INFLUENCE OF SOCIO-ECONOMIC STATUS AND SCHOOL LOCATION ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ACCOUNTING IN KWARA AND OSUN STATES, NIGERIA


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TABLE OF CONTENTS
Title Page
Abstract
Table of Contents
Operational Definition of Terms

CHAPTER ONE: INTRODUCTION
1.1       Background to the Study
1.2       Statement of the Problem
1.3       Objectives of the Study
1.4       Research Questions
1.5       Research Hypotheses
1.6       Significance of the Study
1.7       Basic Assumptions of the Study
1.8       Delimitation of the Study

CHAPTER TWO : REVIEW OF RELATED LITERATURE
2.1       Theoretical Framework
2.2       Conceptual Framework
2.3       Socio-economic Status and its Classification
2.4       Academic Performance
2.5       Financial Accounting
2.6       Relevance of Financial Accounting to Users of Financial Information
2.7       Teachers as a Factor in Students‘ Academic Performance
2.8       Students‘ Academic Performance in Nigerian Secondary Schools
2.9       School Location and Students‘ Academic Performance
2.10     Parental Educational Status and Students‘ Academic Performance
2.11     Parental Influence on Students‘ Academic Performance
2.12     Impediments to Quality Education in Nigerian Education System
2.13     Parental Social Standing in the Society
2.14     Review of Empirical Studies
2.15     Summary of Reviewed Literature

CHAPTER THREE:  METHODOLOGY
3.1       Research Design
3.2       Population for the Study
3.3       Sample Size and Sampling Procedure
3.4       Instrument for Data Collection
3.4.1    Validity of the Instrument
3.4.2    Pilot Study
3.4.3    Reliability of the Instrument
3.5       Procedures for Data Collection
3.6       Procedure for Data Analysis

CHAPTER FOUR:  PRESENTATION ANALYSIS OF DATA
4.1       Analysis of Demographic Variables of Respondents
4.2       Answers to Research Questions:
4.2.1    Research Question One
4.2.2    Research Question Two
4.2.3    Research Question Three
4.2.3    Research Question Four
4.3       Test of Null Hypotheses:
4.3.1    Null Hypothesis One
4.2.2    Null Hypothesis Two
4.2.3    Null Hypothesis Three
4.2.3    Null Hypothesis Four
4.4       Summary of Major Findings
4.5       Discussion of Major Findings

CHAPTER FIVE:  SUMMARY CONCLUSION AND RECOMMENDATIONS
5.1       Summary
5.2       Conclusion
5.3       Recommendations
5.5       Suggestions for Further Study
REFERENCES
APPENDICES




ABSTRACT


This study investigated the influence of socio-economic status and school location on secondary school students‘ performance in accounting in Kwara and Osun State, Nigeria. Four operative objectives, four research questions were raised to guide the study and four research hypotheses were formulated and tested at 0.05 level of significance. The total population of the study was 533 secondary schools and 13,063 students, and the samples of 53 schools 1186 respondents were drawn using random sampling. Data were collected using self designed questionnaire. Percentages were used to analyze bio data, the mean and standard deviation were used to answer research questions while t-test and Analysis of Variance (ANOVA statistics were used to test the four null hypotheses at 0.05 level of significance. The findings revealed that parental educational level, occupation, social standing and school location had significant influence on students‘ academic performance in Accounting in Kwara and Osun States. It was concluded that socio-economic status and school location were significant factors that contributed to students‘ academic performance. It was recommended that social and economic policies should be put in place by government to enable children from low economic status to have equal opportunity of advancing their education.




CHAPTER ONE

INTRODUCTION

1.1            Background to the Study

Historically, all societies usually establish hierarchies among their members. Socio-stratification is universal. Human beings have invented numerous ways to classify people by wealth, power, prestige, ability, education, occupation; even through where they live. According to Parson, Stephanie and Deborah (2001), socio-economic status is an expression which is used to differentiate between people‘s relative status in the community regarding family income, political power, educational background and occupational status. The socio-economic status of a child is usually determined by parental educational level, parental occupational status and income level (Jeynes, 2002). The term "social class" originally referred to groups of people holding similar roles in the economic processes of

production and exchange, such as landowners or tenants, employers or employees. Such positions correspond to different levels of status, prestige, and access to political power. However, social class eventually took on a more generic meaning and came to refer to all aspects of a person's rank in the social hierarchy (Gale Encyclopedia of Public Health, 2002).

Belonging to a social class is generally accompanied by a perception of class identity. In this sense, social class is not merely a personal attribute, but also a contextual variable that characterizes a group of people. The shared culture of a particular class influences, and is influenced by people's attitudes and lifestyle. Social class may be ascribed at birth, as with royalty or nobility, or with castes in Hindu societies. More commonly, however, a person's position at birth is modified by his or her achievements.........

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