University libraries and students of low socio-economic status in Nigeria

The paper examined the roles of university libraries for students of low socio-economic status in Nigeria.The authors are extremely concerned about the plight of this cluster of university students because we have travelled this road before.Concepts were identified and discusssed. University libraries from the discussion were seen as hub of academic activities of universities with a number of functions. The paper however believesthe plight of students from low socio-economic background was not properly covered by the operations of university libraries in Nigeria and as such they are disadvantaged. The authors feel this segment of students are important to be cared for because of their future survival, academic performance and achievement, they constitute the population of Nigeria and they may turnout to be leaders of tomorrow. Inview of this, the article suggested support from university libraries for the students, university libraries should engagestudents from low socio-economic statusin extra academic activities such as ICTdrill, writing competition organize seminarsessions etc.

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Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana

Open Education Studies ◽

10.1515/edu-2020-0142 ◽

2021 ◽

Vol 3 (1) ◽

pp. 96-109

Author(s):

Daniel Ampem Darko-Asumadu ◽

Solomon Sika-Bright

Keyword(s):

Academic Performance ◽

Parental Involvement ◽

Economic Status ◽

Cape Coast ◽

P Values ◽

Educational Productivity ◽

Socio Economic Status ◽

Academic Activities ◽

Parent Teacher Association

Abstract Studies have shown that pupils’ academic performance is not only determined by their parents’ socio-economic status but also parental involvement in the education processes. The study, therefore, examined the socio-economic status of parents and its influence on pupils’ academic performance looking at the role of parental involvement in that relationship. With Walberg’s theory of educational productivity as a lens, the findings were based on surveys with 120 pupils selected randomly from Kwaprow Basic School and 10 and 5 interviews with parents and teachers respectively. The study found that parents’ education did not significantly affect students’ academic performance. Parents were not assisting their children in their academic activities including failure to attend Parent-Teacher Association meetings and not assisting them with homework. This was largely attributed to parental low educational level. However, with a 0.045, 0.028, 0.041 and 0.036, as p-values, the study showed that there was a statistically significant relationship between parental involvement, occupation and family size and academic performance of pupils. In order to improve students’ academic performance, the study recommended that the Parent-Teacher Associations (PTA) should intensively sensitise parents on the need to involve themselves in their wards’ education so as to aid them to perform better academically.

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Influence of Peer Pressure, Socio-Economic Status and Social Networking on Academic Performance of Students in Oyo State

10.26762/aee.201700001 ◽

2017 ◽

Vol 1 (1) ◽

Keyword(s):

Academic Performance ◽

Social Networking ◽

Economic Status ◽

Peer Pressure ◽

Socio Economic Status

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The Roots of the Obesity Boom. The Relationship Between Overweight and Educational Level Among Dutch Men, 1950–1979

Historical Life Course Studies ◽

10.51964/hlcs9580 ◽

2021 ◽

Vol 10 ◽

pp. 124-129

Author(s):

Björn Quanjer ◽

Kristina Thompson

Keyword(s):

Educational Level ◽

Tertiary Education ◽

Economic Status ◽

Historical Cohort ◽

Lower Educational Level ◽

Highly Educated ◽

Socio Economic Status ◽

Economic Background ◽

Prevalence Of Obesity ◽

The Relationship

While in modern, high-income populations, obesity is associated with being from a low socio-economic background, this may not have always been the case. We test the relationship between obesity and educational level (as a proxy for socio-economic status) in a historical cohort of Dutch military conscripts, from the conscription years 1950–1979. We find that in the 1950s cohort, being in tertiary education was significantly associated with an increased likelihood of being overweight. In contrast, in the 1970s cohort, being in tertiary education was significantly associated with a decreased likelihood of being overweight. We find evidence that the prevalence of obesity remained broadly similar among more highly educated men, while it increased among men of a lower educational level. This likely contributed to the overall rise in the obesity rate. Our findings echo other studies that find a crossover in education’s relationship to BMI as populations become wealthier and obesity rates rise.

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The social inequalities of Internet access, its use, and the impact on children’s academic performance: Evidence from a longitudinal study in Switzerland

New Media & Society ◽

10.1177/1461444817725918 ◽

2017 ◽

Vol 20 (7) ◽

pp. 2489-2508 ◽

Cited By ~ 9

Author(s):

Anne-Linda Camerini ◽

Peter J Schulz ◽

Anne-Marie Jeannet

Keyword(s):

Academic Performance ◽

Longitudinal Study ◽

Social Inequalities ◽

Economic Status ◽

Online Communication ◽

Internet Access ◽

Equation Modeling ◽

The Internet ◽

Socio Economic Status ◽

School Grades

This longitudinal study explores differences in Internet access and use among school-aged children in Italian-speaking Switzerland and whether and how these differences contribute to inequalities in academic performance. Applying multilevel structural equation modeling with two-wave original survey data from 843 students, their parents, as well as students’ end-term school grades, we show that a family’s socio-economic status indirectly affects children’s school grades as lower parental income leads children to use the Internet more frequently for entertainment and online communication purposes. This form of Internet use also increases as children have more personal digital media devices. As children’s increased use of the Internet for entertainment and online communication worsens their academic performance, our results suggest that social inequalities due to children’s socio-economic status are reinforced by a second-order digital divide. We discuss potential reasons for our findings as well as their implications and recommendations for possible interventions.

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Academic Achievement of Primary School Pupils: Investigating Home Environment Factors Contributing to Low Academic Performance

E-Journal of Humanities, Arts and Social Sciences ◽

10.38159/ehass.2020061 ◽

2020 ◽

pp. 49-57

Author(s):

Olivia Akrofi

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Primary School ◽

Home Environment ◽

Economic Status ◽

Parental Style ◽

Environment Factors ◽

Socio Economic Status ◽

Kwame Nkrumah ◽

Primary School Pupils

Home environment factors affect the mental and psychological capability of the learner to attain academic feats. This study investigated home environment factors contributing to low academic performance in primary school pupils in Ghana focusing on the Kwame Nkrumah University of Science and Technology (KNUST) Primary School in Kumasi. Home environment factors include socio-economic status, parental style and family size. Qualitative and quantitative data were collected from 120 learners and 60 parents of the institution using questionnaires and interview respectively. The results revealed that a significant number of pupils described their homes as not conducive for learning and this was largely attributed to the parental socio-economic status. Again, lack of parental involvement negatively influences the academic work of learners. The study concluded that parents should be encouraged to participate in regular Parent-Teacher Association (PTA) meetings to learn more about parental styles and strategies to be more involved in their children’s education. Keywords: Home environment factors, academic achievement, academic performance, socioeconomic status, parental style.

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Perceived Effects of Parental Socio-economic Status on Students' Academic Performance among Teachers in Odeda Local Government, Ogun State, Nigeria

International Journal of Academic Research in Business and Social Sciences ◽

10.6007/ijarbss/v8-i2/3869 ◽

2018 ◽

Vol 8 (2) ◽

Author(s):

Tumilara B. Amoo ◽

Olusegun P. Adeyinka ◽

Abiodun D. Aderibigbe

Keyword(s):

Academic Performance ◽

Local Government ◽

Economic Status ◽

Socio Economic Status ◽

Ogun State ◽

Perceived Effects

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Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State

Research Journal of Education ◽

10.32861/rje.68.144.148 ◽

2020 ◽

pp. 144-148

Author(s):

E. F. Fakunle ◽

B. K. Ajayi

Keyword(s):

Academic Performance ◽

Public Schools ◽

Local Government ◽

Secondary Schools ◽

Economic Status ◽

Local Government Area ◽

Socio Economic Status ◽

Non Governmental Organizations ◽

The Rich ◽

The Government

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

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SELF CONCEPT, PARENTAL SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE, NIGERIA

Sokoto Educational Review ◽

10.35386/ser.v18i1.43 ◽

2018 ◽

Vol 18 (1) ◽

pp. 12

Author(s):

Haruna Sani Aliero

Keyword(s):

Academic Performance ◽

Secondary School ◽

English Language ◽

Economic Status ◽

Self Concept ◽

School Students ◽

Senior Secondary School ◽

Socio Economic Status ◽

Significant Difference ◽

Senior Secondary

The main thrust of the paper is to determine if there is any significant difference between socio – economic status, self-concept and academic performance of SS1 students in Kebbi State. The sample was made up of 360 (180 boys and 180 girls) drawn from the population of senior secondary school one (S.S.I) from six Senior Secondary Schools in Kebbi State. Akinboye’s Adolescent Personal Data Inventory (APDI) by Akinboye (1985) and the Adopted version of Parental Socio- Economic Status Questionnaire (PSESQ) by Adegoke (1987) were used to measure Self-concept and Parental Socio-economic Status respectively. The reliability coefficient of the instruments was (0.85 and 0.79) for APDI and (0.82 and 0.78) for PSESQ respectively. Academic Performance was obtained using the students’ scores in English Language and Mathematics in the Junior Secondary School Certificate Examination of 2015/2016 session. Two hypotheses were generated and tested using t- test. The findings of the study indicated that there was significant difference between Parental Socio-economic Status and Academic Achievement. There was also significant difference between Self-concept and Academic Performance of students. The findings were discussed and their implications and recommendations highlighted. It was recommended that teaching became more meaningful when pupils are assisted to build a positive self-concept. Similarly, parents should show more concern in helping their children develop positive self-concept. Teachers should also take into consideration the socio-economic background of their students.

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