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EFFECTS OF SOCIO-ECONOMIC STATUS ON ACADEMIC PERFORMANCE
OF PUPILS IN KESSES DIVISION KENYA
\
BY
BUSIENEI DAVID NGETICH
BED/8964/51/DF
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE A \VARD OF BACHELOR OF EDUCATION
(ARTS) DEPARTMENT OF INSTITUTE OF OPEN AND DISTANCE
LEARNING IN-SERVICE
KAMPALA INTERNATIONAL
UNIVERSITY
AUGUST, 2008
DECLARATION
I Busienei David Ng'etich declare that this is my original work and has not been
· presented anywhere for a degree in tllis or any other university.
-~ Signature .. ': ........................... .
Busienei David Ng'etich
BED/8964/5lillF
Student
Date .. d.-_q .. <;;_>l: 9.¥. ........... .
II
APPROVAL
· I certify that Busienei David Ng' e\ich wrote this report under my supervision as a
university supervisor and I a sure that this is the work of his own efforts.
Signature: i ~ Jt'~------NAKA WUNGU FARIDAH
SUPERVISOR
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Date: _lo.__1:!:?$.f-~----------
DEDICATION
, I dedicate this work to my Wife Eun~e Ngetich and my son Collins Kiprop together with
my beloved daughters Brenda Jepkemboi, Belinda Jemutai and Bomes Jeruto for their
moral and financial support during the study,
IV
TABLE OF CONTENTS
COVER PAGE ....................................................................................... i
DECLARATION .................................................................................................................. ii
APPROVAL .............................. \: ............................................................... iii
DEDICATION ..................................................................................................................... iv
TABLE OF CONTENTS ..................................................................................................... v
ABSTRACT ........................................................................................................................ vii
ACKNOWLEDGEMENT ................................................................................................... viii
LIST OF TABLES .................................................................................... .ix
NOTATIONS AND ACRONYMS ................................................................... x
CHAPTER ONE ................................................................................................................... 1
1.0. Introduction .................................................................................................................... 1
1.1 Background of the study ................................................................................................. l
12 Statement of Problem ...................................................................................................... 2
1.3 Objectives of the study .................................................................................................... 3 1.4 Research Question ........................................................................................................... 4
1.5 Justification of the study ................................................................................................. 4
1.6 Scope of the study ........................................................................................................... 4
1.7 Limitations of the study .................................................................................................. 5
1.10 Significance of the study ............................................................................................... 5
1.11. Theoretical Framework ................................................................................................ 6
CHAPTERTWO ................................................................................................................... 8
LITERATURE REVIEW ...................................................................................................... 8
2.0 Jntroduction ............................................................................................................... 8
2.1 Parental involvement in pupils learning .......................................................................... 8
2.2 Influence of socio-economic status on academic performance ...................................... 9
2.3 Parents-child relationship on academic performance ............... , ................................... 11
2.4 Pupils discipline and academic performance ................................................................ 12
2.5 Conclusion ..................................................................................................................... 14
CHAPTER THREE ............................................................................................................. 15
RESEARCH DESIGN AND METHODOLOGY. .............................................................. 15
3.0 Introduction ................................................................................................................... 15
3 .1. The research design.. . . . .. . .. . .. . .. . . .. . .. . . . . .. . . . . .. . . . . .. . .. . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . 15
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3. 2 Research area ........................................ ........... .................. ....................... .................... 15
3 .4 Sampling procedure .... .... ....... ................................................................... .................... 16
3.5. Research Instruments .......................... ......... .. .................. ......... ................ ................... 16
3.5.1 The questionnaire ................. ...................... ....... .. .... ......................... ....... ................ ... 16 -. \
3.5.2 Secondary data .................. ......................................... .. ..................... ........ .......... ....... 17
3.6 Data collection ............................ ......... ...................................................... ... .. ... ........ ... 17
3.6.1. Data collection procedures ................................................. ....................................... 17
3.7 Data analysis ... ..... ................ ...... ........................................ ............... ............ .... ... ......... 17
3.8 Ethical consideration .................................................................................................... 17
3.9 Expected results ............................. ... ............................................................................ 18
CHAPTER FOUR ....................... .............................................. .......................................... 19
PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION ......... ................ 19
4.0 Introduction ....................... ............................................................................................ 19
4.1.1 Parental involvement in public learning .................. ..... ............................................. 19
4.1.2 Socio- economic status of the parents ..... ...... .................... ... ............. .. ....................... 20
4 .1.3 Parent- child relationship ........... ............................................................. .. ................. 21
4.1.4 Teaching- learning contact hours ........ ...... ... ... .... ..... .......... ...................................... 21
4.1.5 Free primary education and the rise of private schools ....... ..................................... 22
4 .2 Comparing academic performance of pupils in different socio - economic
backgrounds ............... .......................................................................................................... 23
4.2.1 Disparity in academic performance ... ................... ... .................................... ............. .23
CHAPTER FIVE ................................................................................................... .. ............ 24
5.0 SUMMARY, CONCLUSISON AND RECOMMENDATION ............... .................... 24
5.1 Summary .. .......................... ... ............... ............ .............................. ............................ ... 24
Conclusions ..... ... ...... ............. .......................................................... ......................... .......... . 27
BIBLIOGRAPHY ..... ...... ........... ................... .............. ............................... ......................... 28
APPENDIX I: PUPILS QUESTIONNAIRE ...... ....... ..................... · ....... ... ...... .......... .... ..... . 29
APPENDIX II: WORK AND TIME SCHEDULE .. ......................... .. ....... ... ..... ................. 31
APPENDIX ill: SAMJ>LE POPULATION FOR CLASSES (5 & 7) FROM THE
SELECTED SCHOOLS ... .... ......................... ............................... .. ..... ................................ 32
VI
ABSTRACT
The main purpose of this study is to compare socio-economic status and academic
performance of the pupils in Kesses\division Uasin Gishu district-Kenya.
The research made use of simple random sampling to select six primary schools in the
division which has 24 primary schools in Kesses division, Uasin Gishu district - Kenya.
However the outcome of this study will try to find out the comparison between socio
economic status of the parents and the academic performance of the learners along side
other factors.
The study will therefore contribute to the success of the learners based on the fact that the
government along side other sectors put their minds together for the academic excellence
of all learners despite their economic difficulties. These include building of more and
good schools, employing more trained and motivated teachers, providing enough physical
and instructional materials to learners.
The study will be confined to classes 5 and 7 pupils of Kesses division, Uasin Gishu
Kenya.
In conclusion therefore, if parents and other people of Kesses division use the
recommendation made they will succeed in the academic work of their children.
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ACKNOWLEDGEMENT
Foremost I am grateful to the heavenly God for strength, coverage and
encouragement throughout the period of study.
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Secondly in to my employer (TSC) teacher's service commission for granting
me leave so as to pursue my studies at Kampala International University,
Uganda.
Special thanks to the institute of open and distance learning (ICDS) for the
kind of knowledge tl:tey are equipped me witl:t.
Not to forget my concern families members especially my wife Eunice
Ng'etich who tireless provided me with not only the financial support but
also the word of encouragement. My children are also of my great help for
their constant wishes of good performance.
It is my pleasure to express special thanks to Mr. Chelilim Mathew the
headteacher of my school for availing me with the school computer as well as
the school secretary to see it that my work is compiled on time. I will also not
forget the colleagues at school for their concern and their material input to my
studies, more so my cousin brother in U.S.A. Thanks to all that I may not
mention as at now.
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LIST OF TABLES
Table 4.1: Parental involvement \
Table 4.2: Parents' occupation
Table 4.3: Boys and girls enrollment in private and public schools
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NOTATIONS AND ACRONYMS
1. Academic Performance: This refers to the average grade obtained by pupils in \
the years being used as an index of academic performance. Those pupils whose
score 50 and above will be considered as good academic performers, while those
who score below 50 will be considered as poor academic performers.
2. Discipline: Refer to the acceptable behaviour that pupil learn through a period of
time and produces conducive atmosphere for learning to take place.
3. Socio-economic status: This will refer to eitherlow or high socio-economic
status backgrounds. Pupils from poor regions will comprise the low socio
economic sample. While the pupils from the rich backgrounds will comprise the
high socio-economic sample. In this case parental education attainment, pamts
occupation and family income will be used as a measure of socio-economic
status.
4. Pupil: It is defined as a child in primary school and one who is less than 18 years
of age.
5. Public primary school: An institution of learning catering for pupils under the
age of 18 years and is partially or fully assisted by the government
6. Guardian: A person who takes charge of a child and is responsible for all his/her
upkeep but is not the biological father or mother.
7. KCPE- Kenya Certificate of Primary Education
8. DEO- District Education Officer
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CHAPTER ONE
1.0. Introduction
_All families are not alike in their stn{cture and manner of functioning. The impression
has been created over the years that families differing from the norm are pathological or
abnormal. The experiences of individuals growing up in such families here also led to
the impression that these individuals have pathological personality traits because of their
family background and experience. (Signer 1979)
Bunmarid (1979) found that parents who provided the most enriched environment
namely: authoritative parents had the most purposive parental encouragement and
rewards generally lead to better school performance. 1f reflects the attempt to develop
mature behaviour in the children.
1.1 Background of the study
In Kenya the development of Education and training has been the main objective of the
government since independence. Education has come to be regarded as a means that
promote social, economic and political development Education instincts knowledge,
skills and attitudes that is compatible with sustainable department education is viewed as
means to impose the quality of here since it alleviates poverty, ignorance and diseases.
It's the main objective of Kenyans system of education to provide full development of
individual's talents and personality (Ministry of Education EFA 2001)
Kenya has set goods to achieve its education objectives by establishment of various
education commissions and task forces such as the Gachathi report (1976) Kamunge
report (1988) as well as producing of a master plan (1999).
Kenya's education system puts a lot of emphasis on academic performance in the
national examination schools are ranked accordingly to how well they have excelled in
the national examinations. Parents are willing to sacrifice and spend more of their money
· on their children to acquire quality ed~cation. (Kilemi & Sheira 1975).
The Kenya Certificate of Primary Education (KCPE) is very important examination on
Kenya It is used to determine the number of girls and boys who will go for higher
education and into the job marketing the country.
Plowden (1976) noted that family management practices such as failure to set clear
expectations for children behaviour, poor monitoring and supervision, strict parenting,
permissive parental and severe and inconsistent discipline consistently predict later
abnormally behaviours at home and in school.
The researcher intends, therefore to investigate the relationship between socio-economic
status of the parent and the academic performances of pupils in Kesses division, Uasin
Gishu district, Kenya.
1.2 Statement of Problem
According to Kenya Institute of Education (KIE) 1987, there is a great concern by the
government, education, teachers, pupils and parents about good performance in public
examination in primary schools. There is concern about the contribution by the parents
and pupils and other stakeholders in the practices of good academic performance.
Mwiria (1987) observes that the main educational role of parents in the provision of
stable ana caring home background in which the child receives appropriate stimulation
and encouragement by parents and teachers at home and at school.
Plowden (1966) noted that school facilities, teachers and other school related factors
account for the variation in the academic achievement of pupils, while the home
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background like availability ofbooks, reading opportunity, and help from parents affect
academic scores.
Jenk (1972) observed that the socio-economic factors like family income, parental . \ occupation and parental education attainment are strongly correlate.d to pupil's academic
scores.
The statistics of Kesses Division education office here related how enrolment of pupils
especially in extreme rural area with low acreage. This is due to less socio-economic
background or lack of facilities, in the year 2005 in the same data record that 5225 pupils
sat for KCPE and only 215 candidates were able to secure places in government
secondary schools. This reflects the poor academic performance overall. This problem
may be attributed to many factors including parenting status, the socio-economic
background and the types of schools.
These studies carried out in developed countries have shown that socio-economic status
of the parents are significant influence on academic performance. The researcher
therefore will study the effect of this on academic performance of pupils in public
primary schools ofKesses Division.
1.3 Objectives of the study
1. To establish between academic performance among boys and girls in different
socio-economic background
2. To investigate the relationship between parental education attainment and pupils
academic performance
3. To investigate the relationship between parental occupation and pupils academic
performance
4. To establish the difference between socio-economic status and academic
performance.
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1.4 Research Question
The study s designed to answer th}following questions
l. Is there any relationship betlveen parents socio-economic status and
academic performance?
2. Is there any relationship between parental education attainment and
pupils academic performance?
3. Is there any relationship between parental occupation and pupils
academic performance?
4. Is there any difference between socio-economic status and pupils
academic performance?
1.5 Justification of the study
The researcher intends to carry out a study of parenting to find out if there is any
difference in academic performance between pupils of different socio-economic
backgrounds in Kesses Division.
1.6 Scope of the study
The study will be confined to selected public primary schools in Kesses Division. This is
due to the constraints of time and finance. The study will be concerned with the
influence on academic performance by the socio-economic status of the parents in
primary school in Kesses Division.
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There are twenty four public primary school within the division and only six will be
·selected for the study. The findings will be generalized to all the schools in Kenya with
respect to academic performance if the population is similar to the sample size that will
be used in this study.
1.7 Limitations of the study
The following will be limitations of this study.
L Due to constraint of financial resources the current study will be limited to only
six primary schools.
2. There may be other factors that may influence pupil's academic performance such
as entry behaviour, maturity, type ofleaming institutions, instructional materials
but this study will confine itself to socio-economic status of the parents.
1.8 Significance of the study
The issue of excellent academic performance has become a significant goal to our goal to
our Kenya society. It is considered not only as basic human right to have education but
something of great economic value to have people who are independent self reliant and
who can contribute to the nation's economic growth and development
This study will provide evidence about the relationship between parents socio-economic
status on the academic perfurmance. The findings of the study will help in improving the
educational standards of the disadvantaged pupils. Therefore the researcher hopes the
findings of the study:
(a) May provide recommendations on designing and implementations of curriculum
that can meet the needs of children in primary schools especially in marginalized
areas.
(b) May be useful to all stake holders in education in changing the trend of poor
academic perfurmance
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(c) The policy makers in the mihistry of education will find the results useful in
designing strategies for supporting the children of poor socio-economic
background.
The study is also expected to stimulate more researchers to carryout investigations in
various aspects of parenting status.
1.9 Theoretical Framework
The study will be used on 1heories advanced by Albert Bandura Et.al. Social learning
theory was advanced by Bandura, whose main emphasis was on behaviour according to
socially define standards provide models that children are encouraged to emulate.
Bandura criticizes the type of society that provides the wrong models for children
particularly hostile behaviours. For instance a boy who witnesses his fathers repeatedly
strike his mother will be more likely becomes an abusive person.
Ross (1963) believed 1hat neighborhood surrounded by culture conflict, decay and
insufficient social organizations was a major cause of criminal activities. He observed
that children living in high crime rate areas are more likely to act violently that those who
Ii ve in low crime areas.
Parents are responsible for their children's activities and so 1hey attempt to provide
stimulating surroundings that permits the child the freedom to row and to explore.
Therefure the type of parenting styles determines the type of children and how 1hey will
develop.
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- - - - ------- -- ---
I I
Parents are responsible for their children's activities and so they attempt to provitle
stimulating surroundings that permits the child the freedom to row and to explore.
Therefure the type of parenting styles determines the type of children and how they will
develop. Bandura saw the society in which a child is born as a symbolic environment
and the family influence may play an important role in shaping the characteristics of the
child. Parents have the duty to provide enough security for the proper physical
development and mental growth. Children from different socio-economic backgroW1ds
should be provided with love to help them develop emotionally stable during their
development stages which is determined by experiences and interactions with physical
and social environment
This study will use the social learning to investigate the influence of parenting status on
academic perfomiance of pupils' from different socio-economic background in Kesses
Division.
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'_, .:::
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The literature review will provide a critique of studies done by other people. The
researcher will aim at identifying and evaluating knowledge of various studies and
other people's contributions, socio-economic and academic performance in primary
school. The literature review that will be outlined here will be obtained from books,
journals, theses, periodical, newspapers l!"d magazines. The literature review will
be-divided into the following sub-sections:
Parental Involvement in pupils learning
Influence of parents socio-economic status on pupils academic performance
Parent-child relationship or academic petformance
Discipline and academic performance
Conclusion
2.1 Parental involvement in pupils learning
Thomsons (1998) cited in hethereinton (1999) states that parental involvement in
pupils academic work play on crucral role in the development of both social and
cognitive c01npet~n6e 'in childre~. He observes that infants who lack parental
involvement are associated with aggressive behaviour and low-self-esteem.
The Kenya Examination council publishes results in order of merit in the end of
years' national examinations. Pupils too have pressure that could stem them from
their desire to excel or to please significant people in their lives. Research carried out on
children by Sinclair (1988) shows thit children from intact families perform better than
pupils from single parent families. bn the other hand a child from a poor socw
economic background and those working in low paying jobs to make ends meet may
influence the child the child to perform poorly in school.
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I
----- - -- ------
Study by Horlow (1958) has shown that physical intellectual and social development
is usually related when young children are deprived of nurturance and material care.
Freud observed that the closeness of a parent and the free interactions with the family I l
members helps a child develop independent thinking and app1reciation of what he/she
does. Zanjoc (1976) emphasizes the importance pf the amount of time that the parent
and the child spend interacted.
A study carried out by Mwiria (1987) found out that the high socio-economic status
parents were concerned with their children's academic performance. He noted that
such parents are likely to encourage their children to do well in school because of the
importance they attach to education.
Its important that children are provided with parental love and care for proper growth
and development. However, there are more other basic things that a child requires
from parents. Wandabwa (1996) observed that coOoperation between the parents has
lot to account for the academic outcome of their children. She further observed that
parents can offer academic stimulation to their children which gives them the desire
to do well in school. It is in this background that the researcher considered an
investigation into the influence of parental family involvement on pupils learning in
primary school.
2.2 Inflnence of socio-economic statns on academic performance
Studies carried out in developed countries have shown that the socio-economic
variables are important in determining pupil's academic achievement scores
Jenckf (1972) found out that the socio-economic factors sf ch as family income
parental education attainment parental occupation and income level are strongly ''
correlated to pupil's academic achievement. Jencks indicated that a considerable
proportion of the variation in pupil's scores could be attributed to socio-economic
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.,. ,-:
factors. Therefore Jencks concluded that variations in what children learn in school
depends largely in their entry behaviour and not what the school offers them. Studies
carried out in developed countries emphasize that that the socio-economic
background of a child is an important determinant of his/her performance at school.
I Scholars have felt that pupils' socio-economic background cannot be adequately
defined without alluding to the education attainment occupation and entries of their
families. Jencks (1972) suggested that children who come from rich families have
certain education advantages, which enables them to perform better than those from
disadvantaged homes. The effects of family income has also been found to have
effects on academic performance. The above researcher found out that children
whose parents were earning more attained higher grades than those from families
with low income earning jobs. Literature from developing countries reveal that low
family income has low effect on pupil's academic scores.
Heynman (1975) found out that there was a relationship between the amount of
money that a family earned and the academic performance of the pupils.
Jencks (I 972) suggested that the type of occupation that parents engage in explains
the variations in pupil's scores. This implies that children of professional parents are
likely to score significantly higher grades than children of manual workers.
David ( I 972) stated that the socio-economif factors were found ~be strongly related
to teacher's assessment of pupils in school. Pupils from low socio-economic
background were rated as having difficulties in learning especially those children
from families that were affected by poverty, unemployment and poor housing had
low academic scores.
' . Plowden (1966) noted that school facilitie~, teachers and other school relatect' factors
account for the variations in the academic performance of pupils. Home I
circumstances like availability of materials, teaching opportunities and help from
parents affect pupils achievement scores.
IO
,
Scholars have focused their attention on the difference between the life situations of
families of lower and high classes. In American culture the difference between the
life situations of families of lower and high class are seen as the indicators of socio
economic status in terms of income, education attainment and their lack of power, I
information, education and economic resourdes restrict the options available to them.
They have little choice of occupation or housing and little contact with other social
groups. They are vulnerable to job lost, financial stress, illness and lack of privileges
in decision making.
Hetherington (l 999) depicts the poor as disadvantaged person with multiple stresses,
fewer resources and little social power. Its not surprising that many poor parents
experience considerable psychological distress, feel helpless, insecure and controlled
by external forces are unable to support and nurture their children adequately. This
economic disadvantage makes the poor parents suffer successive failure that tends to
make one loss more opportunities.
This study sets to investigate the socio-economic background of the family and its
influence on pupil's academic performance. It does not matter whether the home
background is high class, middle class, or low class. What's important is the role of
the socio-economic status of the parents on their children's academic work in school
and at home.
2.3 Parents-child relationship on academic performance
Freud argued that the first thing a child interacts with is the parent and that is why a
child early years are very important in character formation. Children should receive
love from those around them in order to deve\op into acceptable human beings.
Lowly (1978) proposes that a person has the 'assurance of being loved and accepted
for he is unique person in the family. The family has the responsibility of stimulating
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and developing virtues and talents of children who are motivated by being loved and
parents acting as good role models.
Ferri (1970) observed that depre~ed parents do not adequately care for their children
they focus on their own needs rather than their children's needs. He observed that
democratic parents were warm. Responsive and involved in their children's needs.
The parents set reasonable limits and permitted their children considerable freedom.
Children from democratic family are associated with high academic performance on
mathematics. He further observed that authoritarian parents were harsh and
unresponsive, rigid and power assertive for their children's needs. These children had
little control over their environment and they showed poor academic performance. A
family interaction is one of the most important aspects in child's rearing. It is one
area that families learn the reactions of their children's interest.
2.4 Pupils discipline and academic performance
Discipline is the acceptable behaviour that pupils learn through a period of time and
produces a conducive atmosphere at home and school, Kiura (1999). The behaviour
learnt depends very much on the social-economic background of the parents.
Melgosa (I 977) discipline problems arise on a situation in which the needs of the
family conflict with the need for the society or the authority. When such indiscipline
behaviour occurs then there is a need for measures to disrupt such behaviour.
Cauliford (1985) states that family of a growing child transmits continuous messages
about good or bad. The child begins to be aware of what pleases other people and
what displeases them. The researcher argues that in later years the teacher and the
peer group will contribute to the behaviour of the child.
The human rights watch (1999) state that parents should display favourable attitudes
towards children in order to shape their future character. When children grow in
hostile environment, it may affect their character development resulting to negative
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behaviour which may be reflected in schools. Parents who do not counsel their
children may lead them to substance abuse among other vices.
However, even when parents know that their children are difficult to cope with, they
just dump them in school and later point an accusing finger on teachers when things
go wrong.
Bradley (1988) found out those children with abusive of neglected upbringing may
engage in activities which provide short term gratification like gambling, irresponsive
sexual behaviours, smoking and alcoholism.
Bradley further observed that children from families affected by marital disruption
(dead, divorce or separation) reported low monitoring in school work by their mother
or father and less supervision of social activities, resulting in relatively poor
performance in schools.
According to Freud the origins of anti-social behaviour were found in parent-child
relationship. If the child experiences love and warmth they feel secure and probably
develop normally. However if the child does not receive love, they develop hostility
towards their parents and would eventually be projected on to everything and anyone
which becomes a basic anxiety attracting the child's behaviour.
Human right watch (1999) observed that strict rules and regulations on pupils
activities by parents and teachers. Failure to give pupils voice to express their views
and the use of force to make pupils to conform to social norms in hindrance to their
social attainment. If learning has to achieve meaning in ·schools, discipline has to
have a place in pupil's vales. The society has to look at what pupils will gain in
school and after leaving school.
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2.5 Conclusion
In view of the above findings, it follows that parental involvement n the early stages
of a child's development may not provide effective socialization needed for the
overall character formation. In i<ldition the socio-economic status of the parents may
affect the availability of resources to support the child. Most of the studies reviewed
have been carried out in developed countries. Findings from such settings have been
generalized to developing countries in regard of difference in ethnicity culture and
beliefs.
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3.0 Introduction
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY \,
This chapter presented a description of the selected design. It comprised of research
design, research area, target population, research instruments, data collection and data
analysis.
3.1. The research design
The casual comparative design was used to :find the relationship between variables
According to (Mugenda and Mugenda 1999), the design is a systematic inquiry into
which the researcher does not have direct control of the independent variables
because of their manifestation has already occurred. The study sought to
investigate the relationship between socio-economic status of the parents and
academic performance of the pupils.
3.2 Research area
The study was conducted in public schools in Kesses Division. The target was on
the public primary schools of classes 5 and 7. the selection of these two classes was
considered bearing in mind that having been in school for so long they responded
well to the questionnaire items. The standard 8 is excluded since they were busy
preparing for end of year examination.
3.3 Target population
Since the main factor to consider in target population is manageability of time,
:finance and human resource, the researcher used sampling technique.
Kesses division has 24 public primary schools out of these, the researcher chose. 6
schools tluough simple random sampling.
15
3.4 Sampling procedure
The researcher used simple random simply by means of numbers to select the
sample size. This was because \table of random numbers was more scientific
approach to sampling hence would avoid bias.
The researcher used this method to select schools from rural areas and those from
urban areas. Respondent will be both boys and girls hence catered for gender
sensitivity. From each gender group 30% of population were sampled
3.5. Research Instruments
The researcher intended to use a questionnaire and document analysis in the
current study. This technique was used by the researcher to derive data on the
academic performance of the pupils. The average mark of each of the three terms
for the two years (2006 and 2007) was used for the study. The information on this
dependent variable would help to compare the academic performance between
pupils from different socio-economic background ..
3.5.1 The questionnaire
The questionnaire refers to a collection of items to which respondent is expected
to react to in writing. This instrument is the best in collecting information from a
large population over a short period of time. This method was used to collect data
from the chosen pupils (subject). The structured items had open ended and closed
ended items.
The questionnaire was divided into two parts. The first part contained items that
would generate information about self background of the family. The second
section contains items that would seek to obtain information about the parental
involvement in pupil learning.
16
3.5.2 Secondai-y data
The study benefited from records and reports made in the schools and divisional
education offices. The pulJ)ose \if getting this data was to correlate the previous
performance and reasons for it.
3.6 Data collection
Data was collected from the pupils in the selected pnmary schools. The
. researcher used structural questionnaire and teachers progress records as the
main data collection instruments. Questionnaire is the easiest, cheapest way
or arriving at information within the shortest time possible.
3.6.1. Data collection procedm-es
The researcher sought permission from the (D.E.O) District Education Office in order
to be permitted to carry out the research in schools.
The researcher then proceeded to the itemized schools and seek consent with the heads
of those schools. The researcher was not booked for another date but carried out data
collection on the same day.
3.7 Data analysis
The researcher established first, if the entire questionnaires are duly completed. Then
proceeded to analyze the data collected i.e. the questionnaires.
3.8 Ethical consideration
The researcher respected the respondents' pnvacy. The participants were not
expected to write names on the questionnaire but each questionnaire had a code
number for reference.
17
3.9. Expected result
Pupils fro learned parents performed extremely well in school as compared to those
from illiterate parents. This was due to closer monitoring of learners to access to
good books and conducive learning ebvironment at home.
Closeness of the parent to his children would foster academic excellence. This is due
to the fact that the child would associate this to security.
Its was expected also to relate the economic status of the parent would positively or
reg~larly affect the academic performance of the learner.
Its hoped that the study revealed that standard academic performance is influenced
by the social economic status of the parents among other factors.
18
CHAPTER FOUR
PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION
\_ 4.0 Introduction
The data collected was presented inform of tables while analysis was done using
descriptive and inferential statistics.
This chapter presents the results of the analysis under the following objectives.
I. To investigate academic performance of boys and girls different socio- economic
backgrounds.
2. To investigate the relationship between parental academic attainment and public
academic performance.
3. To investigate the relationship between parental occupation and pupils academic
performance.
4. To establish the difference between socio- economic status and academic
performance
The· main factors that were looked at a having effects as academic performance were.
Parental involvement in pupils learning, socio-economic status of parents, parents child
relationship pupils discipline, teaching/learning contact hours, family and personal
factors and free primary education policy.
4.1.1 Parental involvement in public learning
Data was collected from the questionnaires presented to the parents to fill.
Table 4.1: Parental involvement
Classes Parent involved Parent not involved Ratio
STD5 5 35 1:7
STD7 10 30 1:3
Source: The researcher's ownership collection from the field by presently question to 40
standard 5 parents and 40 standard 7 parents.
19
The table indicated that for every one parent form standard 5 who gets involved in pupils
learning, 7 don't bother to intervene while for standard 7 for every I parent who gets
involved 3 don't mind.
This observation supports the liter$re review of parental involvement on pupils learning
and academic performance. That is to say those parents who get involved in their children
school work is reflected in excellence by their children in the schools in Kesses Division,
Uasin Gishu District. Such as ration implies parental involvement and monitory of pupils
work, hence affecting performance.
4.1.2 Socio- economic status of the parents
This variable was important in the study to establish if parents take their children to
public schools due to their poverty while the rich take theirs to private schools. Hence
affecting academic performance.
Table 4.2 Parents occupations and various places of study by their children in
Kesses Division
Occupation Private school Public schools
Frequency Percentage Frequency Percentage
Teachers 15 25% 10 16%
Ra.rents 2 2% 40 66%
Civil servants 20 33% 10 16%
Drivers 10 16% 30 48%
Armed services 8 14% 20 33%
Others 5 3% 5 3%
The table shows that most parents that took their children to private school had stable
occupation that made them earn a good income.
On the other hand those parents with less earnings due to their unstable occupation
resorted to taking their children to public schools due to low financial status.
20
4.1.3 Parent- child relationship
Oral interview with class teachers pupils and parents in the school visited by the
researcher. Its was realized that those children that received love from those around them
i.e parents, guardians and other sibllngs were motivated to perform well in schools.
Most parents who showed concerned with their children showed characteristics that were/
are worth emulating by their children
Parents who on most occasions focus on their own needs rather than their children needs
were reflected in their poor academic performance.
Though parents are supposed to be democratic with heir children, there should be limits
on the extent on children's freedom. Freedoms like going out, watching phonographic
films, peer grouping etc should not be allowed as this will hinder academic performance
of the child. It is also noted that authorization parents who are harsh and irresponsible,
rapid and less assertive for their children needs affected academic performance of the
children.
A family interaction is one of the most important aspects in child's rearing. Children
from able families were generally need and well taken care of in terms of basic
requirements for their education.
It was therefore realized that the moment parents and children are close to one another,
children will be willing to share their problems like peer pressures adolescence, fashions
mode of dressing and sources of religious teachings.
4.1.4 Teaching- learning contact hours
In this study, it was realized that constant absenteeism and child's school drop out was
observed more with low income earners who at time used their children as income
earners for their families especially during their farming seasons.
Still on this issue those who were constant in school from such poor families lacked
concentration in class, probably having to be in school without breakfast, lunch or even
supper.
21
Lateness was also evident in pupils from unprivileged homes, most pupils were involved
in morning chores, watering of animals during lunch break and working in the farms
during holidays/weekends when they are supposed to be in for tutorials lessons.
\.
Rich parents are able to take their children to private schools where there is increased
contact hours. Teachers in such schools have more teaching learning hours since they
start very early in morning to late in the evening. There is also weekend and holiday
tutorials.
4.1.5 Free primary education and the rise of private schools
The introduction of free primary education in the year 2003 in Kenya become an eye
opener to most private schools for they were forced to close their schools . But as poor
results were realized in K.C.P.E in public schools, parents decided to revert back to
private school where good K.C.P .E results were realized.
It was only after one term that parents realized there was congestion in public schools and
an increased teacher pupils ratio. One teacher was made to handle upto 100 pupils. This
ratio is not practical since that one teacher was/is not able to meet individual needs of the
learners.
Free primary education encouraged high enrolment leading to over-stretched facilities in
public schools. This system had led to understaffing, over - enrolment and lack of
motivation on the teaching fraternity
In addition, therefore, children from low income earning families lacked basic education
requirements like uniform, desks, food, playgrounds.
22
Table 4.3 Boys and girls enrolment in private schools vs public schools
Private schools Public schools
Year Boys Girls Total Boys Girls Totals
2002 907 940 " 1847 1650 1563 3213
2003 1031 1123 2154 2091 2097 4188
2004 1228 1333 2661 2141 2183 4324
2005 1445 1508 2913 2182 2179 4361
2006 1511 1576 3086 2226 2254 4480
Observations therefore showed that there was a higher increase in admission in public
primary schools since 2003 to 2004, and then there was a gradual drop from 2005. While
in private schools there has been a steady increase in enrolment since 2002 to date.
4.2 Comparing academic performance of pupils in different socio - economic
backgronnds
The main objective of the study was aimed at establishing if children from good
backgrounds i.e better socio - economic status did better than those from poor socio -
economic backgrounds.
4.2.1 Disparity in academic performance
To establish the disparity in academic performance between the two different socio
economic backgrounds, the researcher computed the mean scored of the two categories of
learners.
These tests were aimed at answering the research questions on the different between
academic performance of varied socio-economic background.
There is clear evidence that learners from better socio- economic background perform
better than those from unprivileged homes.
23
CHAPTER FIVE
5.0 SUMMARY, CONCLUSISON AND RECOMMENDATION
._ This chapter consists of the swnmal\Y of the findings, conclusions and recommendation of
the study.
5.1 Summary
The first objective was to compare factors influence academic performance of boys and
girls in different socio-economic backgrounds in primary schools. It was then realized
that parental involvements in learners learning, difference in socio - economic status of
parents, parent child relationship, pupils discipline, teaching learning contact hours
family and personal effects, affects academic performance in child's learning.
Poor academic performance was associated with low income of the parents, such parents
took their children to low cost schools like the public schools where they offe_r free
primary education.
Families that a lot of emphasis in learners work make their children love learning and
seek for assistance from their parents.
Some parents don't even know the classes their children are, the position they attain in
school or iwether they regularly attend school or not.
It was also realized that the closeness of the parent and the learner will foster good academic
performance of the learner.
Based on these findings, the study concluded that although a variety of factors lead to
either higher or low academic performance. No single factor could be identified as the
sole cause or the main cause. All these factors contribute to the whole some poor
academic performance in primary school.
24
The second objective of the study was to compare academic performance of pupils and
the parental education attainment of pupils in classes five and seven. It was found that
there is significant disparity in academic performance between educated parent and
· illiterate parents. \
Pupils from leaned parents performed extremely well in schools as compared to those
from illiterate parents.
It was found that high performance of pupils from learned parents was due to monitoring
of learners work by the parent, buying of good and relevant books to the syllabus,
attending good schools i.e private schools, regular communication with the school,
conducive learning environment at home and that closeness of the parent and the child.
It was also realized that extra remedial work given by the parent at home and the
exposure to a lot of exercises and questions make the learners get the confidence to face
the final examinations with ease.
Learned and working class parents will also shop for good schools for their children
basing on the national examination performance. In this case therefore, such children will
exploit any good opportunity to secure places on such good schools. Hence performing
well in their academics.
On the other hand illiterate parents will not mind the regular attendance of school by
learner, the need to attain good schools the need to further ones education.
Such parents will view the idea of paying school fees as a waste of money and time. The
learners will not be motivated in any way. They will miss school uniforms, the little levies
needed in school, room for study and time such case will lead to the learners
dropping out of schools, absenteeism, indiscipline as well as viewing school work as
stressing.
25
Recommendations
The government should put in palace enough facilities, employ trained and motivated
teachers, and educate parents on the need to take their children to good schools.
\
The government should also put measures to curb cases of indiscipline in schools, reduce
the gap between the rich and the poor as well as opening more avenues of learning to
reduce the rate of drop outs.
Together with the government, the communities as well as the private sectors should pool
their sources together for the betterment oflearning in schools.
Such measurements include; enough facilities, good play things and play grounds put
measures to curb indiscipline cases, make education affordable to all, motivate teachers
by paying them well as well as giving promotions.
Teachers should be given opportunities to further their education- so as to be equipped
with enough knowledge to face emerging issues and other challenges like HIV/AIDS,
drug abuse.
Basing on there findings, the study recommends that the government should encourage
and support parents with little or no education to realize the need of taking their children
not only to school but to good schools.
The government should also give material; as well as financial support to such parents by
way of building schools, equipping the schools, employ enough teachers, provide
instructional materials to learners as well as offering guidance and counseling to both the
parent and the learner on the importance of education.
The government should also incorporate such parents in Board of governors, school
committees and employ learners from such families to some positions in order to
motivate others to learn.
26
The government should also make all the school have the same equipments and
harmonize school levies so as not to allow children from only the rich, learned and
privileged background to access good schools in the expense of the less privileged ones. \.
Guiding and counseling and counseling programes should be incorporate in the school
curriculum all primary schools. All teachers should be trained counselors so as to deal
with ease with both the social and the psychological issues among the parents, pupils,
teachers,' education offices, so as to promote the academic performance of the learner.
All schools should be equipped adequately to make he learners get enough/uniform
knowledge in all the schools.
A government kitty should be established so as to assist learners from under privileged
families to also realize their dreams.
Conclusion
The main reason as to why pupil from learned parents do well in schools is the
closeness of the atmosphere at home, enough instructional material and exposure. The
idea of constant interaction between the parent and the child will promote democracy
hence sharing of ideas as well as burning issues by the learners.
27
BIBLIOGRAPHY
Baker, H.J and Esptein, J.L. (1981) Parental Involvement Teacher Practices and
Judgments. London. Chroom Helm \
Brandley, R. H, Caldwell, B.M. & Rock, S.L. (1988) Home environment and school
performance A ten year follow up and Examination of three models of Environment.
Child Development study. London, Longman
David, E. (1974) The father: His ole in child, Califormia Cole Publishers
Ermisch, M.I.E.S.R. (1991) Home parenthood and economic analysis. Great Britain
Cambridge University Press
Kiremi, M & Sheilla P. W. (1975) Issue in Education Research. Nairobi E.A.
Publishers.
K.I.E (1987) Social Education and Ethic Tours Guide. Nairobi, Kenya Literature
Bureau.
Ministry of Education (2001) Education for all (EFA) in Kenya. A National Handbook
on EF A 2000 and beyond. Nairobi, Government printers.
Ministry of planning and national development (2004) Development in Education
sector or Economic survey. Nairobi, Central Bureau of Statistics
Wandabwa, C. (1996) "The influence of parental involvement on academic
performance".
28
APPENDIX I: PUPILS QUESTIONNAIRE
I am a student at Kampala International University pursuing a Bachelor Degree in
Education. I am carrying out a research on Effects of socio-economic status of the .
parents and pupils academic perforlnance. The information provided will be treated with
utmost confidentiality, therefore do not write your name on the answer sheet.
Section A: Personal Information
1. Give the name of your school.. ............................................................. .
2. Give your class ................................................................................ .
3. Indicate your gender
Male ( ) Female ( )
4. Give your age ................................................................................. .
5. Whom do you stay with home? Please tick
Both parents ( ) Mother only ( )
Father only ( ) Guardian ( )
Section B. Family matters
Please answer the following as required
6. Who assists you in your academic work at home? ................................................... .
7. Who comes to your aid whenever you need help? ................................................... .
8. Does the person living/staying with you attends school meetings? .......................... .
9. If the answer to question 8 is no, give
reason ......................................................................................... .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... 10. What do your parents do when your academic performance is poor?
(a) Have no concern ( )
(b) Quarrel you being foolish ( )
( c) Encourage you to put more effort ( )
29
11. What level of education did your mother/father attain?
(a) Did not go to school
(b) Primary
(c) Secondary
(d) University
(e) Other (specify)
12. What's your parents main occupation ................................................... .
13. How much land do your parents have?
(a) None
(b) 0-2 acres
(c) 0-5 acres
(d) 6-1- acres
(e) Over 10 acres
14. Do you miss things you need in school? ................................................................... .
15. Write down some problems you think contribute to your low performance in
school? ...................................................................................................................... .
16. What could be the causes of the stated problems in question 15
above ......................................................................................... .
Section C: Parental involvement in pupils learning
Please write Yes or No to the statement below
17. Do your parents provide all the basic needs (i.e. food, shelter, clothes etc) .......... .
18. Are deicions in your family made by the parents only and you have no say? .......... .
19. Does your family provide you with enough study time while at home? .................. .
20. Do you talk freely with your parents? ....................................................................... .
21. Are you often late for school? ................................................................................... .
22. Give reasons to question 21
30
APPENDIX II: WORK AND TIME SCHEDULE
Activity Period Duration Cost \ U/Gsh Ksh
Data collection Feb-March 2008 2 months 112,500 4,500
Data analysis April-May 2008 2months 112,500 4,500
Report writing June-July 2008 2 months 100,000 4,000
Corrections July 2008 1 month 37,500 1,500
Printing August2008 1 month 37,500 1,500
Total 400,000 16,000
31
APPENDIX III: SAMPLE POPULATION FOR CLASSES (5 & 7) FROM THE
SELECTED SCHOOLS
School Class five Class seven '
Boys' Girls Boys Girls
Tulwet Primary 10 8 7 9
Sigilai primary 5 3 3 5
Chuiyat primary 11 9 7 8
Assururiet primary 13 11 9 12
Tumoge primary 9 6 5 6
Kapserton primary 7 4 5 7
Total 55 41 36 47
32
f(,f\M P,l\LA : r,.JTERNATI O NAL UNIVERSITY.
!CL +~:Jb- 4 l- LUlJUIJ / 1•.::~u
Fax: +256-41- 501974 E- mail: admin@kiu.ac.ug, Website: www.kiu.ac.ug
OFFICE OF THE DiHECTOR INSTITUTE OF OPEN AND DISTANCE LEARNING ( IODL)
DA TE: ;),.;, '. 0_4 .' ?i'r_ . . • . .
-· . --•-· . ----·-----·--· TO WHOM IT MAY CONCERN:
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Dear Sir/Madam,
BJ;: INTRODUCTION. LETTER FOR -M&rMRS(MR J::iAv.1 b .fb~li(ENf:..l_.N[tl:::TtC/,/ . •
The above named is our student in Institute of Ope,n and Distance Learning
( 1001.), pursuing a Diploma/Bachelors degree in Education.
' He/She wishes to carry out a research in your Organi*ation on:
_ 1:;:,ff(;cJ"T. _of- .. -~-oG.o.- .€.C=.-,,.;,,,-i_,·c_ __ _c:;:j-z-~\-1.1.r _ p,:i .. __ . _
. ().(qJ0')\C.... -~'½?:-n.c,)"'\.R_. _of. _p!.\._r~I~. _L'--;. l!~-N"f-('_ ..
Case Study:. _C-_L';U';tff . . f _c.._i. 7". _o ~ . (, f"'-:\<<-;-\"i>_ ,\ _ _ -£~~u ~~ l~ . k.e~e..r DI v1.si0n
The research is a requirement for the award . of a Dif,lsma/Bachelors degree in
Education.
Any assistance accorded to -l¾l+ regarding research will be highly appreciated.
Yours faithfully,
/.
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