Socio-Economic Factors Influencing Students’ Academic Performance Among Public Secondary Schools in Ganze Sub-County, Kenya

Abstract

This study investigates the influence of socio-economic factors on students' academic performance in Ganze Sub-County, Kenya, using a mixed-methods approach that combines both qualitative and quantitative data. Analyzing data from structured questionnaires and interviews with students, parents, and school principals, the research highlights the significant impact of parental education, income, involvement, and cultural beliefs on academic outcomes. The regression analysis reveals that parental education (beta = 0.309), income (beta = 0.170), involvement (beta = 0.426), and cultural beliefs (beta = 0.153) all positively correlate with improved academic performance. The study concludes that enhancing parental education and addressing economic disparities are crucial for boosting student achievements. Furthermore, it emphasizes the importance of parental engagement and supportive cultural attitudes in fostering academic success. The findings advocate for targeted educational programs and policies that address these socio-economic variables to create a more equitable and effective educational environment in Ganze Sub-County.

Keywords: Socio-Economic Factors, Academic Performance, Parental Education, Parental Involvement, Parental Income,       Cultural Beliefs, Ganze Sub-County, Kenya, Educational Equity

DOI: 10.7176/JEP/15-8-06

Publication date: July 30th 2024