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.

1
 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.

2
 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
3
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

4
West African School Certificate Examination (WASCE) in some years back

in Economics.

1.3 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?

1.4 Research hypothesis

1) There is no significant difference in the achievement in Economics

of students who have Parents with high educational attainment and

low educational attainment.

5
 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

6
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.

7
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.

8
 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

9
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).

10
 Fig 2.1 Even in poor neighborhoods,well educated mothers are
likely to have kids who score well in tests.

110

105

College graduate or
Normed test scores

100 beyond
Beyond high
school,some college
High school graduate

Less than high school

graduate
95

90

85
Children's reading skills Children's Maths skills
Source: Are L.A. children ready for school? 2004

Note: Normed scores have an average of 100

11
 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.

12
Teachers, parents and friends reinforcement has a direct impact on the

students’ beliefs, teaching environment and attitude towards the subject.

Figure 2.2 model of mathematics achievement process (adapted from

Papanastasiou 2002).

13
 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.

14
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).

15
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

16
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.

17
 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

18
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

19
 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.

20
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

21
 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,

22
 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 Negatively
External · Male gender; · Female gender;

· Member of Caucasian race; · Member of minority

Asian race;

immigrant; · Under- or uneducated

· Average or above-average parents;

income; · Poverty;

· High expectations of · Tracking/ability group

teachers and (divide students by their

parents abilities

· Parent education · Unsafe neighborhood

· Good, safe neighborhood · Large school size

23
 · Reinforcement · More TV viewing

· Small school size

· Less TV viewing

· “mainstreaming” students,

i.e. putting students with

different abilities together

Internal · Motivation · Motivation (lack)

· Self-reflection
Social · Ability to connect with · Poor or remote

teacher and relationship with

fellow students (smaller teacher (larger or

learning “anonymous”

communities) learning communities)

Curricular · Matching teaching style to · Using same teaching

learning style for all

style; students;

· Engaging material; engaged · Unengaged teachers

teachers · Teacher-centered

and learners; curriculum;

· Student choice in · Irrelevant curriculum

24
curriculum; · Traditional teaching

· Collaborative/cooperative methods such as

learning; lectures

· Participation in group · Subject matter that is

discussions at too easy

school and home; · Lack of resources

· Peer interaction; · Less time spent on

· Demanding subject matter; homework

· 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

25
 multiple

resources, computer-based

instructions

· Active learning

· Authentic assessment

· Student-centered curriculum

· Constructivist teaching

approach

· Integrated curriculum

· Much time spent on

homework

assignment
Administrative · Common vision · Lack of focus;

· Implementation of · Lack of administrative

comprehensive support or

reform programs attention to enhancing

· Teacher empowerment teacher

· Access to assistance, in- quality/competence

service

26
 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

27
 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).

28
 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.

29
 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

30
 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.

31
 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.

32
 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?

33
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 Df Mean F Sig. Remark

Squares Square
Regression 233.443 1 233.443 17.486 0.000 Significant
( p ‹ 0.05 )
Residual 1575.35 118 13.350
7
Total 1808.80 119
0

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?

34
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 Df Mean F Sig. Remark

Squares Square
Regression 33.466 1 33.466 2.224 0.139 Not sig.
(p › 0.05)
Residual 1775.33 118 15.045 2.224
4
Total 1808.80 119
0
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

35
 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 Df Mean F Sig. Remark

Squares Square
Regression 256.738 2 128.369 9.677 0.000 Significant
(p ‹ 0.05 )
Residual 1552.062 117 13.265
Total 1808.800 119

36
 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’ Parents’ Achievem

Educati Occupat ent in
onal ional Economic
Attainm Status s
ent
Parents’ Educational Pearson Correlation 1
Attainment Sig.(2-tailed)
37
 N 120
Parents’ Occupational Pearson Correlation 0.063 1
Status Sig.(2-tailed) 0.492
N 120 120
Achievement in Pearson Correlation 0.359* 0.136 1
Economics Sig.(2-tailed) 0.000 0.139
N 120 120 120
*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. Std. df T P Rem

deviatio Error ark
n Mean

38
Achiev Male 63 16.3175 3.89717 0.49100 118 -0.834 0.406 NS
ement
in Fema 57 16.9123 3.91098 0.51802
Econo le
mics

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

39
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.

40
 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

41
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

42
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

43
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;

44
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

45
 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.

46
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;

47
  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.

48
 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

49
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.

50
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.

51
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.

53
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
55
( ) 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 ( )

56
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 cost
a) Comparative advantage (b) Division of labour (c) Specialization (d)
Absolute advantage.
6) The law of demand states that the lower the price _____________
57
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.

58
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.

59
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.

60