By Maduegbunam, Theresa Oby
This study was carried out to determine the influence of parents’ socio-economic status on the students’ performance in Igbo language in secondary schools in both Ụzọ-Ụwanị and Nsụkka Local Government Area of Enugu State. This study was designed to find out the educational level of the parents, the socio-economic status of the parents, the influence of educational level of the parents and the influence of socio-economic status of parents on the students learning Igbo language. Four research questions were generated while two null hypotheses were formulated to guide the researcher. A total number of 660 respondents were involved in supplying data needed for the study. The data were obtained through a structured questionnaire of forty items. The data were analyzed using mean, standard deviation and t-test. Based on the research findings, it was discovered that socio-economic status of the parents influenced the students’ performance negatively in Igbo language. Moreso, it was established that most parents have low educational level and low socio-economic level which in effect influenced students’ consciousness and willingliness in learning the Igbo language. The researcher therefore, recommended that parents, teachers of Igbo language and the school guidance councilors should as a matter of responsibility help in sensitizing the students in learning the Igbo language. This would go a long way in creating positive attitude among the students towards the study of Igbo language in the schools.