Meta-Analysis of the Relationship Between Parental Socio Economic Status and Students’ Academic Achievement

Abstract

This study conducted a meta-analysis to examine the relationship between parents’ socio economic status (SES) and students’ academic achievement in Nigeria. A total of 306 independent studies, encompassing 18,450 students, were analyzed to assess the effects of parental income, education, and occupation on student performance. The results revealed a moderate positive overall effect of SES on academic achievement (r = 0.33, SD = 0.29), indicating that students from higher SES backgrounds tend to perform better academically. Parental education emerged as a particularly influential factor, with higher educational levels associated with improved student outcomes (SMD = 0.68, SD = 0.30). Gender was found to have minimal moderating effects on the SES–achievement relationship. The findings underscore the critical role of parental background in shaping student learning outcomes and highlight the need for policies that enhance parental education, provide financial support to low-SES families, and promote active parental engagement in schooling. Addressing socio-economic disparities is essential for fostering equitable educational opportunities and improving student achievement across Nigeria.