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This study examined the effects of parental socio - economic status on the academic performance of mathematics students in some selected secondary schools in Ibarapa East Local Government Area of Oyo State, Nigeria. The descriptive research design was adopted for this study this is because the variables studied were not manipulated but studied retrospectively the way they occur naturally. The population of the study covered the entire secondary schools mathematics students (both males and females) in the area of study. Out of this population sixty (60) students used as sample was selected from the senior secondary schools (SSS) mathematics students for the study; using the random sampling techniques. The instrument used to collect data for the study was a twenty - two items self - structured questionnaire. Four hypotheses were formulated and tested during the study using the Chi - square statistical tool each of the results obtained from the tests was compared with its critical value at 5 % level of significance. On the basis of the findings made in the study, we conclude that parental socio economic status influences the secondary school student’s academic performance in Mathematics. Based on the findings made in this study, we recommend that non - governmental organizations should reach out more to children from low/poor socio - economic backgrounds by providing scholarships opportunities for them as well as through offering of direct financial assistance to homes in order to empower them and sustain them economically as these homes are the immediate environment of the children. Consequently, we suggest that further research be conducted in areas like “Family issues and its effects that affects Mathematics students’ academic performance in secondary school “and " Effects of parental involvement in Mathematics in Secondary school " .

Chapter One
Introduction
1.1 Background to the Study
Education is a fundamental human right, the key to sustainable development, a crucial tool for effective participation in societies and it enhances peace and stability among countries (Ninomiya, 2003). Posse and Melgosa (2002) identified three environments that must come into play in the educational process which include; the family, the school and the community. The researchers opined that for a successful educational process to be realized the objectives of these three environments must be harmonized. Ford and Harris (2007) examined parental influences on African-American students’ school achievements. They focused on parents’ level of education, marital status and family income and found that children from high and middle socio-economic families are exposed to a better learning environment at home.
According to Gabriel (2005) the main beneficiaries of TRLF are: Orphans, children of subsistence farmers, nomadic pastoralists and single parent families without any regular source of income. Despite all incentives and efforts by the Government and NGOs to enhance quality and participations in education, this region still perform dismally in academics. Harris (2006) posited that for proper social and emotional development, students require a strong and reliable primary care giver who provides unconditional love, guidance and general support. They also require safe, predictable, and stable environment. Children raised from arid regions like Tana River County are much less likely to have these vital needs met than their counterparts from regions with favorable climatic conditions. Most families in these regions tend to practice pastoralism. This occupation entails moving from place to place in search of greener pastures and water for animals. Parents tend to be overworked; they are overstressed and authoritarian with children and fail to form solid, healthy relationship with their children leading to emotional and social challenges which may translate to poor academic performance (Ahnert & Pinquart, 2006).
Considine and Zappala (2002) agree that social economic status is determined by an individual’s achievements in education, employment, occupational status and income. Onsomu (2006) found that students from homes with better quality houses, who always speak English at home, had most learning materials, who ate at least three meals per day, who had many possessions and more educated parents achieved better in school. Muola (2010) while doing study in Machakos District observed that student’s motivation to do well in academic work is dependent on the nature of their home environment
According to a study conducted by Kunje (2009) there is a significant relationship between parental level of education and the students’ education aspirations. Evidence that the largest of education casualties come from the lower social classes is overwhelming (Kunje, 2009). Poor children come from home environments that are educationally impoverished and the conditions nearly affect every aspect of life. The low background status perpetuates educational deprivation. Poor families will certainly find it difficult to pay fees. Moreover, poor families on average tend to have more school-age children at home than higher income families. Wealthier and better educated parents utilize basic education and deploy resources in a manner that creates preschool conditions which are conducive to a successful school performance. Families set the lifestyle and influences life chances for the child. The life which a family attaches to school determines the motivation with which its children pursue basic education.
A study conducted in Mombasa by Ogoye (2007) showed that illiterate parents were unable to assist their students in doing homework. The importance of parental involvement in children’s academic success is an unquestionable assumption. Independent of the parents’ type of involvement in education or schooling, in general, hundreds of studies have demonstrated a predominance of positive correlations between this variable and students’ academic achievement (Muola 2010). According to Mwoma (2010) education usually entails expenses such as buying reading materials, stationery among others. This introduces the element of family economic status into question. As a result studies have noted that economic status determines the extent of parental involvement in their children’s education. Parents who are illiterate and poor and cannot afford to buy supplementary learning materials are less likely to be actively involved in their children’s education. They are preoccupied with different chores to fend for their families and, paradoxically, children are expected to engage in some form of child labor that can contribute towards family provisioning and sustenance.
Ogoye (2007) noted that socio-economic status is a critical issue in many African communities where illiteracy and poverty levels are high, thus limiting parental involvement in homework. In some cases learning and reference materials have to be shared among students, and not all parents are able to buy for their children personal subject-specific text copies. More important is the fact that some parents expect the children to help them after school, during the time the children are expected to undertake their homework assignments. Child rearing practices vary with socio-economic background and parental level of education.
A study by Muola (2010) has revealed that the achievement motivation of students whose fathers have attained high educational level and are in high income occupations tend to be high. Achievement motivation has been shown to be higher in the working than middle class. Parent’s educational level has direct impact on their student's educational aspirations (Okantey, 2008). Children schooling is positively related to their parents because students tend to imitate their parents and also aspire to be highly educated as their parents. Children are more disadvantaged when their parents have low education level; forming a cycle of uneducated family members and making every generation of the family not to go higher than their parents. Children from highly educated families are more ambitious and attain higher levels of education. Jeyne (2005) examined five different variables including, mother’s education, father’s education, father’s occupation, mother’s occupation, and family income.

It has been assumed that academic achievement of students may not only depend on the quality of schools and the teachers, rather the extent of home-based factors has vital role to play in academic achievement of their students. The focus of this study is to examine parental status factors influence on academic performance of business studies students in Ogbomoso, Oyo State. Secondary school learning environment may be more complex than elementary school and academic achievement expectations increase. Students are more likely to have higher academic achievement levels and improved behavior when the parental status factors are favourable (Bryan, 2005).

1.2 Statement of the Problem
Good education does not happen by chance. It is a product of effective teaching and learning coupled with the effort of the teacher, the school, the students, parents and their various home environments. Often a time the blames on the poor performance of students in school are shifted to the teachers and the school authorities. Most families in our society seem not to give adequate attention to the education of their children. It appears some of the parents have erroneous notion about the performance of their children, they do not know and seem to fulfill their role of guidance and encouragement in the child’s performance in schools. Some people also have the notion that the mass failure or success in schools could be traced back to the teachers and the school authorities. While other people see socio-economic status of the family as an influence to the student’s academic performance. Most students in Nigerian secondary schools are in greater risk of poor academic achievement in both internal and external examinations (WAEC and NECO). For instance, the available records of 2015-2017 of Basic examination of junior secondary school show a continuous decline in students overall performance in school certificate examinations. Government, parents, teachers and students blame one another for students’ poor performance in schools. Parents blame teachers for lack of dedication to duties. The teachers blame government for poor salaries hence they are poorly motivated, parents also accuse government for not equipping the schools with learning materials, government blame parents for not doing good home work and the students are blamed for lack of discipline and dedication to their studies. In light of the above issues, the outstanding and relevant question is: what is the effect of parental status on academic performance of business studies students?

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