Socio-economic Status Of Parents And Students' Academic Performance
[A CASE STUDY OF LAGELU GOVERNMENT AREA, OYO STATE]

CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter deals with a review of related literature. The review was carried out under the following sub-headings:
Concept of Socio-Economic Status.
Concept of Academic Performance.
Students’ Academic Performance in Nigeria.
Measurement of Socio-Economic Status of Parents and Students’ Academic Performance.
Parental Occupation and Students’ Academic Performance.
Parental Academic Background and Students’ Academic Performance.
Empirical Studies.
Appraisal of the Literature Review.
Concept of Socio-Economic Status.
    Socio-economic status (SES) is often measured as a combination of education, income and occupation. It is commonly conceptualized as the social standing or class of an individual or group. When viewed through a social class lens, privilege, power and control are emphasized.
    Socio-economic status is also seen as an economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others, based on income, education, and occupation, when analysing a family's socioeconomic status, the household income, earner's education and occupation are examined, as well as combined income, whereas for an individual's socioeconomic status only their own attributes are assessed (Odoemena & Opara, 2010).
       Socio-economic status is typically broken into three levels (high, middle, and low) to describe the three places a family or an individual may fall into. When placing a family or individual into one of these categories, any or all of the three variables (income, education, and occupation) can be assessed. Research indicates that children from low -SES households and communities develop academic skills more slowly compared to children from higher SES groups (Morgan, Farkas, Hillemeir & Maczuga, 2009). Initial academic skills are correlated with the home environment, where low literacy environments and chronic stress negatively affect a child's pre-academic skills. The school systems in low - SES communities are often under resourced, negatively affecting student's academic progress (Aikens & Barbarian, 2008). Inadequate education and increased dropout rates affect children's academic achievement, perpetuating the low - SES status of the community. Improving school systems and early intervention programs may help to reduce these risk factors, and thus increased research on the correlation between socio-economic status and academic performance is essential.
Concept of Academic Performance
      Academic performance and academic achievement as concepts have been used inter-changeably to describe the outcome obtained by students from the educational system they had passed through. Academic achievement can be continuously used as an academic performance. Therefore, academic achievement can be regarded as the score obtained in an academic test. Plato postulates that, mental training in mathematics and philosophy was the conduct of public affairs. Academic achievement is synonymous to the theory of intellectualism. Intelligence is the capacity to act with dependable insight to solve problems of all kind. The concern of man has been on how to improve his intelligence unlike other creatures.
Ebugbulem (2000) sees academic achievement as, something which is designed to measure how much an individual has accomplished on a course of instruction or training. He asserted that, test given by a class teacher which determines how much a student has learned after a lesson; is an achievement test. e.g. West African School Certificate (WAEC) Examination (now Senior Secondary Certificate Examination (SSCE), NECO, NABTEB, JAMB among others are all achievement tests. In any school system, these achievement tests are used in measuring the performance of students. Another worthwhile dimension through which schools achievement can be considered on the psychological grounds.