.1 above, Parents’ Educational attainment significantly
accounts for 12.9% of the total variance in achievement in Economics (R
square = 0.129, P‹ 0.05). Thus, Parents’ Educational attainment is a strong
factor that enhances achievement in Economics.
4.2 Research question two
To what extent does Parents’ Educational attainment predict students’
achievement in Economics?
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Table 4.2 Parent’s Occupational Status as a predictor of achievement in
Economics.
R = 0.136
R Square = 0.019
Adjusted R Square = 0.010
Standard Error = 3.879
Sum of
Squares
Df Mean
Square
F Sig. Remark
Regression 33.466 1 33.466 2.224 0.139 Not sig.
(p › 0.05)
Residual 1775.33
4
118 15.045 2.224
Total 1808.80
0
119
Note; Not sig = Not significant
In Table 4.2 above, Parents’ Occupational status accounts for 1.9% of
the total variance in students’ achievement in Economics. In other words,
what matters in enhancing students’ achievement in Economics is not really
the kind of work the parents are doing, but their level of education.
4.3 Research question three
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What is the relative contribution of the two variables (Parents’
Educational attainment and Occupational status) towards students’
achievement in Economics?
Table 4.3 Parents’ Educational Attainment and Occupational Status as
predictors of achievement in Economics.
R= 0.377
R Square = 0.142
Adjustable R Square = 0.127
Standard Error = 3.642
Sum of
Squares
Df Mean
Square
F Sig. Remark
Regression 256.738 2 128.369 9.677 0.000 Significant
(p ‹ 0.05 )
Residual 1552.062 117 13.265
Total 1808.800 119
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In Table 4.3 above, Parents’ Educational attainment and Occupational
status combined together to significantly predict students’ achievement in
Economics. It accounts for 14.2% of the total variance in achievement in
Economics.
4.4 Research question four
What are the relationships among Parents’ Educational attainment,
Occupational status and achievement in Economics?
Table 4.4 Correlation matrix of Parents’ Educational Attainment
Occupational Status and Achievement in Economics.
Parents’
Educati
onal
Attainment
Parents’
Occupat
ional
Status
Achievem
ent in
Economic
s
Parents’ Educational Pearson Correlation
Attainment Sig.(2-tailed)
1
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N 120
Parents’ Occupational Pearson Correlation
Status Sig.(2-tailed)
N
0.063
0.492
120
1
120Achievement in Pearson Correlation
Economics Sig.(2-tailed)
N
0.359*
0.000
120
0.136
0.139
120
1
120
*Significant (p ‹ 0.05)
In Table 4.4 above, there is only significant relationship between
Parents’ educational attainment and students’ achievement in Economics
(r = 0.359, p ‹ 0.05).Thus, the higher the Parents’ educational attainment,
the higher the students’ achievement in Economics. There is no significant
relationship between Parents’ Educational attainment and Occupational
status and between Occupational status and students’ achievement in
Economics.
4.5 Research question five
Is there any significant difference between male and female students’
achievement in Economics?
Table 4.5 Comparism of male and female achievement in Economics.
Sex N Mean Std.
deviatio
n
Std.
Error
Mean
df T P Rem
ark
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Achiev
ement
in
Econo
mics
Male
Fema
le
63
57
16.3175
16.9123
3.89717
3.91098
0.49100
0.51802
118 -0.834 0.406 NS
In Table 4.5 above, there is no significant difference between male and
female students’ achievement in Economics. This implies that, male and
female students perform equally well in Economics.
CHAPTER FIVE
5.0 SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
This chapter begins with a discussion of findings, conclusion and
recommendations of the study based on the findings, and this in turn is in
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two perspectives, recommendations for policy purposes and
recommendations for further studies.
5.1 Discussion of findings
Research hypothesis one stated that, there is no significant difference
in the achievement in Economics of students who have parents with high
educational attainment and low educational attainment.
The testing of this hypothesis stated that Parents educational
attainment has a significant influence on students’ achievement in
Economics. This agrees with the study of Howley (2000) and House (2000).
They both mentioned Parents’ Educational attainment as a significant
predictor of students’ achievement. Students perform better if they have well
educated parents who participate in the schools’ educational process and
encourage students to learn. Better educated parents can contribute to their
children’s learning through their day to day interactions with their children
and involving themselves in their children’s school work. With their social
networks and knowledge of social norms, better-educated parents, tend to be
able to offer more educational and career options for their children which
may have an impact on children’s motivation to learn.
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Similarly, in a study conducted by RAND Corporation in 2007,
evidence was produced that Parents’ Educational attainment is one of the
most significant factors associated with educational achievement. They
found out that, educational attainment of mothers is an important predictor
of educational achievement. Parents as the first agents of socialization have
a significant role to play in the education of their children.
Research hypothesis two stated that there is no significant difference
in the achievement of students who have parents with high Occupational
status and low Occupational status. The testing of this hypothesis indicated
that, parents’ occupation has no significant influence on students’
achievement in Economics. What matters in enhancing students’
achievement in Economics is not really the kind of work the parents are
doing, but rather the level of education.
This finding disagrees with the finding of Howly (2000) who believes
that parents occupational status is an important predictor of students’
achievement. This agrees with a review by Connell (2002). He presents a
moderate association with his own 2000 study, exhibiting a correlation of
3.2%, more recent studies find similar or lower correlation. The type of job
the parents are doing has no influence on the students. The students make
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choices in their daily endeavors. The choices they make, whether to read
their books or not, watch less television, spend more time on their
assignments, to a large extent determine their grades. This agrees with the
concept of “planful competence” introduced by Clausen (1991). He argued
that students who succeed do so because they make the right choices, or at
least refrain from making unwise choices.
Some researcher believe that the higher the Occupational status of
parents, the higher the level of students’ achievement. The finding of this
research has proved this wrong.
Research hypothesis three stated that Parents’ Educational attainment
and Occupational status has no relative contribution towards students’
achievement in Economics. The testing of this hypothesis stated that, Parents
Educational attainment and Occupational Status combined, significantly
predicts students’ achievement in Economics.
This finding agrees with the finding of House (2000). He mentioned
Educational attainment and Occupational status of parents as important
predictors of achievement. Family characteristics are a major source of
disparity in students’ educational outcomes. More family resources which
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are associated with educational attainment and occupation of parents often
imply, increased learning opportunity both at home and in school.
Parents with higher Occupational status and Educational attainment
may also have higher aspirations and expectations for their children’s
occupation and education which in turn can influence their commitment to
learning.
Research hypothesis four stated that, there are no significant
relationships among Parents Educational attainment, Occupational status,
and students’ achievement in Economics. The result of the study revealed
that there is only significant positive relationship between Parents’
Educational attainment and students’ achievement in Economics. This
agrees with the findings of Patrick (2001) who believes that parents’ high
educational attainment can be associated with students’ achievement. This
implies that, the higher the level of education of the parents, the higher the
students’ achievement in Economics. It also showed that there is no
significant relationship between Parents’ Educational attainment and
Occupational status. “Family background provides individuals with social,
cultural and economic capital. This capital however, must be actively
invested” Bellamy (2003). This statement by Bellamy can be used to
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collaborate the finding of this study. Also there is no significant relationship
between Occupational status and students’ achievement in Economics.
Research hypothesis five stated that, there is no significant
relationship between male and female students’ achievement in Economics.
The result of this study agrees with this hypothesis that, there is no
significant difference between male and female students’ achievement in
Economics. This agrees with a study carried out by RAND Corporation,
they believe that the major predictors of achievement is not sex, race,
ethnicity, or immigrant status but Mothers’ Educational attainment and
neighborhood poverty. This implies that, male and female students perform
equally well in Economics.
5.2 Conclusion
Based on the findings of this study, the following conclusions were
drawn;
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1) Family background is an important factor found to be significant in
this study. The higher the level of Parents’ education, the better the
performance of the student. This may be due to the fact that
educated parents are well aware of the importance of and
challenges in education, and this provides their children with moral
strength to perform very well.
2) Parents’ provision of learning materials school visitation,
participation in school decision making, involvement in the school
development programme and involvement in students’ homework/
assignment together will highly improve students’ academic
achievement.
3) Various aspects of the family’s economic and social conditions
have a consistent impact on the literacy performance of students.
Students who are exposed to more educational and cultural
resources tend to have a higher level of academic achievement.
4) The social and economic components of the socio-economic status
equation may have distinct and separate influences on educational
outcomes. Policies and programmes that assist parents that have
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low level of education in providing appropriate psychological and
educational support for their children should be promoted.
5) Educational systems face the challenging task of compensating
students from less advantaged backgrounds, for the deficit in
economical and social capital they experience at home. Expanding
students’ knowledge of occupational aspiration may help them to
become more motivated learners.
6) To reduce the relative deprivation in school education and to
promote the educational standard among students of lower class
origins, educational workers have to increase their efforts in
encouraging and motivating the socio-economically deprived
students to attain higher education.
5.3 Recommendations
In view of the analysis of results and findings in chapter four, the
following suggestions are made;
1) Parents should be encouraged to get involved in the learning
process. Involvement of parents can have an impact on the
students’ learning throughout all grades. This tends to increase
students’ study habit, behavior and attitude towards learning.
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2) Strategically engaging parents to assist in the homework of their
ward is a common strategy schools employ in involving parents.
Schools must be cognizant of parents’ need for assistance in order
to be effectively involved in this matter.
3) Students from less privileged family background should be
encouraged by the government with bursary/ scholarship. If these
students do not have to worry about the financial obligations they
need to meet, the students will channel their thoughts and energy
towards achieving their educational goals. This will in turn
improve students’ achievement.
4) Open day/ visiting day, where parents can check the progress of
their children or wards should be organized more frequently. This
will create a medium of interaction between the parents and the
teachers. The teachers can also intimate the parents on areas they
can be of help to their children and the school at large.
5) Principles of mutual respects and trust are foundational to
establishing effective partnership programmes. Parents should be
respected and their roles clearly defined. Schools that successfully
involve parents;
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Create a welcoming environment
Use frequent and various communication methods in getting
across to the parents.
Involves parents in decisions that affect their children
Make an attempt to learn about parents’ strengths, skills
talents and experiences
Initiate the process of building relationship with parents
Have leaders that believe in parents as partners in their
children’s learning.
6) Enlightenment programmes should be made to make parents know
about the benefits of and ways by which they can be involved in
school related activities. This can be done during open/ visiting
days as well as at the conveyance of Parents Teachers Association
meetings.
7) Parents must be invited on special cases to discuss on issues of
particular importance to students’ academic work.
8) The government should encourage policies and programs that will
assist parents in providing appropriate psychological and
educational support for their children.
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9) In order to correct the imbalance between the students from high
and low socio-economic background, government should not only
provide qualitative education but also make it free.
10) Parents should be encouraged to provide constructive
contribution to school development, whether they come on school
visitation or on invitation for Parents Teachers Association
meetings rather than being confrontational with teachers or
principals.
11) Lastly, students should be encouraged to learn that they are the
future of our great country. If the present generations’ academic
achievement can be improved drastically, then we can be assured
of a brighter future.
5.4 Recommendations for further studies
The investigator carried out his research in six schools within the
same local government area (Ijebu North Local Government Area of Ogun
state). It may therefore be necessary for other researchers who may want to
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carry out similar study to cover a larger area of Ijebu North Local
Government Area of Ogun State.
The research could also be carried out in other state of the Federal
Republic of Nigeria and in other subject areas such as Mathematics, English,
Biology, Accounting, etc. Such research could be carried out in such subject
which the investigator is interested in.
REFERENCES
Andy C.E. (2005), Introduction to Economics, Essentials of Economics for
secondary schools, TONAD publishing Lagos. Pg. 1-4.
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Bandura J. (1999) in Ormrod J.E. (2000), Social Learning theory, Human
learning (3rd edition), Amazon Books, Pg. 28
Bellamy P. (2003), Factors influencing student achievement, Senior
secondary school achievement,
www.iier.org/au/94pap/khym94386.txt, Pg. 140.
Bourdieu P. ([1964] 1979) in Ormrod J.E. (2000), Social Learning theory,
Human learning (3rd edition), Amazon Books, Pg. 26.
Clausen H. (1991) in Jack M. (2008), Social Learning theory of Julian B.
Rotter, Jack Mearns review, Vol 6, No 1, Pg 5
Cluadia B. (2003), Tools and strategies for education research. A speech
delivered at the Workshop on understanding and promoting
knowledge accumulation in education, Pg 1-7.
Connell M. (2002) in Onakoya F.O. (2008), Influence of Home Factors on
students’ academic achievement in Business studies. Pgd.Ed. project,
Olabisi Onabanjo University Ago-Iwoye,Pg. 10
Cynthia M., Gene P., Doris B. (2006), Determinants of student achievement
in principles of Economics. Journal for Economics Educators, vol. 6,
No. 2, Pg 60-100.
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Encarta encyclopedia (2007), Achievement; Encarta Dictionary, Microsoft
incorporation.
Funsho B. (2007), Strategies to better school results. Flames magazine, vol.
1, No. 1, Pg 15
Heamings A.O. (1996), in Bellamy P. (2003), Factors influencing student
achievement, Senior secondary school achievement,
www.iier.org/au/94pap/khym94386.txt, Pg.110
House E.O. (2000), in Cynthia M., Gene P., Doris B. (2006), Determinants
of student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74-75
House E.O. (2002), in Cynthia M., Gene P., Doris B. (2006), Determinants
of student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74-75
Howley E. (1989), in Cynthia M., Gene P., Doris B. (2006), Determinants of
student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74-75
Howley E. (2000) in in Cynthia M., Gene P., Doris B. (2006); Determinants
of student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74-75
Howley E. (2002), in Cynthia M., Gene P., Doris B. (2006), Determinants of
student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74-75
Jack M. (2008 ), Social Learning theory of Julian B. Rotter, Jack Mearns
review, Vol 6, No 1,Pg. 1-7
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John H., Ronit D., Patricia P. (2000); Choice and circumstances, Social
capital and planful competence in the attainment of the “one-in- a-
half” Generation. http;//ceris.metropolis.net/virtual
library/education/hagan1/#0, Pg.10-15.
NEETF (2000) in Cynthia M., Gene P., Doris b. (2006); Determinants of
student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 74.
Onakoya F.O. (2008), Influence of Home Factors on students, academic
achievement in business studies. Pgd.Ed. project, Olabisi Onabanjo
University, Ago-Iwoye, Pg.10-20, 56-53.
Ormrod J.E. (2000), Social Learning theory, Human learning (3rd edition),
Amazon Books, Pg. 10-26.
Papanastasiou P. (2002), Model of Mathematics achievement process, in
Cynthia M., Gene P., Doris B. (2006), Determinants of student
achievement in principles of Economics. Journal for Economics
Educators, vol. 6, No. 2, Pg 79-80.
Patrick (2001) in Cynthia M., Gene P., Doris B. (2006), Determinants of
student achievement in principles of Economics. Journal for
Economics Educators, vol. 6, No. 2, Pg. 84.
Peterson W & Wilson G.(1993); The process of Educational and
Occupational Attainment of Adolescent Females from low income
Rural families , Journal of Economic Literature, Vol. 55,No. 1,Pg. 99-
101.
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Robinson L (1978), in Andy C.E. (2005), Introduction to Economics,
Essentials of Economics for secondary schools, TONAD publishing
Lagos. Pg. 1
Rotter B.J. (1978), Predictive Formula, in Jack M. (2008 ), Social Learning
theory of Julian B. Rotter, Jack Mearns review, Vol 6, No 1, Pg. 6
Staton S. (1995) in Ormrod J.E. (2000); Social Learning theory, Human
learning (3rd edition), Amazon Books, Pg. 20.
Sandraluz L.C., Annel R. P., Mary E.V., Elizabeth M. (2004); Are L.A’s
Children ready for school? RAND Review,Vol. 57,No.1, Pg.10-11.
Sandraluz L.C. (2007); Educational achievement reflects Family
Background more than ethnicity or immigration. RAND Review. Pg 1-
8.
Wikipedia encyclopedia (2009); Status attainment,
www.wikipedia.org/wiki/status_attainment .
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APPENDIX
C.S.I.T. DEPARTMENT
FACULTY OF EDUCATION
OLABISI ONABANJO UNIVERSITY AGO-IWOYE
STUDENTS’ SOCIO-ECONOMIC BACKGROUND QUESTIONNAIRE
Dear student,
This questionnaire is designed to collect information on “Parents’
Educational Attainment and Occupational status as predictors of students’
achievement in Economics”.
Please give correct information in response to the questions. Any
information given will be treated confidentially.
Identity no…………..
Please supply the information below by ticking the most appropriate
box.
Section A
1) Sex: Male ( ) Female ( )
2) School type: Public ( ) Private ( )
3) Total no of family members including father and mother(s)
( ) Below 5 members
( ) 5-10 members
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( ) 11- 15 members
( ) Above 15 members
4) Structure of family: ( ) single parent ( ) Monogamous (single wife) (
) polygamous (many wives)
5) Fathers highest qualification: ( ) No schooling (illiterate)
( ) Primary school certificate ( ) secondary school certificate
( ) National certificate or Diploma
( ) Higher diploma or university degree and above
6) Mothers highest qualification: ( ) No schooling (illiterate)
( ) Primary school certificate ( ) secondary school certificate
( ) National certificate or Diploma
( ) Higher diploma or university degree and above
7) What is the nature of your father’s job?
Civil servant ( )
Private organization ( )
Self employed ( )
Trader ( )
8) What is the nature of your mother’s job?
Civil servant ( )
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Private organization ( )
Self employed ( )
Trader ( )
SECTION B
Achievement test items (ATI)
Multiple choice items on Economics
Place a tick ( ) on the correct answer
1) Economics is a _________________a) Social studies (b) Social science
(c) Physical studies (d) Human science
2) ______________________is the listing of wants in order of priority.
a) Choice (b) Scale of preference (c) Wants (d) Opportunity cost
3) _______________________is the forgone alternative. a) Needs (b)
Opportunity cost
(c) Scarcity (d) Wants
4) ___________________is the conversion of raw materials into finished
goods.
a) Transportation (b) Production (c) Extraction (d) Labour
5) _______________is the ability to perform an activity at a lower
opportunity costa) Comparative advantage (b) Division of labour (c) Specialization (d)
Absolute advantage.
6) The law of demand states that the lower the price _____________ 57
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a) The higher the demand (b) The higher the price (c) The lower the demand
(d) The lower the product.
7) The law of demand states that the higher the price____________
a) The lower the demand (b) The lower the price (c) The higher the demand
(d) The better the demand.
8) The law of supply states that the higher the price______________
a) The more the product (b) the better it is (c) The higher the supply (d) The
lower the supply.
9) The law of supply states that the lower the price ______________
a) The lower the product (b) The lesser it is (c) The lower the supply (d) The
higher the supply.
10) ___________is a medium of exchange that is universally accepted
a) ATM (b) Money (c) Cheque (d) Money order
11) _____________is the exchange of goods and services for other goods
and services.
a) Trade (b) Exchange (c) Barter (d) Gift
12) Which of the following is not a function of money? a) Medium of
exchange (b) Medium of accounting (c) Store of value (d) Standard for
deferred payment.
13) ____________is the act of imposing a compulsory levy by the
government or its agencies on individuals.
a) Collection (b) Taxation (c) Levy (d) Compulsion
14) _____________is a principle of a good tax a) Force (b) Compulsory (c)
Ability to pay (d) General welfare.
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15) ______________is a type of tax a) Trade permit (b) Television tax c)
Direct tax (d) Complementary tax.
16) _____________________ is the type of tax imposed on the income of
individual
a) Indirect tax (b) Trade permit (c) Direct tax (d) Value added tax
17) ____________________is a type of bank except a) Zenith bank (b)
Commercial bank (c) Micro finance bank (d) Mortgage bank
18) ___________________is the use of goods and services for personal
satisfaction. a) Consumption (b) Investment (c) Saving (d) Trade
19) _______________is a free gift of nature. a) Land (b) Air (c) Oil (d)
Water
20) The following are factors of production except
a) Labour (b) Personnel (c) Capital (d) Entrepreneur
21) The process whereby the level of national production increases over a
period of time a) Economic growth (b) Economic development (c)
Economic rise (d) Economic boom.
22) The process whereby the productive capacity of an economy increase is
a) Economic development (b) Economic growth (c) Economic boom.
(d) Economic rise
23) All the following are examples of international economic organizations
except
a) World bank (b) Bank of industry (c) International development bank (d)
African development bank.
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24) The following are conditions necessary for rapid economic growth
except a) Political stability (b) Consumption (c) Able leadership (d)
industrialization.
25) Goods that firms use to make other goods are a) Consumer goods (b)
Capital goods (c) Finished goods (d) Work in progress
26) Spending by business on machines is referred to as
a) Investment (b) Savings (c) Consumption (d) Transfer payment.
27) The reward for land is a) rent (b) Profit (c) Wages (d) Interest
28) The reward for labour is a) Wages (b) Profit (c) Rent (d) Loss
29) The total income of a country within a year is a) National income (b)
National expenditure (c) National receipt (d) National debt.
30) There are a large number of buyers and sellers in a __________ market.
a) Perfectly open (b) Perfectly competitive (c) Monopolistic (d) Perfectly
monopolistic.