A Research Proposal on the Impact of the Family Socioeconomic Status on the Educational Achievement of the Child in Senior Secondary School, Keffi Local Govt Area Nassarawa State
CHAPTER ONE
Objectives of the Study
The specific objectives of this study include to:
- Investigate the relationship between family socioeconomic status and the educational achievement of senior secondary school students in Keffi Local Government Area, Nassarawa State.
- Identify specific aspects of family SES that most strongly correlate with academic performance.
- Explore potential mediating factors that influence the relationship between family SES and educational achievement.
CHAPTER TWO
Literature Review
Socioeconomic Status (SES)
Socioeconomic status (SES) is a multifaceted construct that encompasses various indicators of an individual’s or family’s economic and social position (Omoegun, 2021). These indicators typically include factors such as parental income, education level, occupation, and access to resources (Ali, 2021). SES is widely recognized as a significant determinant of educational outcomes, with numerous studies highlighting its strong association with academic achievement (David, 2021). Higher SES is often linked to better educational opportunities, resources, and support systems, which can positively influence students’ academic performance (Okorodudu & Ossai, 2022).
Parental income is one of the key components of SES and is often used as a proxy measure for economic status (Duncan & Magnuson, 2023). Higher-income families typically have greater financial resources to invest in their children’s education, such as private tutoring, extracurricular activities, and educational materials (Mishra, 2022). This financial stability can also provide a more conducive home environment for learning, with access to amenities such as books, computers, and quiet study space (Richard-Oddo, 2020). As a result, students from higher-income families may have a distinct advantage in terms of academic preparedness and achievement (Okafor, 2020).
Parental education level is another critical component of SES that influences educational outcomes (Craig & Ronald, 2023). Parents with higher levels of education tend to place a greater emphasis on the value of education and are more likely to be actively involved in their children’s schooling (Zahra, 2020). They may also possess the knowledge and skills necessary to support their children’s learning and academic development (Nworgu, 2022). Conversely, lower levels of parental education can limit access to educational resources and opportunities, contributing to academic disparities among students from different socioeconomic backgrounds (Avwata, 2021).
Occupational status is also a significant determinant of SES, reflecting both economic stability and social standing (Suleman et al., 2022). Parents in higher occupational positions often have access to better-paying jobs, job security, and benefits such as health insurance and retirement plans (Caro, 2019). This occupational stability can provide a more stable home environment, reducing financial stressors that may impact students’ ability to focus on their studies (Nworgu, 2021). Additionally, parents in higher occupational positions may have greater social networks and connections that can provide additional educational opportunities and support for their children (Akinade, 2022).
Educational Achievement
Educational achievement refers to the level of academic performance attained by students, typically measured by grades, standardized test scores, and educational attainment (Omoegun, 2021). It serves as a critical indicator of students’ academic success and future opportunities (David, 2021). Educational achievement is influenced by various factors, including individual characteristics, family background, school quality, and access to resources (Mishra, 2022). Understanding the determinants of educational achievement is essential for addressing disparities in academic outcomes and promoting educational equity (Richard-Oddo, 2020).
CHAPTER THREE
Research Methodology
Research Design
The research design employed in this study is a quantitative survey research design. This design was chosen due to its suitability for collecting numerical data on the variables of interest and conducting statistical analyses to examine relationships between variables (Saunders, Lewis, & Thornhill, 2019). A survey allows for the collection of data from a large sample of respondents efficiently, providing insights into the educational achievement of senior secondary school students about family SES.
Population of the Study
The target population for this study comprises senior secondary school students in Keffi Local Government Area, Nassarawa State. The justification for selecting this population is based on its relevance to the research objectives, as the study aims to investigate the impact of family SES on the educational achievement of students within this specific demographic context. The estimated population size is 171 respondents.
Sampling Technique and Sample Size
A simple random sampling technique will be adopted to select the sample for this study. This technique involves randomly selecting participants from the target population, ensuring each member of the population has an equal chance of being included in the sample (Bell, Bryman, & Harley, 2019). A sample size of 120 respondents was determined using the Taro Yamane sample size formula, considering the finite population size and desired level of precision (Charan & Biswas, 2019).
References
- Akinade, E. A. (2022). Psychology of human learning. Lagos: Babs Olatunji Publishers.
- Ali, H. O. (2021). Behaviour modification. Lecture notes. Imo State University, Owerri, Nigeria.
- Avwata, B. B. (2021). A Modern Sociology of Education: A Systematic Analysis. Warri: COEW Publishers.
- Beiske, B. (2017). Research methods: Uses and limitations of questionnaires, interviews, and case studies. GRIN Verlag.
- Bell, E. (2022). Business research methods. Oxford University Press.
- Bell, E., Bryman, A., & Harley, B. (2019). Business research methods (5th ed.). Oxford: Oxford University Press.
- Bernard, H. R., & Ryan, G. W. (2019). Analyzing qualitative data: Systematic approaches. Sage Publications.
- Caro, T. (2019). Education and Practice. Retrieved from http://www.iiste.org/journals/index.php/JEP/article/view/53296
- Charan, J., & Biswas, T. (2019). How to calculate sample size for different study designs in medical research? Indian Journal of Psychological Medicine, 35(2), 121–126. doi:10.4103/0253-7176.116232.
- Charmaz, K. (2016). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
- Craig, T. N., & Ronald, C. J. (2023). Socio-economic status does not moderate the familiarity of cognitive abilities in Hawaii family study of cognition.
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed method approaches (5th ed.). Los Angeles: Sage.