INFLUENCE OF PARENTAL SOCIOECONOMIC STATUS ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN RIVERS STATE

Abstract

This study examined the influence of parental socioeconomic status on students’ academic performance in senior secondary schools in Rivers State. Specifically, it investigated the effects of parental income, educational level, and occupational status on students’ academic outcomes. A descriptive survey design was adopted for the study, targeting a population of 191,155 students across 311 senior secondary schools. A representative sample of 400 students was selected using a multi-stage sampling technique to ensure coverage across the senatorial districts. Data were collected through a structured questionnaire and students’ academic records, with the instrument achieving a reliability index of 0.83. The hypotheses were tested using one-way Analysis of Variance (ANOVA) to determine differences in academic performance across the categories of parental socioeconomic factors. The results revealed significant differences in students’ academic performance based on parental income (F(2, 397) = 12.45, p < 0.05), parental educational level (F(2, 397) = 15.78, p < 0.05), and parental occupational status (F(2, 397) = 9.02, p < 0.05). These findings indicate that higher parental socioeconomic status positively influences students’ academic outcomes, with children from families of higher income, education, and occupational standing achieving better results than their peers from lower-status backgrounds. The study concludes that parental socioeconomic factors are key determinants of academic success in senior secondary schools in Rivers State. Based on the findings, it is recommended that government and school authorities implement programs that provide financial, educational, and social support for students from disadvantaged socioeconomic backgrounds to improve equity in academic performance.