The Effects of Parental Socio-economic Status on Pupils’ Academic Performance in Public Primary Schools in Kiminini Sub-county, Trans Nzoia County, Kenya

Abstract

The study sought to find out the relationship between parents’ socio-economic status and their children’s performance in Kiminini Sub-County, Kenya. The study adopted the descriptive research design. The target population comprised head teachers, class seven teachers of selected schools and standard seven pupils. The participating schools, teachers and pupils were randomly selected. Research tools mainly utilized gathered quantitative information and presented in frequencies and percentages. The findings showed that majority of head teachers 76.2% asserted that parents with high income levels were always interested in their children’s school work. The findings concurred with results by teachers at 85.7% and pupils with 56.3%. The study results again revealed that most head teachers at 71.4% had the opinion that pupils from parents with low income had lower ambition compared to those from well-off families. These sentiments were similar to those of class teachers at 80.9% and pupils with 59.4% respectively. The study also revealed that, majority of head teachers’ at 80.9%, class teachers 85.7% and pupils 61.6% asserted that parents from poor socio economic backgrounds struggled financially to care for the education needs of children. The findings further revealed that head teachers at 90.4% were of the opinion that educated parents were more concerned with education of children compared to uneducated parents. Class teachers too at 76.2% and pupils 53.1% agreed that educated parents compared to uneducated ones were more interested with their academic work. Further, results on parental involvement in pupils’ academic work established that 66.6% of school heads, 61.9% class teachers and 50.0% learners agreed that parents’ supervision of their children’s work at school and home and their participation in school related activities had positive influence on children’s performance. In conclusion, the study findings have established positive relationship between socio economic status of parents with respect to education, income as well as involvement in their children’s education and their academic performance. The study has recommended provision of a feeding programme for schools that are in poverty stricken areas. Further, the County Government should assist poor parents to start income-generating activities to enable them provide for their children with basic needs. Finally, adult education should be encouraged so that parents are able to appreciate value of education for their children.