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

111

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

V

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.

vu

ACKNOWLEDGEMENT

Foremost I am grateful to the heavenly God for strength, coverage and

encouragement throughout the period of study.

\

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.

Viii

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

IX

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

X

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

2

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.

3

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.

4

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

5

(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.

6

- - - - ------- -- ---

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.

I i'

7

I '

I j I

'

'_, .:::

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.

8

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

9

.,. ,-:

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

11

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

12

' I

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.

13

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.

14

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:

f

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,

/.

I _-