Parents’ socioeconomic status and students’ academic performance In Social Studies in Ogoja Education Zone of Cross River State, Nigeria

Abstract

The study examined parents’ socioeconomic status and students’ academic performance in Social Studies in secondary schools in Ogoja Education Zone, Cross River State, Nigeria. To achieve the purpose of this study, one research question and one null hypothesis was formulated to guide the study. Literature review was carried out based on the research variable. Ex-post facto research design was adopted for the study. A sample of four hundred and seventy-three (473) students’ was used for the study. The selection was done through a multistage approach. The questionnaire titled Parents’ Socioeconomic Status Questionnaire (PSSQ) and Social Studies Performance Test (SSPT) were used for data collection. The reliability estimate of the instruments was established through Cronbach Alpha reliability method. One-Way analysis of variance was the statistical technique employed to test the hypotheses under study. The hypothesis was tested at .05 level of significance. The result of the analysis revealed that parents’ socioeconomic status significantly influence students’ academic performance in Social Studies. Based on the findings of the study it was recommended that parents should prioritize the education of their wards as not provision of necessary resources affects students’ academic performance.