Effect of Socio-Economic Status Environment at Home on Academic Performance in Public Secondary Day Schools in Moiben Sub County
Abstract
A student's academic performance is affected by many factors that range from socio-economic, educational, and individual dimensions. The factors mostly tend to be individual rather than home-based factors. Learners in secondary schools share similar school environments, their home environments differ which might have an effect of their academic performance. This study investigated the effect of socio-economic status on students' academic performance in public day secondary schools in Moiben Sub County, Uasin Gishu County, Kenya. Despite various educational reforms, academic performance in this region's public day secondary schools has remained relatively low, prompting concerns about the contributing factors. The main goal of this research project was to identify how the socio-economic status affects students' academic performance. A descriptive survey research design was adopted targeted a sample of students, teachers, and parents from selected public secondary day schools in Moiben Sub County. The study utilized a sampling method that combines stratified and purposive sampling techniques to select a representative from the target population. By sampling 10% of the PTA members, teachers, and students, the study aimed to achieve a total sample size of 234 respondents. Data was collected through questionnaires and interviews, with subsequent analysis employing descriptive and inferential statistics and content analysis were adopted for qualitative data. The study was able to underscore the value of parental involvement in education which led to initiatives that educate parents on how to support their children’s academic efforts. The study results were as follows; parents socio-economic status, has a positive and significant influence on students’ academic performance of β= 0.131, p < 0.05. The study concluded that parents’ socio-economic status has a positive and significant influence on students’ academic performance in public day secondary schools. The study recommended that the management of public schools should encourage parents to be involved in their children's education irrespective of their socio-economic status.
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