Low occupation breeds poverty. Saifi and Mehmood (2011) asserted that
children’s test scores are lowest when poverty persists across
generations, and highest when material advantage is long lasting. On the
other hand, while good social skills also appear to be linked across
generation, these do not make a significant direct contribution to the
current gap in cognitive test scores between rich and poor children.
Saifi and Mehmood found that the gap in attainment between children
whose parents engage in low occupation and high occupation could not be
compared; nevertheless parental occupation had a significant effect on
the academic achievement of students. It plays a remarkable role in
students’ academic achievement. Good parental occupation had a positive
effect on the academic achievement of students. Saifi and Mehmood (2011)
studied the effects of socio- economic status on student’s achievement
and they used income, parent’s education and occupation, material
possession at home, transport and servants as the indicators of
socio-economic status and data were analysed by applying percentages.
The findings revealed that parental education, occupation and facilities
at home affected the student’s achievement.
Nearly two-third of all graduates of professions and technical programs enter some form of post-secondary program. The reality is that the academic skills needed for the workplace are often more rigorous than the academic skills required for college. The multi-disciplinary approach of most work tasks and the amount of technology and information in the workplace contribute to the heightened expectation of all workers, including those at the entry level.
Parental Academic Background and Students’ academic Performance
Eccles & Kean (2005) stated that the relationship between parent’s education and their children’s academic success is on the notion that the parents gain knowledge of parenting and this influences their interaction at home. There exist a contradiction between parent’s education and academic success of the children since parents with lower levels of education become concerned so that their children have upward mobility and accomplish goals which they could not.
According to Kainuwa & Yusuf (2013), there exists a difference between children of educated parents and students with parents having completed only primary school or not. They further stated that parents with at least university degree, have children who perform considerably well and get the highest score in examination. This was supported by Musgrave (2000) who said that “a child who comes from an educated home would follow the steps of his or her family and by this, work actively in his or her studies.†Educated parents provide library facilities to encourage the child to show examples in activities of intellectual type such as reading of newspapers, magasines and journals. They are likely to have wider vocabulary by which the children can benefit and develop language fluency. Eccles (2005) added that educated parents adopt methods which help children to gain exposure to various educational opportunities. For example, highly educated parents in the United States enroll their children in music lessons, science and computer programs, and educationally relevant summer camps. They are also more likely to enroll their children in the best private schools and to get tutoring help if their children start to have difficulty in school.
Even Azhar (2014) stated that parents’ educational qualification is linked with their language competence, which has a significant influence in the manner in which parents communicate with their children. This explains the point that parental education poses a key influence on children. As mother shares a closer bond with her children than the father, so mother’s education is more important. On the other hand, education is necessary for fathers as low as they are bread winners of the family.
Azhar (2014) carried out a research and came up with the results that SES indicators as well as parent’s education, correlate significantly with students’ academic achievements. Kainuwa & Yusuf (2013) cite Okumu et al (2008) and shared that in a study of Socio-economic Determinants of Primary School Dropout (DPSD) found that there was a reduction of primary school drop out for children in rural and urban areas with highly educated parents. Educated parents are more concerned and effective in helping their children with academic related work. They are in the position to monitor their children’s academic progress. Due to insufficient knowledge, parents with low educational background failed to monitor their children’s performance and hence this can de-motivate children to study and might drop school.
Mutoddi (2014) cited Fantuzzo & Tighe (2000) concluded that educated parents can better communicate with their children regarding the school work, activities and the information being taught at school. They can better assist their children in their work and participate at school. Taiwo (1993) as cited by Kainuwa & Yusuf (2013) supported this because the parents with educational background would be in a good position to be second teachers to the child; and even guide and counsel the child on the best way to perform well in education and provide the necessary materials needed by the child. Gratz (2006) asserted that because of the involvement with the children, educated parents strongly affects their children’s academic success and less educated parents have unmanaged stress in their lives.
