V3I5P83

The Impact of Parental Socioeconomic Status as a Family Background on Students’ Academic Performance in Secondary School Mathematics in the North-East Zone of Nigeria

Itankan Wilfred Areachot^1*, Ukashatu Sa’ad Shuaib²

Abstract

This study investigated the impact of parental socioeconomic status as a family background on secondary school students’ mathematics performance across Nigeria’s North-East zone (Adamawa, Bauchi, Borno, Gombe, Taraba, Yobe). Using a mixed-methods design, the research surveyed 1,440 students and conducted 72 interviews with teachers, parents, principals and education officials, plus 18 focus group discussions. Findings revealed critically low mathematics achievement (mean score 24.6/50), with only 28.3% attaining credit level. parental socioeconomic status significantly predicted performance, collectively explaining 38.4% of variance. The study concludes that family background (parental socioeconomic status) is a powerful, multidimensional determinant of mathematics achievement; Findings also revealed that there is no relationship between parental income and mathematics performance as tested at r = .42, p < .001. Recommendations include establishing family-school partnerships within the Accelerated Senior Secondary Education Programme (ASSEP), prioritizing adult education (especially for mothers), providing home learning resources and technology access, and developing culturally sensitive community engagement. Addressing family background effects requires multi-sectoral approaches beyond education, but targeted family support programs can improve outcomes regardless of economic circumstances.

Keywords:

family background, mathematics performance, North-East Nigeria, home learning environment, parental involvement