MULTIPLE REGRESSION ANALYSIS ON THE IMPACT OF SOCIO-ECONOMIC FACTORS AFFECTING EDUCATIONAL ACHIEVEMENTS: A CASE STUDY OF KASHIM IBRAHIM UNIVERSITY, MAIDUGURI

This study investigated the impact of selected socio-economic factors on the educational achievement of students at Kashim Ibrahim University, Maiduguri. Against a backdrop of significant educational disparities in Nigeria, particularly in the conflict-affected North-Eastern region, the research sought to identify the key socio-economic predictors of academic performance. A quantitative research design was adopted, and data were collected through a structured questionnaire from a sample of 226 students selected using stratified random sampling. The independent variables included parental education, occupation, household income, family size, and access to learning resources, while the dependent variable was educational achievement measured by Cumulative Grade Point Average (CGPA). Diagnostic tests revealed severe multicollinearity among the initial variables, which was resolved using Principal Component Analysis (PCA), resulting in five uncorrelated components. These components were subsequently used as predictors in a multiple regression model. The regression analysis yielded a remarkably high coefficient of determination (R² = 0.976), indicating that the socio-economic factors collectively explain 97.6% of the variance in students' academic performance. The analysis identified one component (PCA1) as the strongest positive predictor (β = 0.974, p < 0.001), interpreted as a composite of parental education, high income, and resource access. Another component (PCA3) was a significant negative predictor (β = -0.090, p < 0.001), representing socio-economic constraints. The study conclusively rejects the null hypothesis and affirms that socio-economic factors significantly influence academic achievement at KIU. The findings align with Human Capital and Social Reproduction theories, demonstrating how family resources create unequal educational starting points. It is recommended that the university, government, and policymakers implement targeted interventions such as expanded financial aid, improved learning infrastructure, and parental sensitization programs to mitigate these disparities and promote equitable educational outcomes.