Parental socio-economic status on academic achievement of learners with hearing impairment in Biology in selected schools in Lagos state, Nigeria
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Abstract
INTRODUCTION: This research work was carried out to investigate parental socioeconomic status as a determinant of academic achievement of learners with hearing impairment in biology of some selected schools in Lagos state.
PURPOSE: The study identified the effects of the educational background, occupation, and income of parents on the academic achievement of learners with hearing impairment in biology.
DESIGN: Quantitative research method using descriptive design was used to determine the effect of parental socio-economic status on the academic achievement of learners with hearing impairment in Biology. The population for the study constitute all learners in selected special schools in Lagos state. The total population of the study is 200 learners with hearing impairment. A simple random sample which employed the hat and draw technique was used to select ten (10) males and ten (10) female learners with hearing impairment from each selected school which amount to total number of sixty (60) learners with hearing impairment. A self-designed questionnaire titled “Parental Socio-Economic Status as determinants of Academic Achievement” (PSAA) was used with mean and standard deviation to analyze data.
RESULTS: Findings from the study revealed that learners’ academic achievement in Biology is influenced by parental level of education, income and occupation. It was also concluded that there is a direct relationship between parental financial and human capital on the successful learning experience of learners and their academic success in biology.
RECOMMENDATIONS: The results notwithstanding, authors recommended among others that Government, multinational companies and public spirited individuals should be able to identify and support intelligent Learners with hearing impairment from low-income parents with a view to boosting their academic achievement.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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