Abstract

This study examined parental socioeconomic status, school type and teachers' qualification as predictors of academic performance among secondary school adolescents in Ibadan metropolis. The study adopted the descriptive survey research design. A total of 200 secondary school adolescent students, selected from public and private secondary schools using stratified sampling technique, participated in the study. They responded to a researchers-developed instrument, the “Academic Performance Predictors Assessment Scale(r=0.90)”. Three research questions were raised and answered in the study. Findings revealed that academic performance positively correlated with parental socio-economic status (r =.182) school type (r=.075)) and teachers' qualification (r= -.284). It also revealed that the three factors combined accounted for 10.6% (Adj.R2=. 106) variance in academic performance. School type was found to be the strongest predictor of academic performance, followed by socioeconomic status and teachers' qualification in that order. It was recommended among others that public schools' climate should be geared towards maintaining teachers' orientations and motivation so as to bring the best out of qualifications which will in turn enhance academic performance. Students should be allowed to contribute in the choice of school so as to keep them focused and motivated to achieve success and show interest in their school. Government should implement policies that will ensure that unqualified teachers are out of the classrooms. Both public and private schools should endeavour to provide enabling environment for the students, so as to enhance high academic performance among adolescents in the school.