PARENTS’ SOCIO-ECONOMIC STATUS AND PUPILS EDUCATIONAL ATTAINMENT: CASE STUDY OF ST. JUDE PRIMARY SCHOOL IN MALABATOWN COUNCIL-UGANDA (original) (raw)
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Parents socio-economic status and pupils education attainment in selected primary schools
ABSTRACT This is a report of a case study of pupils’ socioeconomic status and their educational attainment in selected primary schools in malaba town council using quantitative research paradigms. The objectives of the study were: to estimate the relationship between parents’ educational level, income level and occupations; with pupils’ grades in their mock examinations leading to primary leaving examinations (PLE). Data for the study was collected through the use of questionnaires for pupils, interview with teachers and documentary analysis of the school records. The researcher used Tables, charts and Pearson’s correlation to present and analyze data. The result was a significant and positive correlation between the parents’ level of education, income and occupation with pupil’s educational performance. Fathers’ education was significant at 0.804.The mothers’ educational level was significant at 0.641. Parent’s level of income was significant at 0.875. Parents’ occupation was significant at 0.757. These findings are similar to results found by Kakuru 2001, Kasente D 2003, Bjorkman 2005, Bugembe et al 2005, Akanle 2007,Nnanyonjo H 2007, Okumu et al 2008, and Alisa 2010. But parent’ low socioeconomic status is not the only de-motivation for pupils’ performance. the assumption that the higher the education level of parents, , the better the performance of pupils is questionable because it was observed that pupils whose parents did not even go to school were represented in all the grades like any other pupils just as pupils with parents having higher education performed poorly were represented. Secondly Parents income level affects pupils performance more than education level and occupation of parents. Lastly, families with high socioeconomic status often seek out information to help them better prepare their young children for school. Unfortunately a very big percentage in malaba town council did predominantly manual jobs associated with low occupational prestige. It was therefore recommended that parents should continue to improve on their education levels through adult education programs. Secondly, children from low socioeconomic backgrounds should work with parents to increase their savings and remain in school because schooling eventually has a redeeming effect on their poor plight.
Academic Achievement of Low- Social-Economic-Status (SES) of Junior High School Students
Open Journal of Educational Research
The purpose of the study was to assess Academic achievement of Low-Social-Economic-Status (SES) of Junior High School Students in Ghana. The study employed a descriptive, crosssectional survey design. The population for the study comprised all JHS students and teachers in the Aboom Circuit of the Cape Coast Metropolis. Krejcie and Morgan (1970) sampling table, Purposive and randomly sampling techniques were used to select schools, teachers and students for the study. The sample frame for the study was all students and teachers in the five selected JHS of the Aboom Circuit of the Cape Coast Metropolis. The sample size for the study was 350 for students and 30 for teachers. The main instrument for data collection for the study as questionnaire. Research question was analysed using mean and standard deviation; hypothesis was analysed using Pearson Product Moment Correlation. The study revealed that continued, consistent and persistent presence of these student-related factors such as hunger, lack of self-motivation, poor study habit, watching TV, laziness, and students' truancy or absenteeism negatively affect students' academic achievement. The results of the study also indicated that there was a moderate, negative correlation between student-related factors and students' academic achievement with high levels of perceived student-related factors with low levels of students' academic achievement. It is recommended that, the role of guidance and counseling session in schools is to assists students to be focused on their studies. Therefore, guidance and counseling sessions in various schools should be effectively organised to prevent students' truancy. It is also recommended that School administrators in partnership with PTA leadership and NGOs should educate students on the relevance of education and give social support to students from low socioeconomic backgrounds and motivate them in their studies.
IOSR Journal of Research & Method in Education (IOSRJRME)
Continuous low academic achievements records of students from low socioeconomic backgrounds in secondary schools particularly in science, social science and art subjects is a threat to national development. Proper understanding of the issues involved must be explored in order to address the problem globally and more so in developing countries. The present study investigated the influence of parents' socioeconomic status on academic performance of students in secondary schools in Owerri Education Zone, Imo State, Nigeria. A descriptive research design was employed. The population of 38,700 students in SS II in the sampled Local Government Areas was used and 387 students, representing 10%, were selected randomly. The data collected was analyzed using percentages, mean and standard deviation. Hypotheses were tested with ANCOVA. The result showed that students from low socioeconomic backgrounds attend public schools more than those from high socioeconomic backgrounds and they achieve less academically than those of high socioeconomic backgrounds. The differences in achievements were significant. The socioeconomic backgrounds of students also influenced their enrollment in sciences, arts and social sciences. Governments should encourage students from low socioeconomic backgrounds by equipping public schools with necessary facilities.
The purpose of the study was to assess the extent to which parents' socioeconomic status influence students' academic performance in public day secondary schools in Marani Sub-County Kisii County, Kenya with a view to generating policy recommendations on how to manage their effects. This study used a descriptive survey design. The unit of analysis was 29 public day secondary schools in Marani Sub-County of Kisii County, Kenya. The respondents of the study were 1,501 form three and form four students by the time of the study, 29 principals and 301 teachers. In this study simple random sampling was used to sample schools, teachers and students while purposive sampling was used for principals. This study employed content validity and the reliability coefficient of 0.8390 was obtained and was taken as being a perfect measure of the instruments of data collection. The findings of this study indicated that the lower the parents' socioeconomic status the lower the students' average grade and number of points in performance while the higher the parents socioeconomic status the higher the academic performance of the students. Based on the findings of this study, it was concluded that parents' socioeconomic status influenced students' academic performance in public day secondary schools. The conclusions recommended that the Kisii County government in collaboration with Ministry of Education should sensitize parents with low level of education to attend adult classes organised by the communities for them to be explained about the reading and writing; calculating; monitoring students' academic activities both at home and at school.
The joy of parents, teachers and students lies in high academic achievement attained by students in their national examinations. To the student this marks the beginning of lucrative careers studied at the universities. To the parents, such children are bound to change their socioeconomic life once employed while the teachers might be assured of promotions. This studys purpose was to address the problem of students posting lower test scores in secondary schools compared to their initial performance at the primary schoolls KCPE. It focused on analyzing effect of parents socioeconomic status on studentss academic achievement in secondary schools in Hamisi sub-county, Vihiga – Kenya with focus on students who score high grades in primary schoolls KCPE vis-à-vis what they achieve at KCSE. The specific objective addressed was: To ascertain the socioeconomic factors contributing to studentss academic achievement in public secondary schools in Hamisi Sub-county Vihiga county – Kenya. The study employed descriptive survey research design. The target population was 4,298 with 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. Purposive sampling technique was used to select the DEO. Simple random sampling was used to select the teachers, students and the AEO. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Data collection tools used were structured and unstructured questionnaires, interview schedules and document analysis. Instrument validity was done through content validity whereas the test and re-test technique was used to test the reliability of the tools comparing with a Pearson
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This study sought to investigate critical parental socio-economic factors affecting the academic achievement of students in selected secondary schools in urban informal settlements in Westlands District in Nairobi County. The study was premised on the classical Liberal Theory of Equal Opportunity and social Darwinism proposed by Charles Darwin. A descriptive survey design using a sample of 125 respondents comprising of 91 students, 18 teachers and 16 parents was used for the study. The tools for data collection were questionnaires for students, Focus Group Discussions for teachers and Interview schedules for parents. Quantitative data from the questionnaires was analyzed using descriptive and inferential statistics while the qualitative data from interviews was managed through thematic techniques. The major findings of the study were that; the physical and other critical instructional resources were grossly inadequate or in a pathetic condition not conducive to education provision, ...
The Impact of Low Socioeconomic Background on a Child’s Educational Achievements
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A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The main objective of the study is to establish the relationship between the socioeconomic background of the children and their educational achievements and how it impacts their psychology. A descriptive survey research design was used to conduct this study. The target population was 50 students and either of their parents. The target was selected through random sampling. Focus group discussions, in-depth interviews, and different types of observation techniques were implied while collecting the data. The study concluded that most of the students with low socioeconomic status had poor achievements in their academics, which led them into the labor market at an early age. It has been found that parents with low socioeconomic backgrounds were less interested in educating their children. Kids from low socioecon...
SOCIO-ECONOMIC STATUS AND ACADEMIC PERFOMANCE
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The purpose of this research work was to investigate the effects of parental socioeconomic status on the academic achievement of primary school pupils. All the pupils studying at primary school level in Ife East local government area, Ile – Ife, Osun state (Nigeria) constituted the population of the study. The study was delimited to only three government primary schools and three private primary schools in Ife East local government area. The study was further delimited to the pupils of final year class (i.e. primary five or six). In order to have adequate representation of the population, 150 primary school pupils were selected through simple random sampling technique. The study was survey type and therefore a self-developed structured questionnaire was used for the collection of data. Data was collected through personal visits. The data was organized, tabulated and analyzed statistically using T-test. Therefore, the researcher concluded that parental socio-economic status; parent’s educational level, mother’s occupational level; and parental income level affect the academic achievement of primary school pupils. Based on the findings, it was suggested that unemployment should be controlled. Poor pupils should be provided scholarships, free books and other stationary. In addition, it was also recommended that government should take steps to raise socioeconomic status of people.
The joy of parents, teachers and students lies in high academic achievement attained by students in their national examinations. To the student this marks the beginning of lucrative careers studied at the universities. To the parents, such children are bound to change their socioeconomic life once employed while the teachers might be assured of promotions. This studys purpose was to address the problem of students posting lower test scores in secondary schools compared to their initial performance at the primary schoolls KCPE. It focused on analyzing effect of parents socioeconomic status on studentss academic achievement in secondary schools in Hamisi sub-county, Vihiga – Kenya with focus on students who score high grades in primary schoolls KCPE vis-à-vis what they achieve at KCSE. The specific objective addressed was: To ascertain the socioeconomic factors contributing to studentss academic achievement in public secondary schools in Hamisi Sub-county Vihiga county – Kenya. The study employed descriptive survey research design. The target population was 4,298 with 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. Purposive sampling technique was used to select the DEO. Simple random sampling was used to select the teachers, students and the AEO. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Data collection tools used were structured and unstructured questionnaires, interview schedules and document analysis. Instrument validity was done through content validity whereas the test and re-test technique was used to test the reliability of the tools comparing with a Pearson