CHAPTER ONE INTRODUCTION 1.1 Background of the Study The United Nations Report (2010) highlighted education as a basic right and need which is significant in the accomplishment of the second goal of the Millennium Development Goals. This is because good education guarantees skilled and dynamic citizens. Family backgrounds have been of great important in shaping the performance of children in schools worldwide. This is because; academic performance is usually as a result of motivation that children get from the people they interact with in their initial stages of life. A study conducted in the U.S.A by Rouse and Barrow (2006) revealed that years of schooling completed and educational achievement of students, varied widely by family backgrounds. The responsibility of training a child always lies in the hand of the parents. This statement agrees with the common assertion of sociologist that education can be an instrument of cultural change which is being taught from home is relevant in this discuss. Therefore, it is not out of place to imagine that parental socio–economic background can have possible effects on the academic achievement of children in school (Ogunshola and Adewale, 2012). Lisa (2003) in support of the above statement believed that whatsoever affect the development environment of children would possibly affect their education or disposition to it. It will therefore, not be out of place to say that parental status is one of such variables. When a woman’s nutritional status improves, so does the nutrition of her young children. Parents of different occupation classes often have different styles of child rearing, different ways of disciplining their children and different ways of reacting to their children. These differences do not express themselves consistently as expected in the case of every family; rather they influence the average tendencies 1