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ABSTRACT
The study focused on the influence of socio-economic background on the academic performance of integrated science undergraduates in the University of Benin. Three (3) questions were raised and three (3) hypotheses were formulated to guide the study.
The study adopted survey research design. Questionnaire was used as the instrument for collecting data on the respondents socio-economic background, while the students scores were assessed/collected for students academic performance. The questionnaire was validated by the researcher’s supervisor. The questionnaire and students scores were analysed using ANCOVA and Pearson Moment Correlation Coefficient Analysis. The major findings are: parents’ income has significant influences on the academic performance of integrated science undergraduate, parent’s educational level has no significant influences on the academic performance of integrated science undergraduate and parent’s occupation has no significant influences on the academic performance of integrated science undergraduate.
Based on the responses obtained, the researcher proffers the following recommendations amongst others: parents’ income has significant influences on the academic performance of integrated science undergraduate. Therefore, parents should endeavour to ensure that they do their best to provide all that is needed for their wards/child schooling in the university.
