Parents Socio-Economic Status and Student Academic Performance in Landmark University

ABSTRACT

The research investigates the academic success of students at Landmark University, looking at their performance trends and how their parents' level of education and occupation influence their academic achievements.
A sample size of 358 was chosen because the study included around 3500 people in total. A well-structured self-administered Google form was used as the major data collection tool; 273 replies were acquired and duly completed among 358 respondents. The Cranach's alpha coefficient was discovered to be 0.764 after evaluating the reliability of the study equipment.
Developing the necessary skill sets relies heavily on education to get employment, as well as particular characteristics that divide people into groups according to their level of self-employment. By encouraging dialogue, middle class parents actively participate in creating a sense of entitlement in their children. Children will feel more enlightened about education as a result of parents with lower incomes not joining this movement. Children from lower-income backgrounds might not reach the same degree of success as their middle-class counterparts, but they may display higher levels of entitlement, engage in more arguments, or be better prepared for adulthood.
In conclusion, the study revealed a significant link between parents' socioeconomic level and their children's academic achievement at Landmark University. The findings imply that parental income, educational attainment, and occupation all positively impact children's academic success. Furthermore, students who feel their parents' career and work hours influence their performance likely to do better academically. According to the report, institutions should offer additional support services including financial aid, tutoring, and career counseling to help low-income students thrive.
Key Words: Parent, Student, Academic Performance, Education, Income, Occupation, and Socioeconomic Factors.

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