The Effects Of Poverty On The Academic Performance Of Students In Gushegu Midwifery College

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The Effects Of Poverty On The Academic Performance Of Students In Gushegu Midwifery College


Abstract


This study was carried out to examine the effects of poverty on the academic performance of the students in Gushegu Midwifery College. Specifically, the study examined if there is a significant relationship between poverty and student’s academic performance. The study employed the survey descriptive research design. A total of 100 responses were validated from the survey. From the responses obtained and analysed, the findings revealed that lack of interest in subjects, poverty, language barrier are among the factors affecting the academic performance of students. The findings also revealed that there is a relationship between poverty and academic performance of students. This is as the Pearson correlation test showed a positive significant relationship (.867**) between poverty and academic performance of students. The study recommend government and donor organizations embark on poverty alleviation programmes that will make poverty stricken parent earn a living. Donor community is urged to consider funding education for orphans and those students who belong to impoverished families in order to reduce the rate of school drop-outs.


Chapter One


Introduction

1.1 Background to the Study

Over the past decades, the unfortunate reality is that the income gap has widened between Nigerian families. Educational outcomes are one of the key areas influenced by family income. Children from low-income families often start school already behind their peers who come from more affluent families. The incidence, depth, duration and timing of poverty all influence a child’s educational performance, along with community characteristics and social networks (Evan, 2004). However, both Nigerian and international organizations have shown that the effects of poverty can be reduced using sustainable interventions.

Meanwhile, poverty remains a stubborn fact of life even in rich countries. According to Harris (2006) complex web of social relationships student experience with peers, adults in the school and family members exerts a much greater influence on their academic performance. This process starts with student core relationship with parents or primary caregivers in their lives, which form a personality that is either secure and attached or insecure and unattached. Securely attached children perform better in school (Bali, Granger, Kivlighan, Mills-Koonce, Willongby & Greeberg, 2008). Once students are in school, the dual factors of socialization and social status contribute significantly to academic achievement. The school socialization process typically pressure student to be like their peer or risk social rejection, whereas the quest for high social status drives students to attempt to differentiate themselves in some areas, for example, socio-economic status forms a huge part in this equation. Children raised in poverty rarely choose to behave differently, but are faced daily with overwhelming challenges that affluent children never have to confront and their brains have adapted to suboptimal conditions in ways that undermine good school performance.

The human conditions which we might classify as being in poverty have a long history with a variety of interpretations; these conditions are influenced by a number of factors including resources, contemporary standards and public perceptions of what is minimally acceptable (Evans, 2004).

One of the social issue facing students of poverty is emotional trauma. The emotional climate can often be very stressful and emotionally depriving. The lack of emotional nurturing can lead to feelings of alienation, inadequacy, depression and anxiety. Aggressive or impulsive behaviour and social withdrawal can also result, which in turn can affect their academic performance. However, the overall goal of this study is to provide an insight into the influence of poverty on student academic performance.


1.2 Statement of the Problem

Strong, secure relationships devoid of poverty and lack help stabilize children’s emotionally and provide the core guidance needed to build lifelong social skills. Children who grew up with such relationships learn healthy, appropriate emotional responses to everyday situations. But children raise in poor homes often fail to learn these responses, to the detriment of their school performance. For example, students with emotional instability may get so easily frustrated that they give up on a task when success was just moments away. Social dysfunction may inhibit students’ ability to work well in cooperative groups, quite possibly leading to their exclusion by group members who believe they aren’t “doing their part” or “pulling their share of load”. This exclusion and the accompanying decrease in collaboration and exchange of information exacerbate at risk students’ already shaky academic performance. However, the researcher is examining the effects of poverty on the academic performance of the students in Gushegu Midwivery College.


1.3 Objectives of the Study

The following are the objectives of this study:

  1. To examine the effects of poverty on the academic performance of the students in Gushegu Midwivery College.
  2. To identify other factors affecting the academic performance of the students of Gushegu Midwivery College.
  3. To determine the factors encouraging poverty in the society.

1.4 Research Questions

  1. What are the effects of poverty on the academic performance of the students in Gushegu Midwivery College?
  2. What are the other factors affecting the academic performance of the students of Gushegu Midwivery College?
  3. What are the factors encouraging poverty in the society?

1.5 Hypothesis

  • HO: There is no significant relationship between poverty and student’s academic performance
  • HA: There is significant relationship between poverty and student’s academic performance

1.6 Significance of the Study

The following are the significance of this study:

  1. The result of this study will educate the general public on the effects of poverty on the performance of students.
  2. This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7 Scope / Limitations of the Study

This study will cover the poverty level and its effect on the performance of the students of Gushegu midwivery college.

Limitation of Study
Financial constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.


Chapter Five


Conclusion and Recommendation

5.1 Conclusion

In this study, our focus was to examine the effects of poverty on the academic performance of the students in Gushegu Midwifery College. The study specifically was aimed at ascertaining if there is a significant relationship between poverty and student’s academic performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are active students of Gushegu Midwifery College.

The findings revealed that lack of interest in subjects, poverty, language barrier are among the factors affecting the academic performance of students. The findings also revealed that there is a relationship between poverty and academic performance of students.


5.2 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

In light of the aforementioned conclusions, it is recommended that school administrators should find other more positive ways of encouraging poverty stricken students to pay school fees. For example, school heads can stagger the payments of fees in order to allow poverty stricken students to pay in small and affordable amounts throughout the year. While parents’ low level of education may be the cause of their unemployment and low incomes, it is recommended government and donor organizations embark on poverty alleviation programmes that will make poverty stricken parent earn a living. Donor community is urged to consider funding education for orphans and those students who belong to impoverished families in order to reduce the rate of school drop-outs.


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