Socio-Economic Factors and Academic Achievement of Secondary School Students in Ibadan, Oyo State

Abstract

Academic achievement among secondary school students is shaped by multiple socio-economic and environmental factors, yet disparities in performance continue to challenge educational stakeholders. Socio-economic status, parental education level, and the home study environment have been identified as critical determinants of learning outcomes, but their relative influence in the Nigerian context remains underexplored. This study aimed to examine the relationships, joint contributions, and relative effects of these variables on academic achievement in Ibadan, Oyo State. A descriptive survey design was employed, with three Local Government Areas Ibadan North, Ibadan South-West, and Egbeda, randomly selected. One public secondary school was chosen from each LGA, and 50 Senior Secondary School Two students were randomly drawn from each school, resulting in a total sample of 150 participants. Standardised instruments were used to assess socio-economic status, parental education, and home study environment, while academic achievement was measured using students’ most recent term examination scores. Ethical procedures, including informed consent and confidentiality, were strictly observed. Data were analysed using Pearson correlation and multiple regression techniques. Findings revealed significant positive relationships between socio-economic status, parental education level, home study environment, and academic achievement, with the home study environment exhibiting the strongest correlation (r = 0.524, p < 0.05). The combined model was significant (R² = 0.374, F = 28.97, p < 0.05), indicating that the three variables jointly explained 37.4% of the variance in academic performance. Home study environment contributed most strongly, followed by socio-economic status and parental education. The study concluded that socio-economic status, parental education, and home study environment are significant predictors of academic achievement, with the quality of the home learning environment being particularly influential. It is recommended that educational interventions focus on enhancing home study conditions, providing socio-economic support to families, and promoting parental engagement in education to improve student performance.