IMPACT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN HISTORY IN ONDO WEST LOCAL GOVERNMENT AREA OF ONDO STATE.

This study explored how parents' socio-economic status influences the academic performance of secondary school students studying History in Ondo West Local Government Area of Ondo State. Key socio-economic factors, such as parental income, education level, and occupation, were found to play an important role in students' academic success. The goal of the research was to determine how these factors impact students' performance in History, a subject that requires analytical thinking and a deep understanding of context. The study used a descriptive survey approach, gathering data from students in different secondary schools in the area. Questionnaires were distributed, and 100 valid responses were collected. The demographic details of the respondents were analyzed using frequency counts, charts, and percentages, while the main data was examined using mean and standard deviation. Results showed a clear link between parents' socio-economic status and students' History performance, with students from wealthier or better-educated families generally performing better. The study stressed the need for policies that reduce socio-economic inequalities to improve students’ academic outcomes, especially in History. Recommendations included providing more support for students from low-income families and encouraging community involvement to close socio-economic gaps. It also suggested that schools offer financial aid to students in need and set up mentorship programs where students can learn from role models. Lastly, the study proposed holding regular workshops to guide parents on how to better support their children’s education, regardless of their financial situation.