Influence of Socio-economic Factors on Students’ Academic Performance in Public Day Secondary Schools in Cherangany Constituency, Trans-nzoia County Kenya

Abstract

Education is an essential human right and a critical factor in the production and development of an economy. This elucidates why nations globally strategize and augment budgetary provisions to finance diverse educational initiatives annually. Concerns exist regarding students' performance in their national examinations. The study aimed to examine the socio-economic factors affecting students' academic performance in public day secondary schools in Cherangany Constituency, Trans-Nzoia County, Kenya. The study aimed to: ascertain the impact of parental income on students’ academic performance and transition, examine the effect of parental education on students’ academic performance and transition, evaluate the role of parental involvement in students’ academic performance and transition, and determine the influence of parents’ marital status on students’ academic performance and transition. The research employed a descriptive survey design. The study's target audience comprised 48 school principals, 67 class instructors, 336 Board of Management members, and 432 Parent Association members. The sample was obtained using simple random sampling, stratified random sampling, and purposive selection. The study employed interviews and questionnaires as research instruments, achieving a response rate of 70.2%. The study employed SPSS to evaluate data through descriptive statistics, producing frequencies and percentages. The study's primary findings indicate that parental income levels affect students' academic achievement and transition. The study determined that the educational attainment of parents and their engagement in their children's education significantly impacted students' academic performance and transition. Marital status was determined to have no significant impact on students' academic performance and transition. In light of these observations, the subsequent recommendations were proposed: It is essential for government agents to sensitize parents to the significance of their involvement in their children's education to enhance their engagement. School management should promote parent-school collaboration, and parents should be urged to procure essential support items to enhance academic success. Parents ought to be urged to purchase additional textbooks and supplementary educational resources for pupils' home usage. The government ought to supply textbooks and other educational resources necessary for secondary school students at all secondary institutions. The government must offer financial bursaries to underprivileged pupils, as most parents are unable to pay school fees promptly due to inconsistent income and poverty. Consequently, given the study was conducted in a rural district, it is imperative to undertake a comparable investigation in an urban context within different districts to ascertain whether same results will be achieved.