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Influence Of Social Economic Background On Secondary School Student Perception Of Their School Learning Environment
[A CASE STUDY OF CALABAR MUNICIPALITY, CROSS RIVER STATE]
CHAPTER ONE -- [Total Page(s) 3]
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study
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. Amutabi (2003) discusses the impact of socio-economic
status on children's readiness for school. He asserts that the
segregating nature of social class, ethnicity may well reduce the
variety of enriching experiences thought to be prerequisite for
creating
readiness to learn among children. Social class and ethnicity, dictate
neighborhood, housing, and access to resources that affect enrichment or
deprivation as well as the acquisition of specific value systems.
American Psychological Association, APA (2001) describes the
relationship of family socio- economic status and children's readiness
for school across all socio-economic groups; parents face major
challenges when it comes to providing optimal care and education for
their children. For families in poverty these challenges can be
formidable.
So without parents not being ready to train their
children, their performance in school might be discouraging due to
individual differences. Even when some are being cared for properly, it
is observed that they still could not cope with the system thereby
leading to their failure or poor academic performance.
The family
also provides an ascribed social class for its members. A child’s
initial social class is a very important variable in determining his/her
educational attainment, selection of marital partner, place of
residence, religious and political preferences, occupation and even life
expectancy. As the saying goes “it is easier to climb the ladder of
success if your parents own the ladder (Thompson &Hickey, 2002). The
family is to a large extent where individuals acquire their specific
social positions in society and parent socioeconomic background goes a
long way in improving the child’s life and welfare in all ramifications.
The school as an important agency for socialization is responsible for
polishing the individuals for adult life. The major function of the
school as an agent of socialization is the transmission of the cognitive
aspect of culture (i.e. knowledge and ideas) from one generation to the
other and preparation for adult roles. The school serves as both formal
and informal socializing agent. Through its hidden curriculum it trains
the individual to become useful to himself and society in general. The
school provides conscious and systematic training among others.
Buchi
(2005) further stated that family socio-economic status which forms the
subject of this study, includes housing condition, availability of
reading materials and opportunities for intellectual development. Family
factors, such as unsatisfactory housing condition may have a serious
effect on educational achievement of a child. Large families,
insufficient amenities, due to poor economic condition could distract
the interest and attention of the Learner, which may affect the whole
process. On the other hand, Buchi (2005) observed that, children from
poor families or those lacking those materials or amenities go to the
school hoping to find the essential qualities lacking in their homes.
The
socio-economic status of the family has its own consequences on
educational achievement. Inability to pay regular school fees due to
unfavourable economic situation can force some parents to send their
children to substandard schools or even withdraw them from the school.
Where such resources and facilitates are lacking, it is inevitable that
the education of the child could be seriously affected in terms of their
educational progress. Poor socio-economic status parents cannot afford
to provide all the material resources that are very important for
educational advancement of their children in school. The absence or
denial of such resources to their children is borne out of the necessity
of their economic circumstances, not because they do not have similar
aspiration like the high and middle socio-economic parents who have
these material recourses at their disposal (Blaks, 2006).
However,
some factors like family size, parental educational levels, parental
income levels and parental occupation, etc. have influenced the academic
performance and achievement of the senior secondary students in Rivers
State. It is against this background that the study seeks to investigate
the relationship between Social Economic Background On Secondary School
Student Perception Of Their School Learning Environment In Calabar
Municipality, Cross River State.
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ABSRACT - [ Total Page(s): 1 ]The study examined the Influence Of Social Economic Background On Secondary School Student Perception Of Their School Learning Environment In Calabar Municipality, Cross River State. To achieve the purpose of the study, the researcher developed three (3) objectives, research questions and null hypotheses that guided the conduct of the study. The research design used for the study is a correlational research design. The population of the study consists of all the teachers and SS II students in pu ... Continue reading---
