Influence Of Socio Economic Status On Academic Achievement .
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-55181952Influence of Socio Economic Status On AcademicAchievement Of Secondary School Students OfLucknow CityRitu Chandra and Prof. (Dr. ) Shaikh AzimuddinAbstractSocio Economic Status has always influenced the Academic Achievement of students. Academic Achievement varies for children from different socialbackgrounds. Their academic performance is an outcome of their social status. Previous studies have shown that Parent’s Socio Economic Status isstrongly associated with students’ academic performance. The present study examines the influence of different categories of SES of students on theiracademic achievement. The study also examines the relationship between SES and Academic achievement of 14 Secondary school students ofLucknow city of Uttar Pradesh (India) The age range varies from 13years to 17 years. The sample of the study comprised of 614 students (358 malesand 256 females) from classes IX and X. The Socio Economic Status scale developed by Dr. Meenakshi (2004) is used for collection of data. The boardresults of class IX and X are used for assessment of academic achievement. The statistical measures like t-test and Karl Pearson’s correlationcoefficient is used. The result of the study reveals the difference between high, average and low SES groups and their academic achievement. Apositive correlation is observed between SES and Academic achievement. Based on these findings some recommendations are given for practice andfurther studies.Keywords: Academic Achievement, Socio Economic Status, Secondary Schools, T-test, ANOVA, Karl Pearson’s Correlation coefficient—————————— ER 2013http://www.ijser.org
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-5518Socio Economic status is the most importantvariable in determining the AcademicAchievement of students. Increasingly,researchers examined educational processes,including academic achievement ,in relation tosocio economic background.(Bornstein 988;McLoyd,1998).TheSocio Economic Status of a child is mostcommonly determined by combining parents’educational level ,occupational status andincome level (Jeynes 2002).Studies haverepeatedly found that SES affects 2002,Eamon2005,Majoribanks1996, Hocschild2003, Mcneal2001,Seyfried1998). Researchers found that the Socioeconomic Status ,parental involvement andfamily size are particularly important familyfactors.(majoribanks1996) Families with highsocio economic status often have more successin preparing their young children for schoolbecause they have access to a wide range ofresources to promote and support youngchildren’s development. They are able toprovide their young children with high qualitycare, amenities and facilities. Crnic andLamberty (1994) discussed the impact of socioeconomic status on children’s readiness forschool. White (1982) carried out first Meta –analytic study to review the literature on thissubject published before 1980 to examine therelationship between SES and academicachievement and showed that the relationvaries significantly with a number of factorssuch as the types of SES and academicachievement measures.Students who have a low SES earn low d2003) The lowSES affects academic achievement as itprevents access to important resources Jeynes2002) Low SES leads to family problems anddisrupted home environment and as a resultthe academic performance of the child.Even in families with above average income,parents lack time and energy to invest in their1953children’s preparation for school and henceinadequately prepared for school.( Zill,Collins, West and Hausken1995) stated thatlow maternal education and minoritylanguage status are most consistentlyassociated with fewer signs of emergingliteracy and a greater number of difficulties inpreschoolers. Having inadequate resourcesaffect negatively family’s decision for youngchildren’s development and learning. Thenature of the relationship nt has been debated for decades, themost influential argument is “Equality ofEducational opportunity” Coleman, etal.1968and “Inequality” Jencks, etal. 1973 in theUnited States of America. How SES influencesstudents academic achievement has beenexplained based on various theories. Fewtheories say that students from low SES homeslack an academic environment at home andwhich in turn influences their academicachievement. Another scenario argues thatschool and neighborhood environmentinfluences academic achievement as low SESschools are generally low in performance.How government interprets the influence ofSES and achievement leads to policy decisions.Although contribution of SES must beexamined both at school and student level butthe present study is limited to influence offamily SES on academic achievement ofstudents in school.IJSERPrevious Studies:Ganguly Malabika (1989) revealed in his studyof socio economic status and scholasticachievement a relationship between the two ina particular setting. The study investigated thedifference in scholastic achievement of upper,middle and lower socio-economic groups ofstudents. The major findings of the study werethe mean achievement scores of the upper SESgroups of urban areas in all the three groups ofsubjects different significantly from those ofthe lower groups. The upper SES groups haddone better in all the three groups of subjects.The mean scores in the upper socio-economicstatus and lower socio economic status of ruralareas differed significantly. The differencebetween the means in all the areas ofIJSER 2013http://www.ijser.org
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-5518achievement was found to be significant.Trivedi, Vineeta (1988) conducted a study ofthe relationship between socio economicbackground and academic achievementamong the intermediate students. The sampleconsisted of 523 girls students from 11institutions. The finding of the study revealeda significant relationship between socioeconomic status and academic achievement.The students of upper SES showed betterachievement than the students of lower SESgroup. Rupa Das Barbora (2001) conducted astudy on the academic achievements ofchildren belonging to the background classesfocusing on Kamrup District Assam to find outthe causes of their low academic achievements.It was found that the children of literateparents show better academic achievementthan the children of illiterate parents. Theacademic achievement of Girls is better thanthat of the boys. Seluck, R. Sirin 2005conducted a meta Analysis to review theliterature on Socio Economic status andacademic achievement between 1990 and 2000to see whether the SES achievementcorrelation had changed since white’s initialreview was published. The results showed aslight decrease in the average correlation.Andrew Mc Conney (2010) conducted a studyto show that both students and school socioeconomic status are strongly associated withstudent outcomes. It was found thatmathematics achievement was greater inhigher SES school as compared with lower SESschools. TheInfluence of SES and itsvariables on academic achievement is verycomplex. The present study is aimed atachieving the following objectives.1954Hypotheses of the Study1.There is no significant differencebetween Socio Economic Status andacademic achievement of secondaryschool students.1.1. There is no significant differencebetween academic achievement of highSES and Average SES category secondaryschool students.1.2. There is no significant differencebetween academic achievement of averagesocio economic status and Low socioeconomic status category secondaryschool students.1.3. There is no significant differencebetween academic achievement of Highand low socio economic status categorysecondary school students.IJSER1.To study the influence of SocioEconomicStatusonacademicachievement of secondary schoolstudents.2.To study the relationship betweenSocio Economic status and AcademicAchievement of secondary schoolstudents.2.There is no significant relationshipbetween socio economic status andAcademic achievement of secondaryschool students.Justification of the StudyThe process of education aims at enhancingthe academic performance of the students.Only a holistic approach can yield result toimprove learning outcomes of the students.Although Academic performance is dependenton many variables like intelligence, socioeconomic status, personal characteristics,attitude, values, environment etc. But socioeconomic status is one of the major variableaffecting the academic achievement .Thesociety is divided into many classes and on thebasis of parents affiliation with a certain class,they send their ward to schools accordingly.Hence the parents SES is an important factorwhich contributes towards child’s education.To optimize the educational opportunities, it isnecessary to find out the relation between theSES and academic achievement and to whatextendSES influencestheacademicachievement so that the academic achievementIJSER 2013http://www.ijser.org
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-5518of yThe descriptive method of research wasadopted for this study. A sample of 614secondary school students (male 358,female256) was collected from 14 schools ofLucknow city, Uttar Pradesh in India.Purposive sampling was used to collect thesample of the study. The sample age rangesfrom 13-17 years both males and females.Tools1.2.Socio-Economic status scale forassessment of SES by Dr. Meenakshi(2004) was used.The Board Results of students fromschool record for measuring theiracademic achievement were used.The above table1 shows that the total numberof High SES category students is 263. Themean of the Academic achievement score ofHigh SES students is 74.91 and StandardDeviation of students of high SES is 9.484.TheS.Em. of students of High SES is 0.585. TheAverage SES category students are 312 innumber. The mean of Academic Achievementscore of Low SES students is 64.48 andStandard Deviation is 10.696.The S.Em. ofstudents of low SES is 0.606. The t-value is12.265 at 573 degree of freedom which issignificant at 0.05 level of significance; hencethe null hypothesis is rejected. It means thatthere is significant difference betweenAcademic achievement of high SES categoryand average SES category secondary schoolstudents. Students belonging to high SES havehigher academic achievement as compared toaverage SES students. As they have betterexposure and environment. They go to schoolswith better infrastructure and facilities. Theteachers, tutors and guidance of parents is alsoavailable to them. They have healthycompetitive environment for improving theiracademic achievement.Ganguly Malabika (1989) in theirstudy Socio Economic States and Scholastict- Achievement revealed that the upper andlower socio economic status groups of urbanvalueareas differed significantly in their meanscores from those of the upper socio economic12.2658*status and lower socio economic status of ruralareas. The difference between the means in allthe areas of achievement was found to besignificant. The results are depicted in thefigure1 below:IJSERResult and AnalysisTable1Significance of the Difference Between Meansof Academic Achievement of High SocioEconomic Status and Average Socio EconomicStatus StudentsStandardSESStandardErrorCategory NMean Deviation 96%.606%SES%df 573,*significant at 5%1955IJSER 2013http://www.ijser.org
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN igure 1 Academic Achievement Scores ofHigh and Average Socio Economic StatusStudentsschool students is 6.487 at 349 degree offreedom which is significant at 0.05 level ofsignificance hence the null hypothesis isrejected. It means that there is significantdifference between academic achievement ofaverage Socio Economic Status category andlow Socio Economic Status category secondaryschool students .Hari Krishnan M. (1992) in his study ‘A Studyof Academic Achievement of the students ofthe higher Secondary stage in relation toachievement motivation & socio economicstatus revealed that SES was significantlyrelated to Academic Achievement. The resultsare depicted in figure 2 below:IJSERTable 2Significance of the Difference Between Meansof Academic Achievement of Average SocioEconomic Status and Low Socio EconomicStatus SLow SESStandardErrorMean3503002502001501005006.487*df 349,* significant at 5%The above table shows that the total number ofAverage Socio Economic Status categorystudents is 312. The mean of the Academicachievement scores of Average SocioEconomic Status is 64.48 and StandardDeviation is 10.696.The S.Em. of average socioeconomic status is 0.606. The low SocioEconomic Status category students are 39 innumber. The mean score of the academicachievement of low socio economic status is52.62 and Standard Deviation is 11.329.TheS.Em. of students of low Socio EconomicStatus is 1.814 The t-value between averageSES category and low SES category secondaryStd.DeviationSESCategory1956Figure 2 Academic AchievementScores of Average and Low Socio EconomicStatus StudentsIJSER 2013http://www.ijser.orgAverageSESLow SES
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-55181957300250200Table3Significance of the Difference Between Meansof Academic Achievement of High SocioEconomic Status and Low Socio EconomicStatus StudentsSESCategoryHigh SESLow ErrorMean9.484%.585%11.329%1.814%150100High SES50Low SES0Nt-value13.344*df 300,*significant at5%The above table shows that the total number ofHigh Socio Economic Status category studentsare 263. The mean of the Academicachievement score of students of High Socioeconomic status is 74.91 and StandardDeviation is 9.484.The Standard Error mean ofstudents of high SES is 0.585. The low SocioEconomic Status category students are 39 innumber. The mean of the academicachievement score of the students of low socioeconomic status is 52.62 and StandardDeviation of low socio economic statusstudents is 11.329. The S.Em. of students oflow socio economic status is 1.814. The t-valuebetween high SES category and low SEScategory secondary school students are 13.344at 300 degree of freedom which is significant at0.05 level of significance, hence the nullhypothesis is rejected. It means that there is asignificant difference between Academicachievement of high Socio Economic Statuscategory and low Socio Economic Statuscategory secondary school students .Vineeta Trivedi (1988) in her study of therelationship of parental attitude, socioeconomic background and their academicachievement found that students of upper SESshowed better achievement than the studentsof lower SES group. The result is depictedbelow in figure 3:StandardErrorMeanFigure 3 Academic AchievementScores of High and Low Socio EconomicStatus StudentsANOVATable 4Comparisons of Academic Achievementscores of Low, Average and High SocioEconomic Status StudentsIJSERSESCategorNyT-ValueStandardAverage LowMean Deviation HighLowSES52.62%11.329%Averag312e 094%Total3913.344 6.487-12.2656.487------------12.26513.344In Table4 Academic Achievement scores ofstudents of low, average and high Socioeconomic status are compared. The numberstudents in Low SES category are 39,inAverage SES category 312 and in High SEScategory are 263.The mean of the academicachievement scores of students of low averageand high SES category are 52.62, 64.48 and74.91. The Standard Deviation of students ofLow SES is 11.329, Average SES is 10.696 andHigh SES is 9.484.A comparison of T-values isalso shown in Table4.The t-value between lowand high SES is 13.344, between low andaverage SES is 6.487 and between high andaverage SES is 12.265. The results are depictedin figure 4 belowIJSER 2013http://www.ijser.org
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-55181958differ significantly in their AcademicAchievement 000AverageHigh150100withingroups20000low2000sum ofsquaresmeansquare50Figure 5 Summary of Analysis of Variance inrespect to Socio Economic Status andAcademic achievement0NtvaluehighFigure 4 Comparative Academic Achievementscores of Low, Average and High SocioEconomic Status StudentsCorrelation AnalysisIJSERTable 5Summary of Analysis of Variance in respect toSocio Economic Status and AcademicachievementANOVAAcademic achievementSum 3F122.315**Significant at 5% levelIn table 5, sum of squares between groups is25632.439 and within groups is 64020.884. Thevalue for mean squares between groups is12816.219 and within groups it is 104.780 .Thevalue of F is highly significant at122.315.(f 122.315* 0.05) Hence the nullhypothesis that there is no significantdifference between SES and Academicachievement of secondary school students isrejected. The three categories of Socioeconomic status of secondary school studentsCorrelation Analysis between DependentvariableAcademicAchievementandIndependent Variable Socio economic StatusThe study considers the dependent variableacademic achievement independent variablesocio economic status. To find out therelationship between thesocio economicstatus of the secondary school students andtheir academic achievement is one of theobjectives of the study. To study therelationshipbetweentheacademicSig.achievement and socio economic status KarlPearson’s correlation coefficient technique wasapplied and relationship was measured.000Table6Relationship between Academic Achievementof Secondary school students and their socioeconomic statusN 614Variableof studyAASES Score Pearson Correlation.580**Sig. (2-tailed)**. Correlation is significant at the0.01 level (2-tailed).IJSER 2013http://www.ijser.org.000
International Journal of Scientific & Engineering Research, Volume 4, Issue 12, December-2013ISSN 2229-5518The table 6 clearly shows a high degree ofpositive correlation between socio economicstatus and academic achievement of secondaryschool students.(r 0.580)*.The result of thepresent study is got support from the findingsof White, Karl R. (1982) and MuhammadMaqsuad and Sepideh Rouhani (1991) Brent MBlevins in his study on the relationshipbetween SES and academic achievement usedKarl Pearsons r and which supports the resultas well.Therefore the null hypothesis that there is nosignificant relationship between AcademicAchievement of secondary school studentsand their socio economic status is rejected andalternative hypothesis is accepted at p 0.01 Inother words there is a significant positivecorrelation between academic achievementand socio economic status of secondary schoolstudents.1959excellent facilities and infrastructure. They aretaught by trained and experienced teachers.This helps them in enhancing their academicachievement. A child with high SES andAverage intelligence will also give good resultas compared to Low SES & high intelligence,as the child would be deprived of basicfacilities for sharpening and honing his talent.He will not have the opportunity to project hisintelligence. Hence the null hypothesis isrejected.Limitati
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