ABSTRACT
The study was prompted by the assumption that a child’s performance in school subjects iscorrelated by the variables of socioeconomic status, family size and family type. How thesevariables correlate students’ achievement test scores in Social Studies was the main objective ofthis study. The study is fashioned in the context of family life education, which is a component ofSocial Studies curriculum. Socioeconomic status is examined in this study to mean an individual’sstanding in society in terms of income, occupation and educational qualification. In order toinvestigate these identified problems, seven null hypotheses were formulated. The hypotheses wereused to provide a tentative answer to the seven research questions stated to guide the study. Theinvestigation involved Social Studies students in Upper Basic Secondary Schools in South-South,Nigeria. South-South Nigeria refers to one of the geo-political zones consisting the BRACEDstates of Bayelsa, Rivers, Akwa-Ibom, Cross River, Edo and Delta respectively. Parents as well asstudents will benefit from the outcome of the study. Parents will gain the necessary informationabout the essential support children need to achieve better test score in Social Studies whenstudents are exposed to examination. Students will gain the knowledge that could equip them tomake the right choice in the size and type of family to have when they enter their own family life.Review of related literature was hinged on the conceptual framework of human ecology. Theconcept indicates that available resources determine the well being, education and quality of lifeof the family. The subject matter in literature was studied as single variable correlating students’performance. Hence, a combination of these variables was investigated to find out how theycorrelate students’ academic achievement test scores in Social Studies. The study adopted a surveydesign involving an ex-post facto approach. It was used to generate data from a sample of 589,being 10% of the target population of 5,891. A validated questionnaire titled: SocioeconomicStatus, Family Size and Family Type of Students Academic Performance Questionnaire(SESFSFTSAPQ) was the main instrument. The instrument obtained a reliability coefficient resultof 0.63. Data collected were subjected to regression statistics. The analysis was performed at 0.05level of significance. Tables of regression analysis were used in the presentation of results.Findings indicated that each of the variables alone does not determine a child’s academicachievement test scores. Rather, it is when the combined variables of socioeconomic, family sizeand family type are at work simultaneously against the child’s learning ability, that his scorescould be significantly correlated. Based on this conclusion, it was recommended among othersthat, students’ academic performance should not be measured alone on the basis of socioeconomicstatus of the child’s family. The study revealed that academic performance is predicted by thecombination of factors such as students’ family size, family type, interest, maturity and peerinfluence. Also, correlating students performance does not depend on a single variable measured.Finally, students are equipped to make the right choice in the size and type of family to raise whenthey eventually enter their own family life
TABLE OF CONTENT
COVER PAGE - - - - - - - - I
TITLE PAGE -- - - - - - - - - II
CERTIFICATION - - - - - - - - III
DEDICATION - - - - - - - - IV
ACKNOWLEDGEMENTS - - - - - - - V
LIST OF TABLES - - - - - - - - X
LIST OF FIGURES - - - - - - - - XI
ABSTRACT - - - - - - - - - XII
CHAPTER ONE: INTRODUCTION
Background to the study - - - - - - - 1
The statement of problem - - - - - - - 6
Research questions - - - - - - - - 8
Hypotheses - - - - - - - - - 8
Purpose of the study - - - - - - - - 9
Significance of the study - - - - - - - 10
Scope and delimitation of the study - - - -- - - 11
Limitations of the study - - - - - - - 11
The operational definition of terms - - - - - - 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual framework of the study - - - - - -- 13
Concept of socioeconomic status - - - - -- - 21
Impact of Social Studies Education on family size and family type- - 35
Students academic performance - - - - - - 59
Gender differences on academic performance - - - - 66
School location and academic performance - - - - - 67
Empirical studies - - - - - - -- - 70
Appraisal of review - - - - - - - - 85146
CHAPTER THREE: RESEARCH METHOD AND PROCEDURES
Research design - - - - - - - - 89
Population of the study - - - - - -- - 90
Sample and sampling techniques - - - - - - 90
Research instrument - - - - - - - - 91
Validity of the instrument - - - - - - - 93
Reliability of the instrument - - - - - - - 93
Method of data collection - - - - - - - - 93
Method of data analysis - - - - - - - 94
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF RESULTS Summary of findings - - - - - - - - 102
Discussion of results - - - - - - - - 103
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of the study - - - - - - - - 109
Findings - - - - - - - - - 111
Conclusion - - - - - - - - - 112
Recommendations - - - - - - - - 113
Implication of the study for Education - - - - - 113
Contribution to knowledge - - - - - - - 114
Suggestions for further study - - - - - - - 114
REFERENCES - - - - - - - - 115
APPENDIXES - - - - - - - - - 129
LIST OF TABLES
Table 3.1: Showing population of the study - - - - - - 90
Table 3.2: Sample of the study- - - - - - - - 91
Table 4.1: Regression analysis of socio-economic indices of student as correlatesof academic achievement - - - - - - - 95
Table 4.2: Regression analysis of family size of students as correlates of academicachievement - - - - - - - - - - 96
Table 4.3: Regression analysis of family type of students as correlates of academic achievement - - - - - - - - - - 97
Table 4.4: Regression analysis of parent’s qualification as correlates of academicachievement - - - - - - - - - 98
Table 4.5: Regression analysis of location as correlates of academic achievement - 99
Table 4.6: Regression analysis of gender as correlates of academic achievement - 100
Table 4.7: Regression analysis of overall variables as correlates of academic achievement - - - - - - - - - - 101
LIST OF FIGURES
Figure 2.1: Showing theoretical model of the study - - - - - 19
Figure 2.2: Showing illustration of socio-economic status in Nigeria - - 28
Figure 3: Showing graphic of rotation component matrix - - - - 133
UMUDI, B., BEN, D & UMUDI, A (2019). CORRELATES OF ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS. Afribary. Retrieved from https://afribary.com/works/correlates-of-academic-performance-of-social-studies-students
UMUDI, BEN, et. al. "CORRELATES OF ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS" Afribary. Afribary, 04 Sep. 2019, https://afribary.com/works/correlates-of-academic-performance-of-social-studies-students. Accessed 14 Nov. 2024.
UMUDI, BEN, DR. BEN and A. UMUDI . "CORRELATES OF ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS". Afribary, Afribary, 04 Sep. 2019. Web. 14 Nov. 2024. < https://afribary.com/works/correlates-of-academic-performance-of-social-studies-students >.
UMUDI, BEN, DR. BEN and A. UMUDI . "CORRELATES OF ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS" Afribary (2019). Accessed November 14, 2024. https://afribary.com/works/correlates-of-academic-performance-of-social-studies-students