SOCIO-ECONOMIC FACTORS AND POLITICAL FACTORS AFFECTING STUDENTS’ PERFORMANCE (A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN GUSAU METROPOLIS)

TABLE OF CONTENTS

Title Page

Table of Contents

CHAPTER ONE: INTRODUCTION

1.1       Background of the Study

1.2       Statement of the Problem

1.3       Objectives of the Study

1.4       Research Questions

1.5       Significance of the Study

1.6       Definition of Key Terms

1.7       Scope and Delimitation of the Study

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1       Introduction

2.2       Socio-Economic Factors

2.3       Implication of Socio-Economic Factors

2.4       Academic Performance

2.5       Concept of Political Factor

2.5       Political Issues Made by Government in Post Primary Education

2.6       Advantages of Politics on Post Primary Education

2.7       Environmental Factors

2.8       Educational Attainment

CHAPTER THREE: RESEARCH METHODOLOGY

3.1       Introduction

3.2       Research Design

3.3       Population of the Study

3.4       Sample and Sampling Techniques

3.4       Research Instrument

3.5       Validity of the Research Instrument

3.6       Method of Data Collection and Analysis

3.7       Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0       Introduction

4.1       Data Analysis and Interpretation

4.2       Summary of Major Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0       Introduction

5.1       Summary of the Findings

5.2       Recommendations

5.3       Conclusion

REFERENCES

CHAPTER ONE

INTRODUCTION

1.1  Background of the Study

Education provides children with the knowledge and skills necessary to advance themselves and their nation economically. To this effect, there are some socio-economic factors and political factors that often affect the level of performance of children who undergo the educational system more especially in Nigeria setting.

However, social is a concept that relate to human society and its mode of organization or rank and status in society, or interacting with other people and living communities. In other words, social is the cultural behaviour of any given society in which they belong. Moreover, socio-economic factors such as family income level, parents’ level of education, all influence the equality and availability of education as well as the ability of education to improve children life. In connection to aforementioned facts, Remi (1993) observed that at the family level, a parent send their children to school according to their level of influence or property. Hence, in Nigeria, wealthy parents send their children to private schools while poor parents send their children to schools while poor parents send their children to schools which may provide less effective learning facilities. Similarly, a clear illustration of Reni’s fact can be seen from the fact that in most Nigerian societies, especially in Gusau metropolis, there are some primary and secondary schools that are meant for only children of a particular class. In other words, there are schools that can only be afforded by the children of the rich and there are schools children of the poor cannot afford. Similarly, Orhungar (1990) asserts that the cultural background of the family is determined to a large extent by its socio-economic background, as the child grows up, moves out to the interest of wider society, his interaction with it and perception of it are largely determined from his/her earlier experiences at home. The setting and socializing influence moulds the personality of the child.
On the other hand, Anahalu (1982), despite the fact that educational provision have been political since the beginning of the regional government in 1955, the western region state, the Universal Primary Education in 1976 which was launched by the Federal Ministry of Education under General Olusegun Obasanjo. This was also followed up to the formation fact in terms of developing national educational system started in 1969 by the informal curriculum conference which led to the publication by the informal curriculum conference in 1977, thereby revision was made in....

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