Effects of Parental Socio-Economic Status on Performance of Students in Mathematics in Shongom Local Government Area, Gombe State
The study investigated the effects of parental socio-economic status (SES) on performance of students in mathematics in Shongom Local Government Area of Gombe State. The study employed a Causal- Comparative Research Design. The population of the study comprised of all senior secondary (SS) II students in Shongom Local Government Area of Gombe State. Three (3) out of the ten senior secondary schools were sampled for the study using simple sampling technique. Students participated in the study; these comprise 44, 75 and 32 from these schools in the order above. The instrument for the data collection was students’ questionnaire and the students’ third term 2013/2014 session results. Data were analyzed using Pearson Correlation Coefficient (r) at 0.01 level of significance. The results reveal that there is significance difference between parental socio-economic status as it connects to parental educational level, and family income and the students’ performance in mathematics: But shows no significant difference on parental occupation and family size and students’ performance in mathematics. The study recommended subsidizing the cost of education to help alleviate imbalances of the low socio-economic groups.
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