Evaluation of Socio-Economic Factors Determining Academic Achievement of Women Learners in Literacy Education in Niger State, Nigeria
Ezesuokwu, Johnpaul Ejike, Dr. A. A. Adelakun, Dr. M. F. Olajide and Dr. D.A. Danasabe
ABSTRACT
This study investigates the impact of socio-economic factors, particularly family background, on the academic achievement of women learners enrolled in literacy education programs in Niger State, Nigeria. Using a descriptive survey research design, data were collected from a sample of 390 women enrolled in adult literacy and skill acquisition centers. The findings reveal that family background, including factors such as support, cultural beliefs, material resources, and family dynamics, significantly influences women’s literacy achievement. Supportive families were found to encourage regular attendance, provide essential resources, and create conducive study environments, leading to better academic performance. However, financial constraints and cultural limitations still pose challenges for some learners. The study concludes that family involvement is crucial for the academic success of women in literacy education. To enhance the effectiveness of these programs, recommendations include providing financial aid, improving access to educational resources, raising community awareness, offering flexible learning schedules, and encouraging family support. Addressing these barriers could improve literacy outcomes and socio-economic opportunities for women in Niger State.
Keyword: Socio-economic factors, academic achievement, women learners
