CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND STUDY

According to Michael (2004), socioeconomic status is a combined economic and sociological complete assessment of a person's job experience and of an individual's or family's economic and social standing compared to others, based on income and education. When assessing a family's social economic standing, the household income, earners' education and employment, as well as combined income, are reviewed, as opposed to an individual's own qualities when assessing their own attributes. According to Lareau, Annette (2003), socioeconomic status is typically divided into three categories: high, middle, and low to describe the three areas in which a family or individual may fall. When categorizing a family or individual into one of these categories, any or all of the three variables of income, education, and occupation can be evaluated. Furthermore, poor income and a lack of education have been proven to be major predictors of a variety of physical and mental health issues, suggesting that environmental factors may be the root of that person's social position. According to Simiyu (2001), "family income" refers to wages, salaries, profits, rentals, and any other form of earnings. Unemployment or workers' compensation, social security, pensions, interest or dividends, royalties, trusts, alimony, or other governmental, public, or familial financial support can all be sources of income. There are two ways to look at income: relative and absolute. According to economist Keynes, absolute income is the connection in which as income rises, so does consumption, but not at the same rate. Low-income people prioritize addressing urgent necessities rather than building wealth that may be passed down to future generations, resulting in increased inequality. Families with more disposable income may build wealth and focus on urgent necessities while still being able to consume and enjoy luxury and weather catastrophes (GOK, 1983). Education, according to Ominde (1964), has a significant influence in skill sets for obtaining employment, as well as unique attributes that differentiate persons with higher from lower social economic status. Annette discusses the concept of concerted cultivation, in which middle-class parents take an active role in their children's education and growth by engaging them in regulated structured activities and encouraging conversation. According to Laureau, low-income families do not engage in this movement, forcing their children to feel restricted. As a result of these two variations in child rearing, a divide in educational achievement emerges. According to Gachathi, P (1976), occupational prestige is a component of socioeconomic standing that includes both income and educational achievement. Occupational status refers to the amount of education necessary to secure a work, as well as the salary levels associated with different employment and ranks of occupations. It also demonstrates achievement in job-related abilities (Marmot, 2004). Occupational status describes occupational features, decision-making skill and control, and psychological demands on the job to determine social standing (Nyakundietal, 2012). As a result, the focus of this research is on the impact of socioeconomic factors on students' academic achievement in senior secondary school.

1.2     STATEMENT OF THE PROBLEM

Children of parents with a high socioeconomic standing exhibited greater "disengagement" behaviors than their less fortunate counterparts, according to studies. Disengagement behaviors, such as fidgeting with other things or sketching images while being addressed, are examples of disengagement behavior (Laureau, 2008). When placed in an engaged social context, other individuals who were born into less fortunate circumstances made greater eye contact and nodded as indicators of enjoyment (Erick, 2011). Because they saw no need for their help in the future, the more fortunate peers felt less eager to build connection with their group. The socioeconomic position of a family is determined by the family's income, parental education level, parental employment, and social standing in the community, including community connections, group associations, and the family's academic success. Because they often have access to a wide range of resources to encourage and assist early children's development, families with a high socioeconomic position have a better chance of preparing their children for school (Gachathi, 1976). They can provide high-quality child care, books, and toys for their young children at home to encourage them to participate in various learning activities. They also have quick access to data about their children's health, as well as their social, emotional, and cognitive development. Furthermore, high-income families frequently seek information to assist them better prepare their young children for school. As a result, the purpose of this research is to find out how socioeconomic situations affect students' academic performance in senior secondary schools in Bauchi State's Dass Local Government.

1.3     OBJECTIVES OF THE STUDY 

he overall goal of this research is to look at the influence of socioeconomic factors on students' academic performance in senior secondary schools in Bauchi State's Dass Local Government. The study's precise aims are as follows:

i. To investigate the influence of family background on students' academic performance in senior secondary schools in Bauchi State's Dass Local Government.

ii. To determine the impact of the family environment on students' academic achievement in senior secondary schools in Bauchi State's Dass Local Government.

iii. To determine the impact of peer pressure on students' academic performance in senior secondary schools in Bauchi State's Dass Local Government.

iv. To determine the impact of the school environment on students' academic performance in senior secondary schools in Bauchi State's Dass Local Government.

v. To see whether there's a link between parents' income and their children's academic achievement in senior secondary schools.

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