International Research Journal of Innovations in Engineering and Technology - IRJIET International Open Access, Monthly, Peer Reviewed, Reputed Journal ISSN (online): 2581-3048

Impact Factor (2025): 6.9

DOI Prefix: 10.47001/IRJIET

Family Social Economic Status and Academic Performance of Students in Public Selected Secondary Schools in Kitagwenda District, Uganda

Abstract

Access to education was often limited to individuals from higher socioeconomic backgrounds. Before the advent of public education systems, formal education was primarily reserved for the wealthy and privileged classes. This created a significant disparity in educational opportunities based on socioeconomic status, with children from lower-income families having limited access to schooling (Lawrence, Grace, John, & Pacifica, 2013). This study aimed to investigate the relationship between family socioeconomic status (SES) and academic performance of students in public secondary schools in Kitagwenda District. The specific objectives were to examine the relationship between family income, parents' level of education, family size, and academic performance. A mixed-methods approach, employing descriptive, correlational, and cross-sectional survey designs, was used. Data were collected from 220 respondents, including teachers, parents of senior four students, and senior four students, using questionnaires and interview guides. Statistical analyses, including correlation and regression analyses, were conducted using SPSS version 24. The findings revealed a strong positive correlation between family income and academic performance (r = 0.693, p = 0.002), indicating that as family income increases, academic performance tends to improve. Similarly, a moderate positive correlation was found between parents' level of education and academic performance (r = 0.438, p = 0.012), suggesting that students with highly educated parents tend to perform better academically. Additionally, a moderate positive correlation was observed between family size and academic performance (r = 0.346, p = 0.011), indicating that students from larger families exhibit slightly better academic performance. In conclusion, the higher family income, the higher the parental education levels, and larger family sizes are associated with enhanced academic performance among students in public secondary schools. Based on these findings, recommendations are made to governments, educational institutions, and community organizations to implement policies and programs aimed at providing economic support to low-income families, supporting parental education, promoting family planning, and addressing socioeconomic disparities in education.

Country : Uganda

1 Wassajja Julious2 Okello Robert Pius3 Adrawa Johnson

  1. School of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128 Mengo, Kabaka A’njagala Road, Kampala, Uganda
  2. School of Education (SoE), Nkumba University, P.O. Box 237 Entebbe Central Region, Kampala-Entebbe Highway, Uganda
  3. School of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128 Mengo, Kabaka A’njagala Road, Kampala, Uganda

IRJIET, Volume 8, Issue 11, November 2024 pp. 17-37

doi.org/10.47001/IRJIET/2024.811004

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