ASSESSMENT OF SOCIO ECONOMIC STATUS AND ACCESS TO QUALITY EDUCATION AMONG SECONDARY SCHOOL STUDENTS IN IGABI LOCAL GOVERNMENT KADUNA STATE NIGERIA

CHAPTER ONE

INTRODUCTION

Background of the Study

A nation's survival is intricately tied to the solid educational foundation of its citizens. Education acts as a catalyst for the development of children, individuals, society, and the nation as a whole (Asiru, 2019). It serves as a vital tool for social growth, development, and the interaction of all societal elements, contributing to economic, social, and political well-being (Dagbo, 2018). Education is essential for human capacity building and skills acquisition (Olayanju, 2018). It encompasses a process where the human mind develops through learning at home, on the streets, in religious institutions like churches and mosques, and in educational establishments such as schools, colleges, and universities. Education also involves the development of attitudes and abilities deemed valuable and relevant in society. It represents the best legacy a nation can bestow upon its citizens, particularly children and youth.

Undoubtedly, the family is a fundamental unit in every society, regulating procreation and mating behavior. It is a universal institution, as no human society exists or has ever existed without some form of family organization (Nwadike, 2018). The responsibility for a child's education lies with both society and the school. The quality of a nation’s education is a crucial factor in economic growth, labor market performance, and providing pathways out of poverty. Literacy and numeracy empower individuals to participate meaningfully in society. The rights of every child to survival, protection, development, and participation are central to all aspects of the school and its surrounding educational community. This focus on learning strengthens children's capacities to act progressively on their own behalf by acquiring relevant knowledge, useful skills, and appropriate attitudes. It also creates safe, secure, and healthy environments for children to learn and interact (Bernard, 2019). However, the success of schools in fulfilling their role largely depends on the family’s socioeconomic status, which influences the provision of a child's educational needs. According to Ahumibe (2023), socioeconomic status is a combination of external, social, and economic conditions of parents that affect family members' operations and performance. It is determined by parents' income, occupation, educational level, residential area, and family structure. Socioeconomic status refers to the level of education, income, and professionalism of an individual or group and can significantly impact a child's home environment. It dictates the family's ability to provide sound educational training for their children (Nwadike, 2018).

Ahumibe (2023) classifies socioeconomic status into low, middle, and high categories. These classifications influence the comprehension and perception of educational issues among social classes, affecting parenting styles and children's well-being. Agah (2019) states that parents from low socioeconomic status families tend to be more authoritative and restrictive but may struggle to provide basic necessities like housing, food, clothing, and healthcare, which are crucial for a child's smooth learning and education. Low socioeconomic status is often marked by high dropout rates as children engage in subsistence farming, become housemaids, or take on other menial jobs to support their academic pursuits (Aka, 2020).

In middle socioeconomic status families, parents can provide basic needs such as good accommodation, food, and medical care. Education and healthcare are top priorities, and parenting styles are typically authoritarian and permissive, with children having limited input on family matters (Hassan, 2019). Families of high socioeconomic status are more successful in preparing their children for school, as they have access to a broad range of resources that promote development. These families can provide books, good study environments, and adequate nutrition. Their parenting style is democratic, giving due consideration to the child's views (Agah, 2019). These variations in social background lead to differences in social and cultural capital, which may account for disparities in academic performance (Ahumibe, 2023). According to the author, parents' educational attainment, income, family structure, and area of residence significantly influence a child's life, the quality and level of education received, career prospects, and access to social privileges and opportunities.

Therefore, a survey will be conducted in order to assess socioeconomic status and access to quality education among secondary school students in Igabi local government Kaduna State Nigeria.

Statement of the Problem

It is worthy to note that over the years every nation aspiring for a bright future prioritizes education as it is essential for significant development (Abdu-raheem, 2018). Despite the crucial role that quality education plays in a nation's development, the academic performance of many Nigerian student in secondary schools is on the decline. This issue has raised significant concern among education stakeholders and researchers. Imogie (2022) highlighted the public outcry over the declining quality of education in Nigeria. Both students from higher and lower socioeconomic statuses attend school, but the negative impact of lower socioeconomic status on student achievement is evident. 

Obviously, students from lower socioeconomic backgrounds often encounter additional challenges such as a lack of learning resources, challenging learning environments, and poor motivation, all of which adversely affect their academic performance. According to Santrock (2019), when determining socioeconomic status, factors such as income, occupation, education, neighborhood, and political power are considered. The stability of each of these factors also plays a role. For instance, a family with a parent in school aiming for a better job is not in the same socioeconomic bracket as their neighbors who lack such prospects. Students from lower socioeconomic backgrounds are often relegated to lower-level or vocational courses that do not adequately prepare them for higher education. Lower socioeconomic status ultimately leads to poorer academic performance and slower academic progress (Michelson, 2022). Rothman (2023) suggests that children from low socioeconomic backgrounds often lack a conducive study environment at home, negatively affecting their academic achievement. Ewenıyı (2022) explains that low academic achievement can be attributed to both personal and institutional factors. Personal factors include an individual’s intelligence, knowledge, and talents, while institutional factors are related to family and parental influences, social reasons, school-related factors, relationships with instructors, and home and living conditions. Students from lower socioeconomic communities are more likely to exhibit behavior-related learning problems because they feel out of place in school due to their working-class background. These feelings of alienation and inadequacy often lead to higher dropout rates. Additionally, as students from lower socioeconomic backgrounds become aware of the high costs of college tuition, they often lose motivation to perform well academically due to their inability to afford higher education, further impacting their access to quality education. Hence, it is in the light of these that the study seeks to assess socioeconomic status and access to quality education among secondary school students in Igabi local government Kaduna State Nigeria.

 1.3  Objectives of the Study

The main purpose of this study is to assess socioeconomic status and access to quality education among secondary school students in Igabi local government Kaduna State Nigeria. Specifically, the study will;

Determine the extent family income has affected students' access to quality education in Igabi Local Government.

Determine the extent parent level of education influences students' educational opportunities.

Determine the extent to which the family size affect students academic achievement in Igabi Local Government.

1.4  Research Questions

The following questions have been prepared for the study:

To what extent has family income affected students' access to quality education in Igabi Local Government?

To what extent does the parent's level of education influence students' educational opportunities?

To what extent does family size affect students' academic achievement in Igabi Local Government?

1.5 Research Hypotheses

H0: Socioeconomic status has no significant effect on access to quality education among secondary school students.

Ha: Socioeconomic status has no significant effect on access to quality education among secondary school students.

1.6 Significance of the Study

Educational administrators and school leaders in Igabi Local Government Area will benefit from this study by gaining a clearer understanding of how socioeconomic factors influence students' access to quality education. This knowledge will enable them to implement strategies that address the specific needs of students from varying socioeconomic backgrounds. For example, schools may introduce programs that provide additional academic support, counseling, and extracurricular activities tailored to students who may be at a disadvantage. Additionally, the findings will assist , policymakers, NGOs and stakeholders involved in education in allocating resources more effectively, developing community outreach programs, and advocating for necessary changes at the policy level. This will enhance their efforts in promoting equal access to quality education for all students, regardless of their socioeconomic status.Nevertheless, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regard to socioeconomic status and access to quality education among secondary school students in Igabi local government Kaduna State Nigeria

1.7 Scope of the study   

The scope of this study is boarded on socioeconomic status and access to quality education among secondary school students in Igabi local government Kaduna State Nigeria Geographically, the study will be delimited to secondary school students in Igabi local government Kaduna State.

1.8 Limitation of the study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

 1.9 Definition of Terms

Education: is an important tool for social growth, development and interaction of all elements in the society for its economic, social and political well-being (Dagbo, 2019).

Socioeconomic: refers to the combination of social and economic factors. It encompasses the way in which an individual's social status (including education, occupation, and income) and economic conditions influence their overall quality of life and opportunities.

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