SOCIO-ECONOMIC STATUS

The study looked at the impact of socio-economic status on educational performance of University of Benin students, Benin City, Edo state, Nigeria. The objective of this study was to evaluate the impact of socio-economic status on educational performance of University of Benin students, Benin city. The research questions asked to achieve the objective of the study were as follows; To what extent do socio- economic factors such as family income and parental education level correlate with academic performance metrics like GPA and graduation rates among students at the University of Benin, What are the roles of income on the academic performance of students at the University of Benin, What are the impact of family background on academic performance and In what ways do socio-economic factors interact with other student success factors, such as study habits, learning styles, and access to mental health resources, to influence academic performance at the University of Benin.The sample size was 301 participants chosen from the study population using the Proportionate Stratified Random Sampling, the research instrument utilized was the questionnaire. Conclusion drawn from the analysis of the data retrieved from the questionnaire indicates that Understanding these challenges is crucial for developing targeted interventions aimed at fostering a more equitable learning environment at UNIBEN. The proposed interventions fall within three broad categories: financial support, academic support, and social support. Financial support initiatives range from need-based scholarships and grant programs to financial literacy workshops. Academic support services can include tutoring programs, supplemental instruction sessions, and writing center resources. Social support interventions encompass mentorship programs specifically designed for low-SES students, fostering peer support groups, and creating racially inclusive student organizations. Recommendations were made based on the findings and one of the recommendations: Universities should prioritize expanding need-based scholarships and grant programs specifically designed to support low-SES students. These programs should account for the full cost of attendance, encompassing tuition fees, living expenses, and the cost of essential academic resources like textbooks and technology. Partnering with corporations, foundations, and alumni associations can further bolster scholarship opportunities

This research study examined Influence of Socio-Economic Status on Women's Participation in Adult Literacy Programmes. The sample of the study consists of 50 respondents selected through the simple random sampling technique from five different adult literacy centers in Egor Local Government Area Of Edo State. The descriptive survey research design was adopted for this study and the result of the study showed that income, costs of transportations, materials and fees, and financial instability restrict women access to literacy programmes. Financial barriers present a formidable obstacle to women's participation in adult literacy programmes. The study also showed that cultural norms often view women's primary role as homemakers, limiting their educational pursuit, and women with higher educational levels are more likely to seek out additional literacy training to enhance their skills for personal or professional development. On the basis of the findings, summary was made and recommendations were given, among which include; cultural barriers being addressed through awareness campaigns that are led by community leaders and influencers, there should be reduction in the cost of literacy programmes through the provision of subsidies, free materials, and transportation support, the adoption of online platforms and mobile learning tools to reach women who are unable to attend in-person classes, and literacy training should be combined with practical skills such as financial management and vocational training to increase relevance.