Effects of Poverty on Students’ Participation in Social Studies Activities in Public Schools in Zamfara State

This study investigates the effects of poverty on student participation in Social Studies classroom activities in public secondary schools in Zamfara State, North West Nigeria. Poverty is recognised as a multidimensional barrier to educational engagement, affecting attendance, material availability, nutrition, and psychological readiness for learning. In Zamfara State, where poverty prevalence ranks among the highest in Nigeria, these effects on classroom participation warrant specific empirical attention. Using a descriptive survey design, 290 JSS2 and JSS3 students from twelve schools in Gusau Local Government Area were sampled. A validated questionnaire assessed poverty indicators and classroom participation levels in Social Studies. Data were analysed using mean, standard deviation, and Pearson correlation. Results indicate that poverty-related factors, particularly lack of textbooks, hunger, and irregular school attendance, significantly reduced participation in Social Studies learning activities. Students from lower-income households were less likely to engage in group discussions, project work, or take-home assignments. The study recommends targeted social protection interventions such as school feeding programmes and conditional cash transfers to reduce poverty-related barriers to participation. Social Studies teachers are also advised to design inclusive classroom activities that accommodate resource constraints. Keywords: poverty, student participation, Social Studies, Zamfara State, public schools.