IMPACT OF PARENTAL SOCIO-ECONOMIC STATUS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ECONOMICS IN ENUGU EDUCATION ZONE, NIGERIA

Abstract

This study investigates the impact of parental socio-economic status on the academic performance of secondary school students in Economics within the Enugu Education Zone, Nigeria. Despite governmental support for education through the provision of instructional materials and competent teachers, students' performance in Economics has remained suboptimal, as evidenced by consistently low scores in standardized examinations. This research addresses how parental factors - such as income, and educational background - contribute to these outcomes. A descriptive survey research design was adopted, with a sample size of 400 respondents comprising Economics teachers, parents, and senior secondary school students. Data collection was carried out using a validated questionnaire, and results were analysed using mean scores and standard deviations, with t-tests used to evaluate hypotheses at a 0.05 significance level. Findings indicate that parental socio-economic status significantly affects students' academic performance, highlighting disparities in access to educational resources, parental involvement, and the overall home environment. The implications of these findings underscore the need for targeted policies and interventions to support students from socio-economically disadvantaged backgrounds, ensuring equitable educational opportunities