The influences of selected socio-economic factors of parents and parenting attitudes on the academic achievements of their wards
©2014
Academic Paper
62 Pages
Summary
The purpose of the study was to explore the relation between selected Socio-economic and parenting factors on the academic performance of pupils. The study used a descriptive research designed type. A total of twenty-nine (29) pupils who are in Basic two were used for the study.
Questionnaires and test were the instruments used in gathering data on pupils and their parents. Responses from the pupils and their parents were treated statistically using frequency tables, percentages, mean, standard deviation and Pearson’s Correlation as the tools.
Major findings from the study indicated that pupils’ academic performance is just above average; and that the Socio-economic and parenting factors of the parents of the pupils’ are also average. The study further established that there is a significant, medium and positive relation existing between the Socio-economic status of pupils’ parents and pupils’ academic performance; the parenting attitudes and pupils’ academic performance. Finally, the study again established that there is a significant, medium relation between the Socio-economic status of pupils’ parents and their parenting attitude or responsible parenting. Based the findings, suggestions in the form of recommendations were offered, which included; the need for deepened teacher – parent collaboration and the school undertaking activities to attract parents to the school.
Questionnaires and test were the instruments used in gathering data on pupils and their parents. Responses from the pupils and their parents were treated statistically using frequency tables, percentages, mean, standard deviation and Pearson’s Correlation as the tools.
Major findings from the study indicated that pupils’ academic performance is just above average; and that the Socio-economic and parenting factors of the parents of the pupils’ are also average. The study further established that there is a significant, medium and positive relation existing between the Socio-economic status of pupils’ parents and pupils’ academic performance; the parenting attitudes and pupils’ academic performance. Finally, the study again established that there is a significant, medium relation between the Socio-economic status of pupils’ parents and their parenting attitude or responsible parenting. Based the findings, suggestions in the form of recommendations were offered, which included; the need for deepened teacher – parent collaboration and the school undertaking activities to attract parents to the school.
Excerpt
Table Of Contents
5
TABLE OF CONTENTS
ABSTRACT 1
ACKNOWLEDGEMENTS 2
DEDICATION 3
LIST OF TABLES
7
CHAPTER ONE:
INTRODUCTION 9
Background of the Study
9
Statement of the Problem
12
Purpose of the Study
14
Research
15
Significance of the Study
15
Delimitation 16
Limitations
17
Organisation of the study
18
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
19
Introduction 19
Conceptual bases of parental roles, economic status and student academic
achievement.
19
Empirical review on influence of parental variables on pupils' performance 21
Issues about education, parenting, socio-economic status and students'
achievement 23
Conclusion
25
6
CHAPTER THREE:
METHODLOGY 27
Research design
27
Population `
27
Sample and Sampling Technique
27
Instruments
28
Data Collection Procedure
28
Data Analysis Technique
29
CHAPTER FOUR:
RESULTS AND DISCUSSION
31
Background information
31
Academic performance of pupils
31
Socio-economic status of parents
32
Parenting attitude/responsibilities
38
Socio-economic status of parents and pupils' academic performance 44
Parenting attitudes and pupils' academic performance 45
Socio-economic status of parents and their parenting
attitudes/responsibilities
46
CHAPTER FIVE:
SUMMARY, COCLUSION AND RECOMMENDATIONS
50
Summary
50
Conclusion
54
Recommendations
53
Suggestions for further research
53
REFERENCES
54
APPENDICES
56
A
Questionnaire
57
B
Pupils' Score 58
7
LIST OF TABLES
1.
Statistics on the academic performance of pupils
32
2.
Highest qualification of one of parents
33
3.
Occupational status of one of your parents
34
4.
Position of the bread winner in his/her work place
34
5.
Estimated income of family at the end of the month
35
6.
Families
with
car
35
7.
Families
with
Television
36
8.
Families
with
fridge
36
9.
Parents holding Religious positions
37
10.
Families affording three meals a day
37
11.
Families with siblings attaining tertiary education
38
12.
Overall Socio-economic status of parents
38
13.
Overall results of parental attitude/ responsibilities to pupils
39
14.
Descriptive Statistics parenting attitude/level of responsibility
41
15.
Relation between socio-economic status of parents and pupils'
academic
performance
44
16.
Relation between parenting attitude and pupils' academic
performance 36
17.
Relation between socio-economic status of parents and parenting
attitude
45
9
CHAPTER ONE
INTRODUCTION
Background of the study
An individual's educational achievements is closely linked to
numerous factors for which some may be known and others not. Battle and
Lewis (2002), share the view that one's life chances, income and his/her
overall well being is determined by his/her education. Education is therefore
viewed as the medium through which mankind gains a full capacity of his/her
potentialities through integrated activities such as teaching, learning,
assessment, remedial activities and classification of pupils' achievement
levels for placement and/or decision making. Consequently, the significance
of education in the overall development of children cannot be overemphasised.
In Ghana, the education of children of all school going age can be said
to be a national priority. This is evidenced in the implementation of the Free
Compulsory Basic Education (fCUBE) policy. Practically, governments- both
past and present - have displayed commitment to the implementation of this
policy in the form of "creating opportunities and strengths in primary
education" (Mankoe 2001:12). Some of the opportunities in primary school
education include; payment of capitation grant of GHc 4.50 per pupil per
year(GHc 1.50 per term), provision of free meals, provision of teachers,
provision of free textbooks and in some cases exercise books and syllabuses
including other teaching learning materials and support for pupils. All these
injections are virtually free and aimed at alleviating if not completely to the
barest minimum the financial obligations of parents on the basic education of
10
their wards. This comes with the assumption that parents have very little
financial obligations when it comes to their wards primary education.
Many researchers (Barry 2005; Crosnoe, Jonhson & Elder 2004) in
their works have identified that the academic achievement of children in
school have links with the Socio-economic status (SES) of their parents. Some
of these socio-economic variables used by Barry for the study included the
following; sex, race, family backgrounds, neighbourhood, parents' educational
attainment, nature of work and family incomes, among other things.
Majoribanks, (1996), have observed that there are direct links between family
backgrounds and the achievement of pupils.
Conditions at the home of children or pupils basically constitute the
fundamental social agent influencing the interest aspirations and
performances. Linking this assertion to that of the study conducted by Jeynes
(2002), it has been established that the SES of parents and the extent of their
responsible parenting influence the academic performance of their children in
the school and in their engagement in extracurricular activities of these as
well .
Researchers
have
concluded
that economic hardships that arise in
families and which eventually either motivates or derail the learning attitudes
of children have their roots in the SES of parents (Baharudin and Luster, 1998;
Jeynes, 2002; Majoribanks, 1999; Eamon, 2005). In each of the literature cited
their conclusions point to the fact that SES of parents do influence the total
development of their wards to a large extent. That the effects of the SES of
11
parents predisposes the pupils to conditions that may either enhance or derail
their learning and schooling attitudes.
The SES of parents has been described by Ainley et al, (1995) as a
parent's overall social and economic position as a result of his/her education,
kind of profession, income levels and wealth - among other indicators that go
to establish his/her social and financial independence or self reliance.
Literature reviewed gives the implication that the SES of parents do
not only influence the learning habitats of their wards, but also spill over to
determine the kind of parenting they offer to their children. This latter
assertion is made in the context of the level of interest shown by parents in the
educational activities and issues of their wards. The resultant outcome of the
combination of the SES of parents and the kind of parenting they offer their
children in no doubt go a long way to determine the academic achievements of
their children (Baharudin and Luster, 1998; Jeynes, 2002; Majoribanks, 1999;
Eamon, 2005; Ainley et al, 1995). That parents with low SES tend to have
their children performing below the required standard of achievement, whiles
children of parents with high SES may perform either up to the standard
achievement levels or even beyond. In each of the cases illustrated above, SES
of parents has been identified to have a bearing on the kind of parenting
attitudes exhibited towards their wards with the resultant being that their
wards may either meet the academic and educational standards confronting
him/her or miss out.
Notwithstanding, the research findings (Baharudin and Luster, 1998;
Jeynes, 2002; Majoribanks, 1999; Eamon, 2005; Ainley et al, 1995) do not
12
constitute a predictive indicators operating as definite yardsticks for the well
being and academic achievements of pupils in the Archbishop Porter Primary
School in Effia Kuma in the Sekondi Takoradi Metropolis. The reasons being
that children from low SES parents who happen to receive the right parenting
attitude and support for teachers could do well in their academic performances
in school; whiles as a pupil a from parent with high SES who may encounter a
non supportive school conditions either from parents, or class teacher or
both may not do well in his/her academic pursuits.
It is therefore a worthwhile venture for teachers and the academia to
undertake various academic exercises capable of bringing to the fore empirical
facts on the subject-matter under discussion in a customised manner. Through
this teachers will be better and professionally placed to offer learners the
relevant support towards their academic pursuits and further map out schemes
to enhance effective collaboration with parents for the welfare of their wards.
It is in this light, that this study is being initiated to specifically investigate
primary school pupils in the context of how selected parental based factors
influence their academic performances in school.
Statement of Problem
Governments' commitment and support in the direction of providing
Free Compulsory Basic Education to all Ghanaian children have been massive
over the years. This is evidenced in the provision of funding and materials to
children free of charge. Parents therefore do not have excuse when it comes to
access to education for their wards. Financial constraint as an inhibitor to
primary education can no longer be considered a key factor. The reason being
13
that Capitation Grants is paid to run the schools; pupils are fed on free meals
during school and free school uniforms and exercise books are occasionally
given to pupils free of charge. In addition, textbooks and teaching learning
materials are supplied by the Ministry of Education through the Ghana
Education Service.
These interventions therefore seem to suggest that greater percentages
of the financial burdens of parents who have their wards in the Archbishop
Porter "A" School are lessened dramatically. It is therefore assumed that the
key responsibility of parents therefore is to show much interest in the school
activities and learning of their wards by way of good parenting.
Presently, the general outcry amongst teachers at the Archbishop
Porter Primary School is that parents are not supportive when it comes to the
learning of their wards; as a result the children are not performing well
academically. However, there is no definite evidence to this assertion, no
literature exist that empirically accounts for the relation between the
performance of pupils and the attitude of parents with specific reference to the
primary school children in Archbishop Porter "A" School at Effia Kuma.
The problem therefore is that with the numerous interventions made by
governments to make primary education free over the years, is there still a
relation between the SES of parents and the academic achievements of their
wards; and what kind of parenting is being received by the pupils of
Archbishop Porter Primary School; and to what extent are the two variables
named influencing the academic achievements of the pupil. In an attempt to
find answers to these enquiries this study was initiated, so as to find out the
14
extent to which SES of parents and the parenting attitudes influences pupils'
academic achievement.
Purpose of the study
The general objective of the study is to establish the relation between a
parents' SES, parenting attitudes and the academic achievement of their
wards. In a more detail form the specific objectives of the study was as
follows;
1.
To identify the level of academic achievement of pupils in the subjects
areas studied regularly in school,
2.
To find the SES of parents based on some selected factors,
3.
To find the extent to which parents are offering responsible parenting to
their wards,
4.
To find the relation between the SES of parents and the academic
achievement of their wards,
5.
To find the relation parenting attitudes and the academic achievement of
their wards,
6.
Establish the relation between the SES of parents and their parenting
attitudes.
15
Research Questions
The study was guided by the following research questions;
1.
What are the levels of academic achievement of pupils in Archbishop
Porter "A" Primary School?
2.
What is the SES of parents of the pupils in Archbishop Porter "A" Primary
School?
3.
To what extent are parents supporting the school activities of their wards
in the form of responsible parenting?
4.
Is there any statistical relation between the SES of parents and the
academic achievements of pupils?
5.
Is there any statistical relation between parenting attitudes and the
academic achievement of the pupil?
6.
Is there a statistical relation between the SES of parents and the kind of
parenting they offer to their wards education?
Significance of the Study
Every research work potentially have the capacity to unravel new
knowledge or better still describe a prevailing situation and further attempt to
suggest possible interventions or recommendation. The significance of this
study therefore lies in its ability to satisfy the above named assertions within
the school system in the Sekondi Takoradi Metropolis. On a more specific
note, the study will be useful to parents, class teachers, head teachers and
circuit supervisors in the form of providing information on factors influencing
the academic achievements of pupils in the schools.
16
Again, the study has the potential to inform school authorities; SMCs
and PTA of the school on the SES of parents and their parenting attitudes; and
how it is affecting the general profile of the school's activities and their wards;
and how the situation could be addressed in favour of the pupils.
The documented report of the findings of the study will be a reference
material in the educational circles precisely offer new and additional
knowledge in research and development on educational issues in the Sekondi
Takoradi Metropolis.
Finally, the study has the capacity to inform teachers on the needs an
challenges facing their pupils and resultantly guide them to effectively their
needs professionally.
Delimitation of the study
The study was delimited to Archbishop Porter Primary School at Effia
Kuma in the Sekondi Takoradi Metropolis; and further restricted to the
primary school. The study did not cover upper primary pupils and students at
the Junior High School level.
It took the form of a case study of pupils in a sampled class and the
scope will be as follows; established the SES of their parents, explored the
kind of concern parents' show to their wards' education in the form of their
parenting attitudes and established the academic achievement of the pupils.
The study established the correlation between the named parental variables
and the academic achievements of pupils.
Details
- Pages
- Type of Edition
- Erstauflage
- Publication Year
- 2014
- ISBN (eBook)
- 9783954897551
- ISBN (Softcover)
- 9783954892556
- File size
- 295 KB
- Language
- English
- Publication date
- 2014 (July)
- Product Safety
- Anchor Academic Publishing
