INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON LEARNER’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ISIOLO SUB-COUNTY, KENYA

Authors

  • Katerina Ciingi Master's Student, Tangaza University, Kenya
  • Celestine Ndanu Lecturer, Dr., The Catholic University of Eastern Africa, Kenya
  • Rose Njihia Lecturer, Dr., School of Education Tangaza University, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6286

Keywords:

parental socio-economic status, learner’s academic performance, parental income, parental education level

Abstract

This study investigated the influence of parental socio-economic status on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. The objectives were to assess the influence of parental income on learner’s academic performance and to investigate the influence of parental education level on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. Guided by Social Capital Theory, the study employed a mixed-method approach and convergent parallel design, integrating quantitative and qualitative data from structured questionnaires, semi-structured interviews, and school records. The study targeted all 15 public secondary schools in the sub-county, with a stratified and simple random sample of nine schools. Participants included 9 principals, 103 teachers, 307 learners, and 27 representatives from the Parents Association (PA). The reliability of the quantitative data was confirmed using Cronbach’s alpha, which yielded coefficients of 0.710 for teachers and 0.811 for learners. Credibility of the qualitative data was ensured through member checking and triangulation. Quantitative data were analyzed using SPSS version 23, employing numerical descriptive statistics, including frequency counts and percentages. Results were presented through tables, bar graphs, and pie charts. Chi-Square inferential analysis was used to assess the hypotheses and determine relationships between variables. Qualitative data were transcribed, coded, and analyzed thematically in line with the research questions. Thematic results were presented through narratives and direct quotations to capture participants’ perspectives. Findings revealed that parental income and education have a significant impact on academic performance. Learners from low-income households struggled with school fees and basic materials, often resulting in absenteeism. Parents with higher levels of education were more committed to supporting their children's learning. The study recommends parent empowerment programs for rural and low-literacy communities, supported by low-cost school strategies like orientation guides, community hubs, and SMS updates. Further research should evaluate these approaches and include learners’ perspectives to align parental support with their needs.

 

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Author Biographies

  • Katerina Ciingi, Master's Student, Tangaza University, Kenya

    Katerina Thaara Ciingi is a master's student at Tangaza University, Kenya, with a strong passion for research in educational leadership.

  • Celestine Ndanu, Lecturer, Dr., The Catholic University of Eastern Africa, Kenya

    Dr. Rose Njihia is a Lecturer at the School of Education at Tangaza University College, Kenya. She has a keen interest in educational leadership research.

  • Rose Njihia, Lecturer, Dr., School of Education Tangaza University, Kenya

    Dr. Celestine Ndanu is a lecturer and the Head of the Department of Undergraduate Studies in Education at the Catholic University of Eastern Africa, Kenya. She has a keen interest in educational leadership research.

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Published

2025-09-22

Issue

Vol. 12 No. 11 (2025)

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