JOB SATISFACTION AMONG SCHOOL COUNSELORS IN SCHOOL

 

CHAPTER ONE

 

INTRODUCTION Background to the study         Counselling is a field notable for its diversity and dynamism. It is influenced by diverse political, economic and social forces within the society. As a result, tremendous expansion has been witnessed in the field of counselling’s vision, mission and values with reference to the promotion of good health, family dynamics, career assessment, school adjustments, developmental tasks, ethical standards and research training. One of the major tasks of school counselor is to educate and assist students in their overall development. In this 21st century, the job of helping students to achieve success in school and become more productive members of the society becomes challenging. According to Gysbers, Lapan and Blair (1999), today’s youth must confront a rapidly changing work world and labor force, violence in the home, school and community, divorce, teenage suicide, substance abuse, and sexual experimentation. School counselors occupy an important position within the school system to assist students cope with these crucial issues and the normal developmental tasks adolescent face in life.

 

There is no doubt that the degree of job satisfaction of a worker has significant effect on his/her search for alternatives or otherwise. The counselors expect to get their salaries and other benefits as at when due, at least to satisfy their physiological needs. This may influence their decisions to be committed to work or not, and contribute towards the attainment of organizational goals. Hence, non-recognition of counselors for excellent work done, lack of opportunities for advancement through promotion, irregular salaries and absence of in-service training among others, tend to have significant influence on the degree of job satisfaction and commitment of counsellors to schools/their clients. The role of counsellors in the school system cannot be overemphasized. They provide assistance to students through the primary interventions of counselling large group guidance, consultations and co-ordination (American School Counsellor Association (ASCA), 1999). Although each is a vital component of the comprehensive guidance programme, research has shown that more effective programmes focus on providing direct services to students in the form of individual or group counselling (Borders & Drury, 1992).

 

The demand for school counsellors would continue to be on the increase in the face of increasing school enrollments in Nigeria, especially with the introduction of the Universal Basic Education. It is in realization of this that the Federal Government of Nigeria devoted much time to the planning and implementation of guidance and counselling programme in secondary schools. The Federal Government of Nigeria in her National Policy on Education (2004) indicates that in view of the apparent ignorance of many young people about career prospects and personality maladjustment among school children, career officers and counsellors shall be appointed to post primary institutions. Since qualified personnel in this category are scarce, government shall continue to make provision for the training of interested teachers in guidance and counselling. The thrust of this policy is that government believes that guidance and counselling is an educational service that can enhance the personal growth and psychological development of students in the school system. For counsellors to be able to provide this crucial educational service to the students, they have to be interested and willing to contribute meaningfully to the students’ personal growth and psychological development. Therefore, the study of job satisfaction among counsellors is very crucial to the improvement of productivity among school counsellors in a developing country like Nigeria. For members of an organization to discharge their duties effectively, they must be satisfied with their jobs that will bring about their commitment.

 

Job satisfaction describes how content an individual is with his or her job. It is a pleasurable emotional state resulting from the appraisal of one’s job. There are a number of factors that can influence a person’s level of job satisfaction, some of these factors include the level of pay and benefits the perceived fairness of the promotion in an organization, recognition, favorable working conditions and the job itself. The need to cater for the working conditions of school counsellors and ensure their job satisfaction in the school system becomes imperative if they are to carry out their responsibilities to the admiration of all. If they are unable to achieve their goal as counsellors, they experience feelings of inadequacy and unhappiness that may make them vulnerable to stress and job dissatisfaction. Today, one complex problem facing the schools and school counsellors is the issue of school violence as manifested in cultism in schools. Increasing incident of bullying behaviour and emotional abuse of students. School violence has become so alarming that many youths have either been killed or maimed for life.

 

As school administrators struggle with ways to prevent acts of violence from occurring within their schools, they increasingly turn to school counsellors for leadership and help with establishing policies regarding safety (Fryxwell & Smith, 2000). Indeed, school counsellors are seen as agents of change and prevention. So, as they strive for innovative ways to help curb school violence, they may become frustrated as additional responsibilities are placed upon them. When counsellors are expected to perform roles and functions without feeling they have necessary skills, serve too many students, or be involved in other ancillary duties that detract from their primary duties, job dissatisfaction may result (DeMato, 2001). Job dissatisfaction is caused by deficit in the extrinsic ‘hygiene’ dimensions of a job, such as salary, job security and working conditions. Job dissatisfaction promotes stress, fatigue and frustration in an organization that result in low productivity. It is against this background that this study of job satisfaction among counsellors in the school system is undertaken as counsellors have always been agents of change that are called upon to help students deal with a plethora of problems and issues that are vital to the mission and vision of educational enterprise. Thus, frustration and dissatisfaction may result when counsellors are blocked from implementing new school counselling programmes or carrying out what they were trained to do. Statement of the Problem

A number of factors contribute to the job satisfaction of workers in any organisation. These include the nature of job and achievement, recognition, responsibility and advancement, status and security. These factors are also applicable to the counsellors in the school system. The level of job satisfaction contributes to how effective an individual performs his or her job. (Bacharach, Bamberger & Mitchel, 1990; Spector 1997).  Researches (i.e. Coll & Freeman, 1997; Cucharme & Martin, 2000) has also indicated that job satisfaction influence the emotional and physical well-being of an individual. Conversely, job dissatisfaction is associated with stress and burnout (Kesler, 1990; Burke & Greenglass, 1991; Martin & Schinke, 1998).

Today, the world is in dire need of development in science and technology through education. Nigeria cannot afford to be left behind in the scheme of things in which secondary education will play a key role. The counsellors in the school system need to be satisfied if they are to play their expected role. Therefore, the implication is that without improving the working conditions of counsellors and making them satisfied, the probable result is that very few of the educational aims can be properly achieved.

The role of school counsellors in the educational process has been a matter of public interest. It is in recognition of this vital service in the educational enterprise that the government has embarked on the training and retraining of school counsellors through seminars, conferences, workshop and in-service courses. School counsellors serve dual purposes by engaging in other ancillary functions, including teaching of different subjects in addition to their primary functions of counselling students. At times, there are cases of counsellors being assigned as full-time teachers to the classroom thereby relegating to the background their professional responsibilities. The implication is that the demands of the office of a school counsellor within the educational structure create strain and stress, which have given rise to the question as to whether secondary school counsellors experience job satisfaction.

A number of problems face Nigeria’s educational system, which tend to have negative effects on the degree of counsellors job satisfaction. These include: current pressure from working with more challenging students and needs, increased administrative and managerial tasks, time constraint, shortage of funds, increased counsellor-student ratios, and inadequate facilities. But the impact of all these on the counsellors’ job satisfaction has not been systematically investigated in Nigeria.

The study of job satisfaction among teachers has been widely researched (e.g. Nwagwu, 1981; Arubayi; 1981, Okoro, 1988), the studies have indicated that majority of teachers are satisfied with their jobs. However, little is known about job satisfaction of school counsellors (e.g. Eddy 1960; Miler & Muthard 1965; Alao, Olaniyi & Kobiowu, 1989 and Demato, 2001; Demato and Curcco, 2004). To this extent, it becomes imperative to investigate job satisfaction among school counsellors in secondary schools in Edo and Delta States of Nigeria.

Research Questions

In an effort to address the problem of study, the following research questions were raised.

i.        What is the level of job satisfaction expressed by secondary school counsellors in Edo and Delta States?

ii.        Which of the following dimensions of the counselor’s job: (promotion, job tenure, salary, social support and supervision contribute to job satisfaction of school counsellors?

iii.        Is there any difference in job satisfaction between male and female counsellors?

iv.        Is there any difference in job satisfaction among old, average and young counsellors?

v.        Is there any difference in job satisfaction between married and single counsellors?

vi.        Is there any difference in job satisfaction between experienced and inexperienced counsellors?

Hypotheses 

The following hypotheses were raised to guide the study.

(i)                  There is no significant difference between male and female counsellors in their levels of job satisfaction.

(ii)                 There is no significant difference among old, average and young counsellors in their levels of job satisfaction.

(iii)                There is no significant difference between married and single counsellors in their levels of job satisfaction.

(iv)There is no significant difference between experienced and inexperienced counsellors in their levels of job satisfaction.

Purpose of the study

The purpose of this study was to investigate the level of job satisfaction among school counsellors in secondary schools in Edo and Delta States of Nigeria. The level of job satisfaction plays a vital role in the way and manner an individual performs his or her job in an organization. Job satisfaction is necessary to ensure continuous and high quality services to school children and the adults who work with them.

Specifically, the study assessed the dimensions of job satisfaction, that is, promotion, job tenure, salary, social support and supervision with a view to determining which of them significantly contribute to job satisfaction of school counsellors.

This study also examined some demographic variables that could affect job satisfaction among school counsellors. These include sex, age, marital status and years of counselling experience.

Significance of the Study         

The finding of this study will contribute to the body of knowledge and increase information in the area of job satisfaction of school counsellors. Therefore, it will be of immense importance to the educational sector in general and the counselling profession in particular.

It would highlight to the educational planners and administrators the need to have qualified counsellors who are satisfied with their jobs in view of the fact that counsellors who are satisfied with their jobs will be more prone to exhibit the kind of behaviour needed to promote the personal growth and development of the students which is their primary responsibility.

The study would also assist various levels of government-federal, states and local in the areas of planning, policy formulation and programme implementation pertaining to secondary school counsellors’ job satisfaction since a satisfied counsellor is believed to be a productive and dedicated worker.

Counsellor educators will be provoked by the findings of the study to engage in more research work on job satisfaction among school counsellors. This will help to produce more empirical studies in the field of professional school counselling.

The study would be of great assistance to post-primary school board, school principals and counsellors themselves in having a clearer perception of the variables affecting job satisfaction and evaluating the secondary school counselling programme with a view to ensuring that counsellors are regularly supervised and adequately catered for in the school system.

Scope of the Study

This study was essentially designed to investigate the level of job satisfaction among secondary school counsellors in Edo and Delta States of Nigeria. To this end, this study was limited to the professional school counsellors in public secondary schools in Edo and delta states. The aspects of job satisfaction investigated included promotion, job tenure, salary, workers’ social support and supervision.

This study did not cover other aspects of job satisfaction i.e. achievement, recognition administrative atmosphere and organizational practices. Also, the study did not include private secondary schools because they are different from public secondary schools in terms of conditions of service of counsellors and administrative control.

Definition of Terms

For ease of understanding, the following terms are defined in the context in which they are used in this study:

Job Satisfaction: The degree to which a counsellor is pleased by the work content and conditions of service in terms of salaries, fringe benefits and allowances.

Conditions of Service: The conditions provided in the service for the purpose of regulating appointment, promotion and discipline of counselling staff by the Ministry of Education.

Inexperienced Counsellor: A counsellor with less than ten years of working experience in the field.

Experienced Counsellor: A counsellor that has ten years or more working experienced in the field.

Old counsellor: Counsellor above the age of 44 years

Average counsellor: A counsellor who is 25-44 years of age

Young counsellor: A counsellor who is less than 25 years of age

Public School: A school built and owned by the government.

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AN ASSESSMENT ON THE IMPLEMENTATION OF THE NATIONAL POLICY ON EDUCATION WITH SPECIFIC REFERENCE TO CONTINUOUS ASSESSMENT IN POST-PRIMARY SCHOOL

 

 

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CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The existentialist Nigeria education thought seeks to distinguish between the British idealism, which breaks an elicit society, and the America pragmatism which nature a nation on practical men. The Nigeria philosophy gave direction and energy to the national conference curriculum development sponsored by the Nigeria educational research council in 1969, that conference was a momentous landmark in the history of educational development in Nigeria.

It was a prevailing practice in most of all institutions of learning and evaluation of the students performance in one final examination was in tenable fraught with psychological paradoxes and expensive in time and money, dangerous and frustrating.

The performance at the school certificate, students in this country then were totally poor. This could be seen from the results of school certificate examination between 1974 and 1977. The percentage passes stand as follows;

June 1974-51%

June 1975-47.4%

June 1976- 43%

The system of a final examination at the end of the year secondary school course by an external examining body as West Africa Examination council is unrealistic. Discouraging and destructive of potentials. This does not encourage the cultivation of study habit student fizzle away their variable period of four years, rise from their lethargy and stop in the fifth and face belatedly to the labor of completing tasks long postponed as the fathom of the final examination looms before them. For the leisure, the fear of failure at the end of gruesome five years compelled cramming, without ply, relaxation in the crucial final month.

 

This situation breeds high casualty rates for students and teacher, the system breeds unsystematic and irregular application to duty and more, it breeds the tendency to dishonestly since the feeding is to ensure success at all cost and by all means fat or foul.

The answer to this lies in continuous and cumulative assessment and evaluation. This spreads out evenly throughout the year and eliminates for the final onslaught. This rates out the central examining bodies and reduces the influence in a final examination.

 

 

 

STATEMENT OF THE PROBLEM

With the national policy on education, it was of the opinion of the policy makers that, continuous assessment will form the overall and about 60% of all examination in primary and secondary school respective. And also there ill be an inclusion of training in the continuous assessment of pupils in programmes of pre-service teacher education in teacher training colleges and of in-services training in the national teachers institute as planned in handbooks on continuous assessment titled “teachers education”.

The above opinion and assertion on continuous assessment are bedeviled by the following:

i.              the present test items in most primary and secondary schools cognitively biased on the determent of the effective and psycho-motor domain.

ii.            that the task force on continuous assessment set up in 1978 appear dormant and ineffective.

iii.           Seventy percent of serving teachers are ignorant of what to do and how to do them.

iv.           The problem of comparability of standard appear elusive, the continuous assessment system came in the wake of the new national policy on education in 1977 and revised in 1981. One of the distinctive features of new policy on education is its emphasis on continuous assessments.

 

 

 

RESEARCH QUESTIONS

1.    Does the problem of implementation still affect the continuous assessment system?

2.    Do the text items in school cognitive biased?

3.    To what extent has the prominent give to the single final examination?

4.     to what extent is the need of training of teachers in the manipulation of the continuous assessment skills?

5.    Does the standard comparable or is it still alive?

 

 

PURPOSE OF THE STUDY

The purpose of this study is to assess the implementation of the national policy on education with specific reference to the continuous assessment in post primary school in Edo state.

SIGNIFICANCE OF THE STUDY 

Since the promulgation not much research have been done in the area.

The study attends to bridge the gap.

The result of the investigation will be useful to formulators and implementers, since they will have a base line data in carrying out on improved quality formation and implementation strategy.

 

 

SCOPE OF THE STUDY

It is necessary to diligent this study because it is not possible to study a problem without limiting the scope.

The area of coverage is restricted to three selected secondary schools in Ikpoba-Okha local government area of Edo state i.e (a) Niger College (b) Ugiomon Secondary School (c) Saint Maria Gorreti secondary school (d) Oguola secondary school (e) itohan girls grammar school.

 

 

DEFINITION OF TERMS

CAP: Cognitive, effective and psycho-motor domain.

ASSESSMENT: to appraise, fix value on work e.g. children responses to question.

SYSTEM: group of things or part working together in a regular relation.

EVALUATION: ability to judge the value of materials, statement, novel, poem or price written materials.

 

 

 

 

Continue reading AN ASSESSMENT ON THE IMPLEMENTATION OF THE NATIONAL POLICY ON EDUCATION WITH SPECIFIC REFERENCE TO CONTINUOUS ASSESSMENT IN POST-PRIMARY SCHOOL →

INFLUENCE OF STUDENTS TEACHERS RELATIONSHIP ON THE SOCIO-EMOTIONAL DEVELOPMENT OF STUDENTS

 

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ABSTRACT

This research work examined student’s teacher relationship on the socio-emotional development for students. Four schools were also selected out of which 25 students from each school giving total of 100 students. The instrument used for project is questionnaire in modified translucent scale containing 20 items which was used to obtain data from student and the data was analyzed.  From the analysis of data, it was found that student’s teacher relationship has significant impact on only one aspect of socio-emotional development of the students.

 

 

TABLE OF CONTENT

Chapter one

1.1     Introduction

1.2     Purpose of the study

1.3     Statement of the problem

1.4     Research questions

1.5     Significance of the study

1.6     Scope of study

1.7     Limitation of the study

1.8     Definition of terms

Chapter two

2.1         Literature review

2.2         Summary of literature review

Chapter three

Research methodology

3.1         Research design

3.2         Population

3.3         Selection of sample

3.4         Research instrument

3.5         Validation of instrument

3.6         Method of data collection

3.7         Method of data analysis

Chapter four

4.1         Data analysis

4.2         Discussion of results

Chapter five

5.1         Summary of findings

5.2     Conclusion

5.3     Recommendations

References

Questionnaire

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The socio-emotional context of children’s lives influences their ability to learn. Education is a major factor in the development and growth of society and its nature and goals depends on the society its nature itself. Educations in particular have been critically trying to provide solutions to the problem posed by socio-emotional behaviour of students in schools and society at large.

 

These limitation observed in the; lives of individual in the school system gave rise to multidimensional studies and research by people and scholars even outside the profession. This state of affairs makes it all the more imperative for further and continuous study of the strategies for coping with social emotional problems among student’s adolescents and the totality of the larger society.

 

Socio-emotional problems are state of ill health in some student which   are not socially approved they found it difficult to cope with the social moral code of conduct of the society. He or she is a social misfit and a moral reprobate. Multiplicity of causative factors varies with each case and is relatively linked with each other (Abraham David 1960). Both psychologist and gerontologist have both agree that socio-emotional problems are early notice in students between the age of 12-19 years and these periods of adolescent.

 

According to the memorandum of the 1925 British tropical Africa (N.E.R.C.P31). Education system was supposed to provide all the basic necessities the child demand to equip and make him fit into the society with a viable undependable contribution of personal service to the development of the society. But the society seen to strip the child naked owing to it engineering policy, which rather are almost undermining has present and neglecting his interest. The inverse now be the case as a result of these malfunction of the society the teacher when a contrastive insight among the students have been able to note several differences in the behaviour of the student some of which are irrational and not acceptable to be satisfied for a moral conduct.

 

Among all these social emotional problems are inferiority complex, poor participation examination malpractice are fighting, sleeping in the class etc the teacher who uses the child center method of teaching, the method that ensure the proper and active participation of the students in the class activities, thereby also help to maintain an unrestricted relationship with the child, these processes help the teacher to note the various differences amidst the students. The contest here is not that the child is not educated but more attention needed to be paid and better treatment demanded to improve the condition of the student, because they are not educated enough.

 

Research has lead to support the fact that family background, environment, peers, personal and intelligence factors also determined the child disposition of his innate character in the classroom. Fimghe 1973 beer support to these this project is concerned with ascertaining the perceived student teacher relationship on their socio-emotional problems and finding solutions to improving the situation.

PURPOSE OF STUDY  

The aim of this study is to try as much as possible to pin point the strategies that can actually be use in coping with socio-emotional problems of students in secondary school adolescent by using personality test, aptitude test and achievement test six secondary school. Edo college, Immaculate Conception College, western boys high school, Russell secondary school and Imaguero college all in Benin city Edo state Nigeria

 

 

 

STATEMENT OF PROBLEM  

The seriousness of these socio emotionally problems experienced by the student, as noticed by the school authority might result to debate and comment by the public government Para stator and intelligent organization. The child might be a serious case in which both the parent and the teacher frantic effort to avert social ill might prove abortive.

The contemporary changes in the western education and it miscellaneous norms and the recent improvement in the educational system lead to this phenomenon. This is as a result of students failure to meet up with their educational standard required of them by the school and the society at large all these form the lake of problem they found themselves and my optically seem to have turn their future opaque with required to western cultures the researcher will examine the following educational and social problems of student

1.    The effect of contemporary educational system on adolescent

2.    The types of socio emotional problems among student and their determine cause

3.    Finding out the socio emotional problems in the selected male/female schools

4.    Finding out the reaction of scholars to the problems and finding a lasting solution to them

 

 

RESEARCH QUESTION

In this study the following questions have been reviewed

1.    Is there significant difference in emotional difference in emotional responses between male and female student in secondary school

2.    Is there significant difference in perceived student teacher relationship between male and female and female student in secondary schools

3.    Does the emotional responses of student in different classes in secondary school differ

4.    Is there significant difference in student’s teacher relationship between students in different class?

5.    Do differences occur in emotional response between students in different class?

6.    Do differences occur in emotional response between students in difference school?

 

 

HYPOTHESIS

1.    There is difference in emotional responses between male and female student in secondary school

2.    There is significant difference in student teacher relationship between male and female student in secondary school

3.    There is no significant difference in emotional responses of students in different class in secondary school

4.    There is no significant difference in perceived student teacher relationship between student in different classes

5.    There us significant difference in emotional responses between student in secondary school

 

 

SIGNIFICANCE OF THE STUDY

These studies help to expose the hidden nagging ill experiences by the students and help to give lasting solutions to them avoiding it further occurrence In case of any future eruption.

It is hoped that the recommendations that will be made based on the findings of the study will be useful to teachers, principles, private and public institutions and the government in general

 

 

DEFINITION OF TERMS 

1.    SOCIAL EMOTIONAL PROBLEMS: these are characters observed by teacher in student, which does not confound to the uniformity of the social code of conduct of school

2.    STUDENT TEACHER: these is the ability of the teacher to make the student fill certain amount of liberty during discussion class

3.    EDUCATION: the act of improving the mind and quality of an individual

 

 

 

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THE INFLUENCE OF ECONOMIC BACKGROUND ON STUDENTS ACADEMIC PERFORMANCE

 

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ABSTRACT

This research will be conducted to evaluate how economic background affect student’s performance in economics in Ovia North East Local Government Area of Edo State. The following research questions were formulated for the study:.

1.    Does the economic status of parents affect the educational performance of student

2.    Does parent’s educational status affect the educational performance of their children?

3.    Does the family size affect the student’s educational performance?

4.    Does lack of educational facilities influence the educational performance of students?

Four secondary schools will be surveyed. Students interviewed were mostly from low economic status parents. With low educational background. It was found from the study that the education and income of parents affect student’s performance that the availability of educational facilities has no effect on student’s performance while that of family size has a positive relationship with student’s performance. The factors responsible for these relationships were discussed. Some recommendations and suggestions for further research were made in the last chapter.

TABLE OF CONTENT

Chapter one

Introduction

1.1         Background of study

1.2         Statement of the problem

1.3         Research questions

1.4         Purpose of the study

1.5         Significance of the study

1.6         The scope of the study

1.7         Limitations

1.8         Definition of terms

Chapter two       

Review of related literature

Chapter three    

3.1         Methodology

3.2         Population

3.3         Sample

3.4         Instrumentation

3.5         Administration and collection of questionnaire

3.6         Analysis of data

Chapter four       Analysis of data, interpretation and discussion of results

Research question one

Research question two

Research question three

Research question four

Summary of findings

Chapter five        Summary, discussion of findings and conclusion,

recommendation and suggestions for further research.

5.1         Discussion of findings

5.2         Conclusion

5.3         Recommendations and suggestions for further research

Bibliography       

Questionnaire     

 

 

 

CHAPTER ONE

INTRODUCTION

The academic performance of student in economic in secondary school these days has been attributed to many family factors. Many people including the sociologist, psychologists and philosopher have carried out a number of researches into those factors that hinder or enhance student performance in economics. They include poor quality of teaching, irregular attendance at school, emotional attitude of the child to school and school subject, defective physical condition which are manifest in poor hearing, bad vision, impediment of speech, the environment and the social as well as the economic background of the come among other related factors. The raging friction between the school as to which of the two is in fact responsible for the poor or good performance of student in economic examination has enabled the researcher to a take a cursory look at the influence of economic background on the academic performance of student. In his research, Ovia North East Local Government Area of Edo state is chosen as a case study.

 

 

The study is rooted in the theory hat there is need for a close cooperation between the home and the school for an understanding of the learning problem of children. The society has apparently decided for better or worse to educate it children outside the home in separate, self contained, single purpose establishments. Having lived of education from home in this way, to go on and discuss the way they influence each other could be a matter of for they can be resolved, must at the root of all discussion about teacher parent relation.

 

There was a time when parents namely entered school except to assault-looking schoolmaster. Teachers for their part were supposed to be quality of showing no interest in the home to which their pupils belonged. However, nowadays there is undoubtedly a considerable upsurge of interest in the relationship between home and school, and a trend towards ensuring this interest I various formal organisation and system very many schools have parents-teacher organisation many areas have action groups of one sort of another, you have the national confederation of parent-teacher association and the advisory center for education, all of whom are very much concerned with home school links for the purpose of educational achievement of children.

 

Similarly, it has been accepted that learning can occur in many different settings, in the home and play ground, for example as well as in the classroom. Every child bring with him into the class room all his ear her home training and experience, a kind of internal environment that makes him an environmental factors of considerable significance to others. A learning environment is therefore more than that can be measured in the students immediate physical surrounding, it includes everything inside and outside the space the child occupies which in any way affects his behavior during a particular learning routine. Economic background characteristics associated with academic performance and intelligence can be divided into two status variable high economic status and low economic status. Both status are determined by the level of education, occupation, and income in the society. These variables though interesting, tell little about how their effect are mediated to child and into process variables, such as achievement process of parents, home language models, academic home guidance and social participation of family.

 

It is believed that the level of education determines income and occupation of an individual. This is in turn determines the persons status. But this is not so again because of his health. So because of this variance, the researches will look at the relationship between academic performance and these variables. The size of the family will not be left out in the research as one of the variable. Though social class in most often used as a child economic background variable in western European societies and north America, it is rather difficult, if not impossible at this stage to use the social class variable  in the developing countries of Asia, Africa and Nigeria in particular in the same way as it is used in western European countries.

 

Two reasons can be suggested for this, firstly, there has not been any attempt classify occupations in these developing countries. Secondly, and perhaps the more important reasons is that the social system of the extended family in these developing country would make social class based on occupation meaningless for instance a man in a developing country in a good job with a very salary per annum, may not afford to live a middle class family probably because a lot of people depend on his single salary for their existence so because of this, the size of the family will be looked at as one of the variable. The different kinds of family-polygamous and monogamous will not be left out in this research.

 

 

The high light of what will be found in each chapter is as follows: the first chapter deals with the statement of problems and relevant research questions are formulated which the second chapter deals with critical reviews of important literature on the subject. This exercise seen as a guide to reveal the variables that have been found to be important as well as the gaps in previous studies on the determinant of performance of individuals. It also enabled the researcher as well as the useful hypothesis, which emerged from their works.

 

An examination of the literature also helped in the formulations of the research problems. Third chapter discusses the various methods which been employed in collecting the data including the operationalisation of the concepts and the descriptive statistics. The fourth chapter deals with the analysis of the data collected. The findings from these analyses are also explained and interpreted with the context of the theoretical framework. The work ends with chapter five the conclusions which summaries what had been done in the survival for further research and then the gaps in the study that can be filled by further research are also pointed out.

 

 

STATEMENT OF PROBLEMS      

Today teachers are often blame for the low academic performance of the students without actually findings out other related factors that can contribute to the students problems as far as academic is concerned, most parents are quick to point accusing fingers at both the child and his teachers, should the whole problems be entirely heaped on teachers who always want the best for their pupils? One would like to find out the justifications the parents have for blaming the teachers as regards the low performance of the students in their academic. The truth is that the foundation of the child’s socialization is laid at home. More so children spend more time at home than in school.

 

Many factors associated with the family could have actually contributed to the high or low performance of the students with the economic as one of them. The class strata in our society based on economic ground have become common phenomena. There is an unequal distribution of wealth among citizens. Thus there arise the have and the have not, the educated and the illiterate poverty stricken masses. The study therefore considered the influence of those stratified classes on student’s academic performance in other words, the study is focused upon how the academic performance of the students can influence by the family economic status. The following research questions are posed by the researcher.

 

 

RESEARCH QUESTIONS        

1.    Does the economic status of parents affect the educational performance of student

2.    Does parent’s educational status affect the educational performance of their children?

3.    Does the family size affect the student’s educational performance?

4.    Does lack of educational facilities influence the educational performance of students?

 

 

PURPOSE OF THE STUDY 

The purpose is to identify the influence of economic background of student on their academic performance in selected public secondary school. It is designed to compare the level of academic performance of student from different economic background. The study will give an insight into how and why some students perform better than other

 

 

SIGNIFICANCE OF THE STUDY

The study is designed to find out the influence of economic inequality on students performance in some selected public secondary school in Ovia North East Local Government Area of Edo State. The study will be of significant help to educate on how to handle students from different economic strata so as to increase performance.

It will also enable school administrators to see the need for providing books, news papers and magazines in the school library knowing fully well that in the some student may not have opportunity in their house. The study will also help the teacher in adjusting his or her method for effective teaching to accommodate every student.

 

 

THE SCOPE OF THE STUDY  

The study will be used on selected public secondary schools in Ovia North East Local Government Area of Edo State for the purpose of convenience. The area being a semi-urban was chosen so as to involved children from various home backgrounds. The five schools. SSS two students were used for the study the study will only lower the economic aspect like the parents children in the family.

 

 

DEFINITION OF TERMS      

Economic Background: This refers to the earning power you have either high or low-income group.

Social Class: This is a level in the society where individuals regard themselves as equal either because of their education, occupation of because of the same pattern of living.

Three categories of economic status:

High economic status– people that earn N 7,000 and above per annum

Middle economic status: People with B. A., B. Sc and HND

Lower educational attainment: Anything below HND.

Small size family: A family with not more than 6 people i.e. the father, mother and then 4 children.

Educational facilities: Those things that make learning or instruction easy or simple. They are facilities for study like library, laboratory etc.

Performance of students: Below average anything below 45%, average, 45-69, above average-70 and above.

 

 

 

 

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