European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.196222
Volume 2│Issue 12│2016
EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON
SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN
HAMISI SUB-COUNTY, KENYA
Livumbaze A. G.1, Achoka, J. S. K.2i
Mount Kenya University,
1
P.O. BOX 342-01000, Thika, Kenya
Masinde Muliro University of Science and Technology,
2
P.O. BOX 190 – 50100, Kakamega, Kenya
Abstract:
The joy of parents, teachers and students lies in high academic achievement attained by
students in their national examinations. To the student this marks the beginning of
lucrative careers studied at the universities. To the parents, such children are bound to
change their socio-economic life once employed while the teachers might be assured of
promotions. This study s purpose was to address the problem of students posting lower
test scores in secondary schools compared to their initial performance at the primary
school s KCPE. It focused on analyzing effect of parent s socio-economic status on
students academic achievement in secondary schools in Hamisi sub-county, Vihiga –
Kenya with focus on students who score high grades in primary school s KCPE vis-àvis what they achieve at KCSE. The specific objective addressed was: To ascertain the
socio-economic factors contributing to students academic achievement in public
secondary schools in Hamisi Sub-county Vihiga county – Kenya. The study employed
descriptive survey research design. The target population was 4,298 with 41 Principals,
428 teachers, 3826 students, 1 DEO and 2 AEOs. Purposive sampling technique was
used to select the DEO. Simple random sampling was used to select the teachers,
students and the AEO. The sample size was 525 respondents consisting of 12 principals,
128 teachers, 383 students, one DEO and one AEO. Data collection tools used were
structured and unstructured questionnaires, interview schedules and document
analysis. Instrument validity was done through content validity whereas the test and
re-test technique was used to test the reliability of the tools comparing with a Pearson
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
Correlation Coefficient of 0.5. Data analysis was done using descriptive statistics hence
Quantitative data were presented using frequency counts, means and percentages with
the aid of the SPSS Version 16.0. Qualitative data were analyzed thematically.
Triangulation strategy was used to merge findings from both qualitative and
quantitative for presentation using for instance frequency distribution tables, bar
graphs, pie charts and verbatim. It came to light that students receded academically at
the secondary schooling level due to low parents socio-economic status. A few from
well-endowed families attained favorable scores. It was recommended that the
government should create an enabling environment for parents to be self-employed so
that they cater for their children s educational needs such as the subsidized school fees.
It is hoped that this research s findings will inform Hamisi sub-county Education Office
and the Ministry of Education Science and Technology at large in their policy
formulation and implementation in this era of Education For All (EFA).
Keywords: parent, career, triangulation, implementation, socio-economic, academic
achievement
1. Background of Study
“ worrying students academic achievement trend in public secondary schools in
Hamisi sub-county was discovered. It was found that students tended to recede
academically once they got admitted to secondary schools from primary schools. A
survey of student academic achievement of 4, 265 students in 13 randomly selected
secondary schools in Hamisi sub-county reveals this trend. Figure 1 shows the
achievement of the students in primary school s KCPE while the next figure shows the
respective achievement of secondary school s KCSE. See the figures and below.
C+ or
Above
33.8%
C+ or
Above
71.4%
Below
C+
28.6%
Below
C+
66.2%
Figure 1: KCPE Academic
Achievement (2011 – 2014)
Figure 2: KCSE Academic
Achievements (2011 – 2014)
Source: Fieldwork (2015)
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
Information in Figure 1 above indicate that out of the total number of students
who wrote their KCSE examination in schools in Hamisi sub-county, 222(71.4%) had
scored a C+ and above in their KCPE. However, four years later and upon writing their
KCSE examination, only 105(33.8%) managed to score a C+ or above (see figure 2). This
in itself was a drastic drop in academic achievement of these very students. This means
that the larger percentage i.e. 206(66.2%) did not make it to university for failing to
qualify by scoring the minimum entry requirement grade of at least a C+ at KCSE.
The researcher was of the belief that poor socio-economic status (SES) of
parents/guardians could have been a contributing factor to the students academic
achievement in Kenya Certificate of Secondary Education. In view of the costs involved
in educating a child, the individual costs such as: purchase of books, fee payment, the
opportunity cost and the societal costs such as: paying salaries for teachers and training
of teachers, education is an entirely very expensive venture (Chiuri and Kiumi, 2005).
Considine and Zappala (2002) noted in their study in Australia that children
from humble or less affluent families with meagre income will depict models in terms
of learning such as; low literacy ranking, very low retention rates, problems with their
school behaviour and difficulties in their studies caused by negative attitudes towards
learning. UNESCO (2015) and Shoukat et al., (2013) who cited Eamon (2005) put it that
students from low socio-economic status and rural areas show dismal academic studies
as evidenced in their low test scores as compared to the more affluent mates. Such
students come last in case of educational benefits like aid. The level of
parent s/guardian s education is important to their children. Wasanga and Kyala
note that in most cases, children whose parents have attained some education are likely
to benefit from greater parental support than those who do not have an education.
Parents who strain to buy food in the home will find it even harder to forego food
purchases – if in a sporadic position – and pay fees for their children. Such children will
not attend school and if part of the fees is paid, then other needs such as books,
uniforms will be demanding from the already over-stretched parents/guardians. These
students basic needs will remain unfulfilled hence fail to perform academically,
(Farooq et. al., 2011).
Several studies as observed by Jeynes (2002) have also found out the social status
of a parent or a guardian affects a child positively or negatively in his/her academics. If
a parent has a high academic and professional qualification toppled with an inclined
occupational affiliation, their children will perform better than the other children whose
parents the researcher will call commoners . Graetz
in his own study observed
that a student s education success is heavily dependent on the social status of his/her
parents/guardians in the society. Kibera and Kimokoti (2007) put it that there are as
many different kinds of education as there are social classes. The social status of a
person affects his perceptions about value of life including education while Malinda
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
(2015) cited Christopher B. Forest as having found in his 2013 study that children who
claim a high satisfaction in life and are in optimal health maintain greater connection
with teachers, earn high grades and are more committed to schoolwork. Such students
are the ones from the elevated social class – it has been noted. Gakuru (1997) said that
the high-to-do families take their children to school earlier and these schools are usually
the best. This is because they have the financial clout to do this. However, low SES level
of parents obstructs individuals from gaining access to sources and resources of
learning. This negatively affects their academic achievement (Eamon, 2005; Lopez, 1995
and Farooq et al. 2011)
On a contradictory note, however, Ali Shoukat et al., (2013) sites Pedrosa et al.,
(2006) in whose study they found out those students from socio-economic homesteads
which are deprived perform better than those from higher socio-economically and
educationally endowed areas. With this, Ali deduced that the criterion for
categorization of socio-economic standards varies with countries (counties) depending
on their norms and values. In this case, criteria for gauging low socio-economic status
shall be different for developed countries in relation to the developing ones. Though
Farooq et al.,
in their study found out positive significant effect on students
academic achievement due to parents /guardians level of education, they also deduced
from the same study that parents /guardians occupation had no effect on the same
variable.
The home environment may contribute negatively or positively to students
academic achievement or vice versa. In this sense, educated parents/guardians will
provide that environment that suits best for academic success of their children (Farooq
et al.
. These parents will deeply get involved with their children s academics. End
result? The children will score higher in standardized examinations than their
counterparts whose parents are uneducated (Kranshen, 2005). These parents are better
communicators of school work and activities and have the ability to help their children
academically (Fantuzzo and Tighe, 2000). Betsy (2015) insisted that parents should play
a leading role in their children s education. This can be through cooperation with the
school through attending meetings, getting to know their children s teachers and guide
the children in doing homework apart from creating a conducive environment for the
same. The researcher had the belief that an educated parent will do this effortlessly and
thus enable the child to perform better in his/her academics.
2. Statement of the Problem
Parents/guardians to students in primary schools will always be enthusiastic of the high
prospects of their children once they join secondary school. The bar for academic
achievement is set even higher when the children attain highly at the final primary
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
schooling national examination. The case of secondary school students academic
achievement in Hamisi sub-county paints a negative picture as outlined in the
background of this study. Students who excel in primary schools end up receding
academically at the final secondary school summative examination.
Many factors could be playing to this but the researcher sought to analyse the
impact of socio-economic status of the parents/guardians to their students academic
achievement in Hamisi sub-county, Vihiga – Kenya.
3. Purpose of the Study
The purpose of this study was to analyze the effect of parents socio-economic status on
students academic achievement in secondary schools in Hamisi Sub-county, Vihiga
County - Kenya with specific attention on high performing students in primary school
who could not return a higher grade in secondary school.
3.1 Research Objectives
This study was guided by the following objective:
To ascertain the socio-economic factors contributing to students academic
achievement in public secondary schools in Hamisi Sub-county, Vihiga county –
Kenya
3.2 Research questions
This study sought to answer the following questions:
What are the socio-economic factors contributing to students
academic
achievement in secondary schools in Hamisi Sub-county?
4. Research Design
This study adopted a descriptive survey research design. Mugenda and Mugenda
(2003) opine that descriptive survey design is a way of collecting information by
interviewing or issuing questionnaires to sampled individuals. They assert that it is an
efficient method of collecting large amounts of information. Both qualitative and
quantitative data will be sought and manipulated accordingly.
4.1 Target Population
This study targeted 41 public secondary schools within the sub-county which had been
presenting candidates for the KCSE examination for the past four years (2011-2014). In
addition, a total of 3,826 students (both boys and girls), 41 Principals, one DEO and two
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
“EO s in Hamisi sub-county also participated in the study. The summery is as in table 1
below. In total the research targeted 4,298 respondents.
Table 1: Target Population
Divisions
Schools
Principals
Teachers
Students
DEO
Tiriki West
24
24
251
2581
1
Tiriki East
17
17
177
1245
1
Totals
41
41
428
3826
1
AEO
2
(N = 4,298)
Source: DEO s Office,
4.2 Sample size and sampling procedures
The researcher used simple random sampling to select 12 public secondary schools, 12
Principals, 128 teachers and 383 former secondary school students ( years 2011-2014).
The use of simple random sampling was applied because it gives each member of a
population an equal chance of being selected (Kombo and Tromp, 2000). Stratified
random sampling was used to classify public secondary schools into two divisions.
These homogeneous sub-groups so created allowed for proportional representation of
the population sub-groups (Kombo and Tromp, 2000). Purposive sampling procedure
was used to select one District Education Officer (DEO). One Area Education Officer
“EO was selected using simple random sampling. Naisuma s
Coefficient of
variation was used to select sample size of public secondary schools, teachers and
students .The sample size of between 20%-30% is same as that proposed by Best and
Khan (2003). Such sample size is ideal in providence of reliable data when selected
randomly. Therefore, in this study, the schools, Principals and teachers was selected
using the figure recommended above. For the students, Kombo and Tromp (2000)
recommendation of a 10% - 30% sample size was used. Table 2 shows the sample use in
this study. See the table.
Table 2: Sample size
Divisions
Schools
Principals
Teachers
Students
DEO
AEO
Tiriki West
Tiriki East
Totals
7
5
12
7
5
12
75
53
128
258
125
383
1
1
1
1
(n=525)
Source: Hamisi Sub-county DEO s Office,
1
.
4.3 Data Collection Tools
The researcher used questionnaires, interviews and document analysis.
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
4.4 Validity and Reliability of the Instruments
Kombo and Tromp (2000) define validity of a tool as a measure of how well a tool
measures what it is supposed to measure. Whereas Test and retest technique was used
to achieve reliability of the tools, expert knowledge from lecturers from Mount Kenya
University, Masinde Muliro University of Science and Technology and Egerton
University was sought to achieve high validity of data collection instruments.
4.5 Data Collection and Analysis
The researcher prepared and then delivered questionnaires on the agreed date to the
respondents and allowed sufficient time before going back to collect them. The
researcher liaised with the principals so that s/he posted to or invited some of the
students to school for purposes of filling in in the questionnaires. On the day of the
questionnaire collection, the researcher carried out interviews with the principals while
that for the DEO and AEO was done on a separate date. All respondents were assured
of the highest degree of confidentiality with which data provided by them was to be
treated. Collected data were analyzed categorically in which case Quantitative data was
analyzed using descriptive statistics hence results presented using frequency counts,
means and percentages with the aid of the SPSS Version 24.0. Qualitative data was
analyzed thematically hence results of data analysis were presented in form of
frequency distribution tables, bar graphs, and pie charts.
5. Findings and Discussions
5.1 Gender of Respondents
There were more male teachers than females ones in that 67(55.4%) represented males
while 54(44.6%) were females. This disparity was seen also with principals because 3
(25.0%) were females while 9 (75.0%) were males. The two education officers (DEO and
AEO) were male. For students, males stood higher at 182(58.4%) while the female
student number was 129(41.6%). Figure 3 shows the gender distribution of the
respondents who took part in the study.
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
Figure 3: Gender Distribution of the Respondents (2011 – 2014)
120
100
100
100
80
75
58.4
41.6
54.5
44.6
60
40
25
MALE
20
0 FEMA…
0
0
Principals
(12)
Teachers
(121)
Students
(311)
DEO (1)
AEO (1)
Source: Fieldwork (2016)
The higher number of male students than female can be attributed to several factors
among them, as research done in Kenya and Ghana shows, the tendency of girls being
more likely to drop out of school than boys because of negative attitudes and
discrimination (Sutherland-Addy et al, 1995).
5.2 Age of respondents
Data collected on respondents ages was as depicted in the tables below. Table shows
the age brackets of principals, teachers, the DEO and the AEO while table 4 shows the
age brackets of the students who took part in this study. See the tables below.
Table 3: Age of Respondents – Principals, Teachers, DEO and AEO
Category of Respondents
Age brackets
30 or below
Principals
30 - 39
40 - 49
50 or above
Total
0 (0.0%)
3 (25%)
5 (41.7%)
4 (33.3%)
12 (100%)
38 (31.4%)
47 (38.9%)
31(25.6%)
5(4.1%)
121(100%)
DEO
-
-
1 (100%)
-
-
AEO
-
-
1 (100%)
-
-
Teachers
Source: Fieldwork (2016)
Table 4: Age of Respondents – Students
Age Bracket
No. of Students
15 – 17
18 – 19
20 – 21
Above 21
Total
24(7.7%)
190 (61.1%)
61(19.6%)
36 (11.6%)
311 (100%)
Source: Fieldwork (2016)
Most principals, 5(41.7%), were aged between 40 – 49 years while 3(25%) principals had
their age lying within bracket 30 – 39 years. There was no any principal whose age was
below 30 while 4(33.3%) principals had their ages at 50 or above. As a consequence, it
was ideal to note that all the principals were mature individuals whose median age
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
revolved at around 40 - 49 years. Maria et al. (2007) note adults (persons above 26 years)
have developed varied and sophisticated ways to contrast the elements that affect a
decision. This could be the result of past exposure and experiences. It should therefore
be noted that the ages of the principals put them in a better place to lead the schools in
Hamisi sub-county well. On the side of teachers, 38 (31.4%) were aged 30 years and
below. A total of 47(38.9%) had ages between 30 – 40 years, 31 (25.6%) had ages
between 40 – 49 years. 5(4.1%) teachers were aged above 50 years. For students,
24(7.7%) were aged between 15 – 17 years. A total of 190 (61.1%) were between 18 – 19
years of age with a total of 61 or (19.6%) falling in the 20 – 21 age bracket. Finally 36
students, 11.6%, were above 21 years of age at the time they did their KCSE. Both the
DEO and the AEO had their ages between 40 – 49 years.
5.3 Parents’/Guardians’ Educational level
The students were asked to fill in in the questionnaires regarding the level of their
parents / guardian s education. The data collected on this issue was highlighted in
Figure 4.
Figure 4: Parents /Guardians Educational level
Source: Fieldwork (2016)
Figure 3 above indicate the educational level of the parents/guardians to the students in
Hamisi Sub-county s
– 2014 secondary school candidate classes. The data showed
that most of the parents 124(39.9%) had secondary school level education. This was
followed by those with primary school level of education at 101(32.5%). A further
48(15.4%), however, had college level education with a mere 9(2.9%) of the
parents/guardians with university education. A worrying 29(9.3%) of the
parents/guardians did not have any formal education, it occurred to the researchers.
With a combined 254(81.7%) of the parents/guardians having secondary school-level
education or below to no education at all, it was widely not expected for this parents to
understand much insofar helping their children academically was concerned. In this
case, these less educated parents/guardians as postulated by Farooq et al. (2011) failed
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
to provide that environment that suits best for academic success of their children. These
parents could not get deeply involved with their children s academics leading to low
academic achievement. Those students whose parents had had better education beyond
secondary school were likely to guide their children through thus enable them to
achieve higher academically.
5.4 Parents’/Guardians’ Employment Status
The employment status of the parents/guardians to the students who did their KCSE
examination during the research period 2011 – 2014 was sought by the researcher. The
economic activities mentioned were restricted to salaried jobs which not only earns a
worker a salary but also prestige. This ups their social standing with the effects trickling
down to their children s academic work positively Graetz,
. The respondents
responses on Parents /Guardians Employment Status was as shown in Figure 5 below.
Figure 5: Employment Status
70.0%
59.5%
60.0%
50.0%
40.0%
28.9%
30.0%
20.0%
11.6%
10.0%
0.0%
Both Had A Job
None Had A Job
Only One Had A Job
Source: Fieldwork (2016)
The researcher also sought to know whether parents/guardians had a job from which
they could derive a salary/wage to foot bills including the education of their children.
The data revealed that
. % represented students families where only one of the
parents had a job while 185(59.5%) represented families in which both parents were
jobless. The smallest percentage of 36(11.6%) represented families in which both parents
had jobs.
With the above information, the researcher sought to find out whether the
parents/guardians provided essential academic help, resources or facilities given the
perceived challenge they were experiencing. The table below shows data collected from
respondents regarding provision of essential needs/help for students academics. See
the table 5 below.
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
Table 5: Students Responses on Socio-Economic Issues
SA (5)
A (4)
UD (3)
DA (2)
SD (1)
I was provided with enough personal school items by
parents/guardian e.g. uniform, pocket money etc.
Issue
[ 23 ]
7.4%
[ 39 ]
12.5%
[ 23]
7.4%
[ 149 ]
47.9%
[ 77 ]
24.8%
I had sufficient reading materials at home including a
good room for studying.
[ 14 ]
4.5%
[ 26 ]
8.4%
[ 35 ]
11.3%
[141 ]
45.3%
[ 95 ]
30.5%
My parents would help/support me do homework.
[ 9 ]
2.9%
[ 12]
3.9%
[ 41 ]
13.2%
[ 80 ]
25.7%
[ 169 ]
54.3%
My parent/guardian attended and participated actively
in school meetings and academic days.
[ 33 ]
10.6%
[ 41 ]
13.2%
[ 47 ]
15.1%
[ 103 ]
33.1%
[ 87 ]
28.0%
Fee payment was a problem that led to me being
frequently sent home.
[ 105]
33.8%
[ 96 ]
30.9%
[ 32 ]
10.3%
[ 53 ]
17.0%
[ 25 ]
8.0%
Source: Fieldwork (2016)
“ll these requirements were deemed vital for the students learning in order that they
post high academic achievement. On provision of enough personal school items such as
uniforms and pocket money, 149(47.9%) of the students disagreed saying that they did
not get these resources. A further 77(24.8%) strongly disagreed with 23(7.4%) being
undecided on the issue. 39(12.5%) and 23(7.4%), however, agreed and strongly agreed
that they received the resources. Going by Farooq et al. (2011), these students were
bound to perform dismally in academics for non-providence of personal items
including uniforms and pocket money by their parents/guardians.
Regarding reading materials, 141(45.3%) of the student respondents disagreed,
95(30.5%) strongly disagreed to having sufficient reading materials with a good study at
home while 35(11.3%) were undecided. The researcher also sought to know whether
parents/guardians supported their children at home with academic work such as
homework. The student painted a picture depicting that parents/guardians did not offer
this kind of help in that 169(54.3%) and 80(25.7%) of the students were adamant that
parents helped them out with homework by strongly disagreeing and disagreeing
respectively. Only 9(2.9%) and 12(3.9%) received academic tutoring from parents with
the former percentage strongly agreeing while the latter agreeing. This finding was in
synchrony with the educational level of the parents/guardians which, as observed
above, revealed a total of 254(81.7%) of the parents had Secondary school level
education and below or none at all. Such parents felt less confident in helping their
children out with their academic work. Another 41(13.2%) were undecided. Conversely,
parents seemed to avoid attending school meeting and academic days as seen by
103(33.1%) of the student respondents disagreeing to the statement and 28.0% strongly
disagreeing. Only 33(10.6%) strongly agreed to have their parents/guardians attending
these meetings while 41(13.2%) agreed to the same. The remaining 47(15.1%) of the
respondents were undecided. As regards fee payment, a large percentage, 105(33.8%),
of the student respondents strongly agreed that they were sent home from school due
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Livumbaze A. G., Achoka, J. S. K. EFFECT OF PARENTS’ SOCIO-ECONOMIC STATUS ON SECONDARY SCHOOL STUDENTS’
ACADEMIC ACHIEVEMENT IN HAMISI SUB-COUNTY, KENYA
to inability of their parents/guardians to pay fees. 96(30.9%) also still agreed to the same
issue. Only 25(8.0%) and 53(17.0%) strongly disagreed and disagreed flatly that fee
payment was a problem to their parents/guardians – they were not sent home for the
same. This information was in tandem with the parents /guardians economic activities
that showed that 185(59.5%) (Figure 4.8) of them did not have jobs at all and thus the
strain in fee payment. The remaining 32(10.3%) were undecided on the same issue.
The teachers were also asked questions on the above aspects. Data collected
revealed a trend almost akin to that of the student respondents in that 51(42.1%) of this
group of respondents agreed that parents/guardians provided enough relevant reading
materials to their children. This implied that a higher percentage of 57.9 % (70) of the
students did not receive these vital resources as per the teachers. A larger number of
them also,
. % , gave a No answer to the query: “re students provided with
enough personal school items e.g. School uniform and books etc. by parents hence
making them comfortable in school? This communicated the fact that students had to
make do without such important things. A total of 19 of the teacher respondents
constituting 15.7% denoted in the comment section that teaching literature was a
problem given that students did not have the required novels, novellas or plays. On
attending school academic days for their children, most teachers still (74 or 61.2%) gave
a No answer implying that parents/guardians did not attend academic days of their
children. “ total of
. % affirmed that parents attended their children s school
academic days.
The principals, on the other hand, were asked through interviews whether
parents supported school programmes. Most of them, 10(83.3%) precisely, replied in the
negative. They, however, blamed poverty and low self-esteem as causes of parents
shunning school meetings. Poverty was blamed on the inability of parents to pay school
fees for their children. During meetings, the few parents and guardians who came did
not participate actively. They tended to be consumers of schools legislation as opposed
to makers of the same.
Most parents attending will arrive late for the meetings and sit through those
meetings. They will not utter a single word. They can be serious agents of
rubberstamping poor policies by rogue principals for they say many yeses than
critiquing issues one principal observed.
A small number, 2(16.7%), of the principals said that parents paid fees in time
and were very supportive of the school programmes.
Both the DEO and the AEO opined that many parents in Hamisi sub-county
were poverty-stricken and thus strained to pay school fees for their children. Their
children, consequently, missed valuable time as a result when sent home for fees. The
parents were not also able to provide for other requirements for the students. It should
be noted that in spite of the introduction of Free Secondary Education (FSE) in Kenya in
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2008, parents are still required to pay levies such as PTA fund and lunch fee as these are
not factored in the FSE package. In an address at Kisii High School in Kenya, the
President of the Republic of Kenya promised that his government would provide
completely free secondary education by 2016 (PSCU, 2014). By this statement, the
president acknowledged that secondary education in Kenya was not free as some
people thought thus the agony the parents went through educating their children and
hence low or worse still a receding academic achievement of the learners.
5.5 Summary of the Major Findings
It was found out that 101(32.5%) and 124(39.9%) of the parents/guardians had primary
and secondary level education respectively. Another 48(15.4%) had college education
and 9(2.9%) had university education. A further 29(9.3%) did not have any education at
all. The job status of parents was also sought in which case 36(11.6%) of the student
respondents said that both their parents had jobs while 185(59.5%) said that none of
their parents/guardians had a job. It was found out that 38.9 %( 90) of the students came
from families where only one parent had a job.
On provision of personal school items, a combined total of 226(72.7%) of students
said they were not provided with these items. Only 62(19.9%) agreed to receiving the
items. A similar case was with provision of sufficient reading materials at home in that
141(45.3%) of the students disagreed while 95(30.5%) strongly disagreed implying that
they did not have reading materials at home including a study. A mere combined figure
of 40(12.9%) of the students agreed to having the resources. Parents/guardians did not
support students with homework at home as seen by the 169(54.3%) who disagreed
with the statement that they received help. Only 9(2.9%) said they received this help.
Many parents did not attend school meetings and academic days. A combined
190(61.1%) saying their parents did not attend the meetings. This was supported by
81(60.8%) of the teachers. Many parents/guardians struggled paying school fees since
105(33.8%) and 96(30.9%) of the students got sent home frequently due to fee arrears.
This was over 60% of all the students.
Data collected from teachers revealed a trend almost akin to that of the student
respondents in that 51(42.1%) of the teachers agreed that parents/guardians provided
enough relevant reading materials to their children. This implied that a higher
percentage of 57.9 % (70) of the teachers informed that the students did not receive
these vital resources. A larger number of them also, 71(58.5%), gave a No answer to the
query: “re students provided with enough personal school items e.g. School uniform
and books etc. by parents hence making them comfortable in school? This
communicated the fact that students had to make do without such important things. A
total of 19 of the teacher respondents constituting 15.7% denoted in the comment
section that teaching literature was a problem given that students did not have the
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required novels, novellas or plays. On attending school academic days for their
children, most teachers still (74 or 61.2%) gave a No answer implying that
parents/guardians did not attend academic days of their children. A total of 52(43.0%)
affirmed that parents attended their children s school academic days.
Most of the principals, 10(83.3%) precisely, replied in the negative. They,
however, blamed poverty and low self-esteem as causes of parents shunning school
meetings. A small number, 2(16.7%), of the principals said that parents paid fees in time
and were very supportive of the school programmes.
Both the DEO and the AEO opined that many parents in Hamisi sub-county
were poverty-stricken and thus strained to pay school fees for their children. Their
children, consequently, missed valuable time as a result when sent home for fees.
6. Conclusions
1. Students academic achievement in public secondary schools in Hamisi subcounty is very low. That these secondary schools do not add value to many of the
students who get admitted there from primary school. Put simply, students get
admitted with high grades but fail to replicate these grades at the secondary
schools KCSE examination.
2. Most parents did not have worthwhile education since some of them had never
gone to school while others had primary level education. A few had secondary
level education. The numbers for college and university graduates among the
parents was limited.
3. As a result of weak educational background, most parents/guardians did not
have jobs with more that 50.0% being jobless. They could neither, therefore, help
their children academically at home nor pay fees effortlessly.
7. Recommendations
1. The government should sensitize parents on how to care for their secondary
school-going children with the aim of giving them ample time to study,
providing necessities and attending meetings at school.
2. The government should create an enabling environment for parents/guardians to
be self-employed so that they may cater for their children s educational needs.
3. The subsidized tuition-Free secondary education should be entirely free to ease
the burden of fee payment from parents thus make students stay focused in
school without interruption of being send for fees.
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4. The government, through the Ministry of Education, should ensure that Adult
and Continuing Education (ACE) and Non-formal Education (NFE) programmes
are active and enhanced with capacity to help solve the problem of the uneducated adults.
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