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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