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DOI: http://doi.org/10.15580/gjss.2024.102024138
#GS210272BED
AFRICA INTERNATIONAL UNIVERSITY
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR EDU333 COMMUNITY PRACTICUM RESEARCH PROJECT AT AFRICA INTERNATIONAL UNIVERSITY.
DECLARATION
I declare that this project “Effects of socio-economic status on academic performance of undergraduate students at Africa international university” is a representation of my own work and has not been presented in any other university and that all sources that I used have been acknowledged by means of comprehensive references.
MUKUNDI MARK BRIAN M: GS210272BED
Approval
This project was approved by competent supervisor who provided her guidance, support and feedback for the academic vigor and quality of the work.
DR. ALICE WACERA WARUINGI
DEDICATION
I dedicate this project to my parents Evans Mukundi Kabuga and Emilly Mukwanyaga Njue, for their unwavering support and encouragement played a crucial role in my academic journey. Your sacrifices and dedication to my education are deeply appreciated and served as an inspiration to me. I also dedicate this research project to the undergraduate students who tirelessly pursue knowledge and academic success. Your commitment to learning and growth is truly commendable, and I hope that this research will contribute to enhancing your educational experience. May this research serve as a tribute to the hard work and determination of both students and parents, and may it contribute to fostering a better understanding of the challenges and opportunities in higher education.
ACKNOWLEDGEMENT
First and foremost, I want to express my gratitude to the Almightiest for blessing me with good health and the opportunity to undertake this project. I’d also like to thank my supervisors, Dr. John Kitur and Dr. Alice Wacera Waruingi, for their continuous guidance, support, and valuable feedback during the research process. Their expertise has greatly influenced the direction and methodology of this study. I am also thankful to my family and friends for their unwavering encouragement and understanding throughout this journey. Additionally, I appreciate the undergraduate students who participated in the study and shared their experiences. Their input has been vital in understanding how socio-economic status affects academic performance.
DEFINITION OF TERMS
Socio-economic status: This refers to an individual’s or family’s social and economic position within society.
High socio-economic status: Refers to individuals or families who have a high income, high level of education, prestigious occupation, and a high social standing within society.
Middle socio-economic status: Refers to individuals or families who have a moderate income, education level, occupation, and social standing within society.
Low socio-economic status: Refers to individuals or families who have a low income, low level of education, low-skilled or unstable occupation, and a lower social standing within society.
Academic performance: Academic performance refers to a student’s achievement in their academic endeavors, typically measured by grades, test scores, and overall academic success.
Undergraduate students: Are students who are pursuing their first bachelor’s degree at a college or university.
LIST OF ABBREVIATION AND ACRONYMS
AP: Academic performance
SES: Socio-economic status
US: Undergraduate students
PI: Parental income
FB: Family background
FS: Family Size
TABLE OF CONTENTS
DECLARATION ii
DEDICATION iii
ACKNOWLEDGMENT iv
DEFINITION OF TERMS v
LIST OF ABBREVIATION AND ACRONYMS vi
LIST OF TABLES ix
LIST OF FIGURES x
ABSTRACT xi
CHAPTER ONE: 1
INTRODUCTION 1
1.1 Introduction 1
1.2 Background of the Study 1
1.3 Statement of the problem 2
1.4 Purpose of the study 3
1.5 Research objectives 3
1.6 Research questions 3
1.7 Significance of the study 4
1.8 The scope of the study 4
1.9 Limitation of the study 5
1.10 Assumptions 5
CHAPTER TWO: 6
LITERATURE REVIEW 6
2.1 Introduction 6
2.2 Parental Income 6
2.3 Parental Educational Attainment 8
2.4 Family Size 9
2.5 Conceptual Framework 12
CHAPTER THREE: 13
RESEARCH METHODOLOGY 13
3.1 Introduction 13
3.2 Research design 13
3.3 Research location 13
3.4 Target population 13
3.5 Sampling Method 14
3.6 Sample size 15
3.7 Research instrumentation 15
3.8 Validity and reliability of instruments 16
3.8.1 Validity of Research Instruments 16
3.9 Piloting of the instrument 16
3.10 Data collection procedure 17
3.11 Data analysis 17
3.12 Ethical Consideration 17
CHAPTER FOUR: 18
DATA ANALYSIS, PRESENTATION AND INTERPRETATION 18
4.1 Introduction 18
4.2 Response Rate 18
4.3 Demographic information of the respondents 18
4.3.1 Year of study of respondents 19
4.3.2 Residence of the respondents 20
4.3.3 Gender of the respondents 21
4.4 Parental Income 22
4.5 Parental Educational Attainment 25
4.6 Family Size 27
4.7 Analysis of findings 28
CHAPTER FIVE: 31
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 31
5.1 Introduction 31
5.2 Summary of Findings 31
5.3 Conclusions 32
5.4 Recommendations 32
5.5 Suggestion for Further Research 33
OBJECTIVE 1: PARENTAL INCOME 39
OBJECTIVE 2: PARENTAL EDUCATIONAL ATTAINMENT 40
OBJECTIVE 3: FAMILY SIZE
LIST OF TABLES
LIST OF FIGURES
ABSTRACT
This study examines how socio-economic status (SES) relates to the academic performance of university students. It looks at factors like parents’ income, parents’ education, and family size. Studies consistently show a link between higher SES and better academic results. Students from wealthier families usually have more access to educational resources. Conversely, students from lower SES backgrounds face challenges such as limited access to educational resources, insufficient learning environments, and higher stress levels. These disparities contribute to an overall academic success. This investigation employs quantitative survey to gather comprehensive data. The quantitative aspect involves surveying a diverse sample of undergraduate students to assess their academic additionally, the psychological and emotional toll of financial constraints can impact students’ ability to concentrate and persist in their academic pursuit. Understanding the degrees of how SES intersects with other variables, such as race and gender, is crucial for developing targeted interventions to address disparities thus ensuring that all undergraduate students, regardless of socio-economic background, have equitable opportunities to excel academically.
CHAPTER ONE:
INTRODUCTION
1.1 Introduction
This section consists of the background of the study, problem statement, and purpose of the study, research objectives, research questions, and significance of the study, scope of the study, limitation, and research assumptions.
1.2 Background of the Study
The impact of socio-economic status (SES) on university students’ academic performance has been extensively researched, highlighting its significant influence on various aspects of their education. SES refers to a person’s or families social and economic standing in society, typically determined by factors like income, education, and occupation. One major way SES affects academic performance is through access to resources. Students from more affluent backgrounds often have better access to quality schools, books, computers, and tutors. This access can give them an edge in academic preparation and support, leading to higher academic success.
Moreover, SES can also impact students’ health and well-being, which in turn can affect their academic performance. Students from lower SES backgrounds may face more challenges related to health issues, nutrition, and access to healthcare, which can negatively impact their ability to concentrate and perform well academically. Additionally, SES can influence students’ motivation and aspirations. Students from higher SES backgrounds may have greater exposure to positive role models and higher educational expectations from their families, which can motivate them to excel academically. On the other hand, students from lower SES backgrounds may face more obstacles and have lower expectations, which can impact their motivation and academic performance. Furthermore, SES can also affect students’ social and emotional development, which can impact their academic performance. Students from lower SES backgrounds may face more stressors related to financial insecurity, family issues, and community challenges, which can affect their ability to focus and perform well academically. Socio-economic status plays a significant role in shaping the academic performance of university students. Understanding these effects can help educators and policymakers develop targeted interventions to support students from all backgrounds and ensure equitable access to educational opportunities.
In 2005, the Ministry of State for Planning, National Development, and Vision 2030 reported that over 56% of Kenyans were living below the poverty line, indicating their inability to access even basic necessities for their children. This economic disparity is widening, as noted by the East Africa Standard in the same year. A significant number of students who drop out of school come from impoverished backgrounds, impacting the efficiency of education. This study focuses on a private university located in Karen, with its undergraduate students as the research population. The university currently has approximately 600 internal undergraduate students, who come from diverse social backgrounds and regions across the country. These students bring with them various life experiences, lifestyles, and educational backgrounds.
1.3 Statement of the problem
Students who came from either high or low socio-economic background experiences personal, family and even societal problems. The problem has affected so many undergraduate students in different universities and colleges. Considering the effects of socio-economic status , undergraduate students failed to write the class assessment tests that would qualify them for entrance into their final examinations, some of them differ from the institution for a period of one year.
If the problem was not solved it may perpetuate educational inequalities, hindering equal opportunities for academic success. Students from disadvantage socio-economic backgrounds may face barriers to learning, impacting their educational outcomes and perpetuating cycle of socio-economic disparities. This could contribute to broader societal issue, including reduced workforce diversity and hindered social mobility. Addressing these challenges are crucial for fostering a more equitable educational system and promoting inclusive socio-economic development.
1.4 Purpose of the study
The aim of this study was to investigate how socio-economic status affects the academic performance of undergraduate students at Africa International University in Karen, Nairobi. The goal is to find solutions to the socio-economic issues impacting education at the university level in this area.
1.5 Research objectives
This study aimed at:
Determining whether parental income is a challenge to undergraduate student’s academic performance at Africa international university.
Determining whether parental educational attainment is a challenge to undergraduate student’s academic performance at Africa international university.
Defining whether family size is a threat to undergraduate student’s academic performance at Africa international university.
1.6 Research questions
The research questions were as follows:
To what extent does parental income affect the academic performance of undergraduate students at Africa international university?
To what extent does parental level of education have on the academic performance of the undergraduate students at Africa international university?
To what extent does family size have on the academic performance of undergraduate students at Africa international university?
1.7 Significance of the study
Understanding how socio-economic status (SES) affects academic success can help schools and teachers support students better, especially those from different backgrounds. Students from higher SES backgrounds often have peers who value education, which can positively impact their own attitudes toward learning. SES also influences students’ goals, with higher SES students more likely to aspire to higher education and professional careers, which can motivate their academic performance.
SES can also affect students’ emotional development, including their self-esteem, resilience, and ability to deal with challenges. This study is beneficial for undergraduate students as it helps them understand how different socio-economic factors can impact their academic performance, allowing them to adjust accordingly. It also provides researchers, who are themselves, undergraduate students, with valuable insights into the role of religion, culture, and other social and economic factors in the academic lives of undergraduate students in the country.
1.8 The scope of the study
This study focused on finding out the available factors that are experienced by the undergraduate students at Africa international university. All undergraduate students registered for pursuing different courses are affected, the factors include: Parental income, parental education attainment and family size. As it strained on undergraduate students as a whole rather than individual person.
1.9 Limitation of the study
This faced different challenges which included: first, all the information derived in this study was based on the responses of students to the questionnaires and interviews carried out. Secondly, it required a lot of time in carrying out the study and inadequate access to data as there were few respondents to offer the information as the result were inadequate by the case study and size of the people responding.
1.10 Assumptions
The assumptions were:
The study assumed that the respondents will answer questions correctly using the questionnaire and interview method.
The study assumed some various effects of socio-economic status to undergraduate students.
The study assumed that the findings and recommendations of the study will be of great importance to both students and the lectures.
CHAPTER TWO:
LITERATURE REVIEW
The aim of this study was to discover the effects of socio-economic status on academic performance of undergraduate students at Africa international university, Karen. Literature was presented under sub-headings derived from the research questions. The sub-headings were: Parental income, Parental educational attainment and Family size.
2.1 Introduction
In the field of education, there has been extensive research and discussion on how socio-economic status (SES) influences academic performance. SES includes factors like income, parental education, occupation, and access to resources, all of which play a major role in a student’s educational experience. Since undergraduate education is crucial for shaping future opportunities, it’s important to understand how SES affects academic performance among this group. This chapter aimed to shed light on the difficulties encountered by students from various socio-economic backgrounds and explore ways to provide intervention and assistance.
2.2 Parental Income
Parental income is a key element of socio-economic status and greatly influences the academic performance of undergraduate students. According to Akanle (2007), parental income significantly impacts the academic success of university students. However, it’s important to note that higher parental income alone may not fully support students’ academic and social needs. Wealthier families have better access to educational resources like top-notch schools, tutoring services, technology, and extracurricular activities. This access can significantly enhance students’ academic performance by providing them with opportunities for personalized learning and academic support. Adequate financial resources enable families to provide a conducive learning environment at home, including access to books, computers, internet connectivity, and a quiet study space. These material resources are essential for completing assignments, conducting research, and engaging in independent learning. Financial Stability: Students from economically stable households are less likely to experience financial stress or the need to work long hours to support themselves or their families. This stability allows them to focus more time and energy on their studies, leading to improved academic performance.
Kakuru (2001) and Kasente (2003), decisions regarding universal primary education often result in some school-age children being denied access to primary education. They also note that at higher levels of education, most girls who do have access come from middle-class or wealthier families. These decisions are typically made by parents, guardians, and relatives rather than the students themselves. Higher parental income can also facilitate access to higher education through financial support for tuition, fees, and living expenses. Students from low-income families may face barriers to attending college due to financial constraints, limiting their opportunities for academic advancement. Economic insecurity and financial hardship can have detrimental effects on students’ psychological well-being, leading to stress, anxiety, and reduced academic motivation. Conversely, students from financially secure households are more likely to experience a sense of security and confidence, which positively influences their academic performance. According to Gregg (2010), when poverty persists through generations, students tend to score lower on tests. Conversely, if families have long-lasting material advantages, students often achieve higher scores. While good social skills seem to run in families, they don’t have a big impact on the gap in test scores between rich and poor students. Parental income is a big part of socio-economic status, which affects how much access students have to resources, educational opportunities, and their overall well-being. This leads to ongoing differences in educational outcomes between socio-economic groups.
2.3 Parental Educational Attainment
Parents’ socio-economic status is a crucial factor in determining academic performance, especially at the university level. Students from low-income families may experience stress due to financial constraints, which can negatively affect their academic performance, health, and overall adjustment. Numerous studies have shown that family characteristics, such as socio-economic status (SES), significantly predict students’ academic performance, alongside other factors like school environment, peers, and individual traits. Higher SES is associated with better academic performance, while lower SES is linked to poorer academic outcomes (Hanes, 2008). Research has also found that parent involvement in education, parental income, and financial support from parents all influence students’ academic performance (Mweti, 2013).
Parents who have higher levels of education typically have higher expectations for their children’s academic success. Research by Okumu, Nakajjo, and Isoke (2008) shows that when parents achieve higher academic levels, their children are less likely to drop out of school. These parents are often more involved in their children’s education, offering support, guidance, and resources to help them succeed. This involvement can include assisting with homework, fostering curiosity, and encouraging a positive attitude toward learning. Studies by Nannyonjo (2007) indicate that children whose parents have some education tend to perform better academically. For instance, comparing students whose parents did not finish primary school with those whose parents completed higher levels of education such as senior four, senior six, or university, Nannyonjo found a significant improvement in the latter group’s test scores. Particularly, students whose fathers had attained a university degree showed the most significant increase in their academic performance. This finding is consistent with earlier research conducted by Hanushek (2005), which indicated that a mother’s level of education notably influences students’ test scores, although the educational attainment of fathers tends to have a stronger impact.
These results likely reflect parents’ ability to support their children’s school work and the interactions of literate parents with their children in activities related to school or literacy development. Parents serve as powerful role models for their children. When parents have higher educational levels, they are more likely to demonstrate the value of education through their own actions. This can inspire their children to place a high value on education and strive for academic success. Parents with higher educational levels often have access to more resources that can benefit their children’s education. They may have more books at home, provide educational toys and games, and expose their children to a wider range of educational experiences.
Ndidde and Oxen ham (2001), adult literacy class graduates were nearly twice as likely to discuss schoolwork and check homework of their children. Additionally, they may have more social and professional networks that can provide opportunities for educational enrichment. Parents with higher educational levels tend to place a higher value on education and have a more positive attitude towards learning. They are more likely to instill these values in their children, creating a supportive home environment that encourages academic achievement. Parents with higher educational levels are often better equipped to advocate for their children’s educational needs. They may be more aware of educational opportunities and resources available to their children and can provide the necessary support to help them take advantage of these opportunities.
2.4 Family Size
A family is a group of people that are related by blood or marriage especially a cluster of two adult people and their children. The type of family a child comes from, whether nuclear (two parents and children), single-parent, step-family, can significantly impact their academic performance, Rouse & Barrows, 2006) Nuclear families are often considered ideal for child rearing, providing stability and support from both parents. According to Bysenk and Locksoh (2011), extroverted teenagers usually come from smaller families, which helps them adjust better to school and participate more in class, leading to better academic performance compared to introverted children from larger families. Conversely, youth from larger families often have lower education levels and perform less well academically. Powell and Stellman (2010) suggest that a child’s academic success depends on the time and attention given by parents, and in larger families, each child may receive less of these inputs, including financial support, attention, and support. Children from nuclear families, where there are two parents, tend to have more opportunities due to the financial stability of the household. About 70% of children in the US live in nuclear families, and studies show that they generally perform better in cognitive, emotional, and behavioral aspects. However, single-parent households, particularly those headed by mothers, often face challenges, including financial difficulties and time constraints, which can lead to poor academic achievement for the children (Kennedy, 2016). A supportive home environment with good learning resources can improve a child’s intellectual and academic abilities. Smaller family sizes and monogamous families are often linked to positive effects on children’s academic performance.
Kessler (2013) attributed poor academic performance to stepfamilies, where divorced individuals remarry, creating a new family unit with children from previous relationships. Children from stepfamilies often struggle emotionally and academically, as the environment may not be conducive for them to thrive. These children may experience depression and lack focus on their studies. In larger families, financial resources may be limited, leading to fewer opportunities for academic enrichment. For instance, parents may struggle to afford tutoring, educational materials, or extracurricular activities that could enhance a student are learning experience.
Larger households may also experience more competition for parental attention. Parents can also have less time to commit to every kid’s academic needs, main to much less monitoring of homework, much less involvement in college activities, and much less overall aid for academic success. Siblings can impact each other’s academic attitudes and behaviors. In some cases, older siblings may additionally serve as tremendous role models, encouraging younger siblings to excel academically. However, siblings can additionally distract every different from schoolwork terrible attitudes towards education. Managing a giant family can be stressful, which can have an effect on a student’s educational performance. Family stressors, such as financial strain or interpersonal conflict, can create a chaotic domestic environment that is not conducive to learning.
2.5 Conceptual Framework
According to Mouly (2013) it is a graphic diagram of a research topic, which enables the researcher to discover links between the existing literature and research goals. It is crucial in data collection and analysis. The framework related to effects of socio-economic status on academic performance on undergraduate students at Africa International University, Karen.
INDEPENDENT VARIABLE
The Framework provided a correlation between dependent and independent variables for the study. The dependent variable was Academic performance in which is determined by parental income, parental educational attainment and family size.
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Introduction
This chapter served as a comprehensive guide to the methodology employed in the research endeavor. It delineated the fundamental aspects governing the study, including the chosen research design, entry protocols, selection of research location, identification of the target population, methodology for sampling, determination of sample size, instruments utilized for data collection, procedures employed for data gathering, methodologies for data analysis, and the ethical principles adhered to throughout the research process.
3.2 Research design
According to Babbie (2010), quantitative methods prioritize objective measurements and statistical analysis when collecting data through questionnaires. This approach was chosen to effectively conduct the study and gather pertinent information from its objectives. Quantitative research primarily aimed at collecting statistical data from various groups of people. In this particular study, the focus was on a specific population: undergraduate students ranging from second to fourth year across all three schools. This helped gain insight into the challenges faced by students experiencing different levels of financial constraints and how these constraints impacted their academic performance.
3.3 Research location
This referred to the context that the researcher seeks to conduct his/her study exemplar; it could be within a school set up or a hotel. The research location was Africa International University Karen, Nairobi.
3.4 Target population
A target population refers to a specific group of individuals from which samples are selected for measurement and study within a particular context (Kombo and Tromp, 2006). In this study, the population under scrutiny consisted of 300 registered undergraduate students. Consequently, the participants in this research were drawn from Africa International University, specifically targeting students enrolled in the second to fourth years of study.
The highest population shown in figure 3.4 was year 2 with 120 followed by year 3 with 100 and year 4 having 80 out of the overall total population .
3.5 Sampling Method
This is a technique used in obtaining information of the entire population by examining a section (Kothari, 2004). The study focused on 93 undergraduate students from Africa international university to acquire enough relevant data for the study. By ensuring they were only undergraduate students, so it was mostly goal-directed sample considering the topic. The method utilized was non probability sampling. It was certain that the students chosen for the study were undergraduate students who were from high, middle and low family background with their academics performance.
3.6 Sample size
According to Kothari (2004) it is a subset of the overall population that is used to give the general views of the target population. However, the study selected a section of 31% of the entire population as illustrated below:
100%= 300 students
31%=?
= 93 undergraduate students
The research focused on ninety three respondents of the sample size due financial constraints and limited time as illustrated below:
3.7 Research instrumentation
It refers to the tools or methods used to collect data in a study. The research study employed quantitative questionnaire with structured type entailing closed and open-ended items (Meek et al walker, 2000). The selection of the tools was guided by the nature of data to be collected, availability of time and the objectives of the study. The quantitative questionnaire had several advantages which included: confidentiality, time saving, low cost and quantifiable results. However, it required careful preparation before capturing of important information required in the study, hence reducing respondent biasness.
3.8 Validity and reliability of instruments
In this section, the study dealt with reliability and validity of instruments.
3.8.1 Validity of Research Instruments
Validity is the degree of assessing whether the instruments accurately measure the theoretical constructs they intend to measure. Doing questionnaire protocols which effectively captured the complexities of coming from different of family background and their impact on academic performance. Validation involved collecting and analyzing facts to assess the accuracy of an instrument. Validity of the questionnaire was obtained by presenting it to the supervisor as content and concept was determined by skillful judgment (Amin, 2005).
3.8.2Reliability of Research Instruments
Reliability refers to how constantly a method measures something, (Price et al, 2015). The researcher used piloting to determine the reliability of the questions so as to determine whether the participants understood the question in the research. The questionnaires were administered to eight respondents to ensure they understood the research questions. Hence producing same result when done repeatedly under same conditions.
3.9 Piloting of the instrument
According to Baker (2010) piloting is the process of field testing, and retesting survey instruments for readiness of complete survey. The instruments in this research were questionnaire and the research supervisor assessed the questionnaire if it fits the study. Ten students (five females and five males) were given the questionnaire to affirm that they were easy to comprehend and if they could be answered by others respondents without any challenge.
3.10 Data collection procedure
This refers to the process of gathering information using specific instrument. In this study, data was collected using questionnaire method, which was distributed to the selected sample of the population (93 undergraduate students). This was done for about 3- 5minutes after which the questionnaires will be collected.
3.11 Data analysis
This is the process of observing, and summarizing facts with the intent to extract useful information and develop reliable conclusions, Adair& Pastori (2011). The percentage and frequencies used to determine effects of socio-economic status on the academic performance of undergraduate students. Data obtained from the questionnaires were edited before the process of coding and for further analysis. The obtained results were analyzed and were used to develop tentative ideas about the issues under investigation during data collection.
3.12 Ethical Consideration
According to Arifin, (2018), ethical consideration refers to the protection of human subjects through the submission of appropriate ethical principles. The researcher assured the applicants that the information collected from them were handled confidentially and treated with respect and honored their perspectives and experiences without judgment. The researcher ensured that undergraduate students (from high, middle and low family background) fully understood the study’s purpose, procedures, and potential implications before they agree to take part. Therefore, sought for permission from head of department of academic affairs before conducting the research project.
CHAPTER FOUR:
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction
In this chapter the data collected from the questionnaires return rate was analyzed, interpreted and some comments were presented, which was presented in four section: Part one report on questionnaire return rates, part two on demographic information of the respondents and part three reports on research objectives.
4.2 Response Rate
The questionnaires administered to the student-parents were 93. However, 92 questionnaires were filled and returned, which gave a response rate of 98%. This high return rate was attributed to the method of follow up to distribute the tools to the respondents. The analyses of response were as follows:
93
92
98%
4.3 Demographic information of the respondents
This covered features like year, age and residence of the respondent. This data aided in understanding the composition of the sample population which allows the researcher to analyze patterns particular to different demographic groups.
4.3.1 Year of study of respondents
A table was used to show how the level of study of undergraduate students at Africa international university. It was distributed at different year group below: The year of study refers to the stage of academic progression of undergraduate students.
From table 4.3.1 showed that the highest percentage of year 2 with 43.4%, year 3 with 32.6%and year 4 having 23.9% which is the least from the ranking. This refers to the academic level that undergraduate students are in (e.g., first year, second year, etc.). The effects of socio-economic status on academic performance can vary depending on the year of study. For example, students in their earlier years may be more affected by financial constraints or lack of access to resources compared to students in later years that may have developed better coping mechanisms or support networks.
This variable was important because students might experience different academic challenges and opportunities based on their year of study. For example, second -year students may be adjusting to the academic demands of university life, while final-year students may be preparing for graduation and entering the workforce or further education. The data suggests that students in their fourth year tend to have the highest academic performance compared to students in the other years. This could be due to a variety of factors such as increased familiarity with university systems, more specialized knowledge in their field of study, and better time management skills developed over their years in university.
4.3.2 Residence of the respondents
A Pie chart was used to show how residence of the respondents distributed in percentages. It could illustrate the distribution of different types of residences in a particular area or population. For example, a pie chart might show the percentage of people living in houses, apartments, condominiums, or other types of housing units. This visual representation could help identifying the most common forms of residence and how they contribute to the overall housing landscape.
Figure 4.3.2 showed that undergraduate students residing off campus were the majority with 70 which is 76.1% followed by the on-campus minority with 22 a percentage of 23.9%. This refers to where undergraduate students live while attending university, such as on-campus or off-campus. The effects of socio-economic status on academic performance can also vary based on residence. For example, students living off-campus might have more financial responsibilities or face different social pressures compared to students living on-campus. Understanding these differences can help in providing appropriate support to students based on their living arrangements. The data showed that students living on-campus tend to have higher academic performance compared to students living on-campus. This could be due to factors such as fewer distractions, more independence and autonomy, and better access to resources such as libraries and study spaces. However, it’s important to consider that these differences could also be influenced by other factors such as socio-economic status and personal motivation. (Pascarella & Terenzini, 2005), living on campus encourages social integration, personal growth and participation in various activities.
4.3.3 Gender of the respondents
A bar graph was a useful tool for visualizing the gender distribution of respondents. Each bar represents a different gender category (e.g., male, female, non-binary) and the height of the bar corresponds to the percentage or count of respondents in that category. This visual representation allows for easy comparison between different gender groups and can highlight any disparities or trends in the data.
The data indicated that female students have higher academic performance compared to male students. This could be attributed to various factors such as differences in learning styles, societal expectations, and access to resources. It’s important to note that these differences may not be solely due to gender but could also be influenced by other factors such as socio-economic status. This refers to whether students are male or female. The effects of socio-economic status on academic performance may differ between genders. For example, females from lower socio-economic backgrounds may face different challenges compared to males, such as access to education or societal expectations. Understanding these differences can help in developing targeted interventions to support students from different gender backgrounds. Stewart et al (2006) there is no significant difference in the performance of male and female students in their studies
4.4 Parental Income
Parental income is a crucial factor that can significantly impact a child’s development, well-being, and future opportunities. It is often studied in research to understand the influence of socioeconomic status on various outcomes, such as academic achievement, health, and social mobility.
N (%)
Lack of financial support from a family influence academic performance of undergraduate students at Africa International University.
The table presents data on the influence of various factors of socio-economic status on the academic performance of undergraduate students at Africa International University. Each row corresponds to a specific factor, and the columns represent the number and percentage of respondents who agree or disagree with the statement regarding that factor’s influence on academic performance. Lack of financial support from a family: 36 students (39.1%) agree that this factor influences their academic performance, while 25 students (27.1%) disagree. Low income of a family 34 students (33.6%) agrees that this factor affects their academic performance, while 18 students (19.5%) disagree. High expenditure on transportation 31 students (33.6%) agrees that this factor affects their academic performance, while 6 students (6.5%) disagree. Lack of support from students to raise income 35 students (38.0%) agrees that this factor affects their academic performance, while 14 students (15.2%) disagree. Having different annual income from the household 47 students (51.0%) agree that this factor affects their academic performance, while 20 students (21.7%) disagree. The findings agree with Gregg (2010), who stated that student’s test scores are lower when poverty persists across the generations, and highest when material advantage is long –lasting.
4.5 Parental Educational Attainment
Parental educational attainment refers to the level of education completed by a child’s parents or guardians. It is an important indicator of socioeconomic status and can influence various aspects of a child’s life, including academic achievement, career aspirations, and overall well-being.
From table 4.5 Parents’ Educational Levels and Attitude Positive Influence 35 students (38.0%) agree that parents’ educational levels positively influence their attitude towards academic performance, while 5 students (5.4%) disagree. Low Level of Parents’ Educational Achievements Negative Influence 36 students (39.1%) agree that low levels of parents’ educational achievements affect their academic performance, while 5 students (5.4%) disagree. Access to Educational Opportunities Positive Influence 37 students (40.2%) agree that having parents with higher educational levels improves their access to educational opportunities, while 3 students (3.2%) disagree. Aspirations for Higher Career Goals influence on Aspirations 34 students (36.9%) agree that parents’ educational levels have influenced their aspirations for higher career goals, while 4 students (4.3%) disagree. Academic Support from Parents Positive Influence 35 students (38.0%) agree that receiving more academic support from parents due to their educational backgrounds affects their academic performance positively, while 18 students (19.5%) disagree. The findings concurred with Ndidde and Oxen ham (2001). Who evaluated that adult literacy class graduates were nearly twice as likely to discuss schoolwork and check homework of their children. Additionally, they may have more social and professional networks that can provide opportunities for educational enrichment.
4.6 Family Size
Family size is a fundamental demographic characteristic that can have significant implications for individuals and society as a whole. It refers to the number of people living in a household and can vary widely based on cultural, economic, and personal factors.
Coming from a polygamous family affects academic performance of undergraduate students at Africa International University.
The table presents data on the influence of family size and dynamics on the academic performance of undergraduate student’s socio- economic status at Africa International University. Each row corresponds to a specific statement, and the columns represent the number and percentage of respondents who agree or disagree with the statement regarding the influence of family factors. Family Size and Academic Performance Negative Impact 35 students (38.0%) agree that having a larger family size has negatively impacted their academic performance, while 2 students (2.1%) disagree. Access to Educational Resources Positive Influence 36 students (39.1%) agree that having sufficient access to educational resources despite family size affects their academic performance positively, while 4 students (4.3%) disagree. Polygamous Family Impact on Performance 37 students (40.2%) agree that coming from a polygamous family affects their academic performance, while 6 students (6.5%) disagree. Siblings and Academic Performance Positive Influence34 students (36.9%) agree that having siblings positively influences their academic performance, while 5 students (5.4%) disagree. Attention and Support Negative Impact 35 students (38.0%) agree that low amount of attention and support affects their academic performance, while 10 students (10.8%) disagree. The findings agree with Kessler (2013) who attributed poor academic performance to stepfamilies, where divorced individuals remarry, creating a new family unit with children from previous relationships.
4.7 Analysis of findings
This section assesses parental income, parental educational attainment and family size on academic performance of undergraduate students. The` majority of students agreed that lack of financial support from their family influences their academic performance. This indicates that financial support plays a significant role in students’ ability to focus on their studies. A significant number of students agree that low family income affects their academic performance. This suggests that financial constraints impact students’ access to resources necessary for academic success. A considerable number of students agree that high transportation costs affect their academic performance. This highlights the importance of affordable transportation options for students.
A majority of students agreed that lack of support from fellow students to raise income affects their academic performance. This emphasizes the role of peer support in overcoming financial challenges. The majority of students agree that parents’ educational levels positively influence their attitude towards academic performance. This suggests that parental education can play a motivating role in students’ academic pursuits. A significant number of students agree that low levels of parents’ educational achievements affect their academic performance. This highlights the impact of parental education on students’ academic success. A considerable number of students agree that having parents with higher educational levels improves their access to educational opportunities. This indicates that parental education can facilitate access to resources necessary for academic success. Many students agree that parents’ educational levels have influenced their aspirations for higher career goals. This suggests that parental education can shape students’ career ambitions. The majority of students agree that receiving more academic support from parents due to their educational backgrounds affects their academic performance positively. This highlights the importance of parental involvement in education.
The majority of students agree that having a larger family size has negatively impacted their academic performance. This suggests that the demands and responsibilities associated with a larger family may affect students’ ability to focus on their studies. A significant number of students agree that despite family size, having sufficient access to educational resources positively affects their academic performance. This indicates the importance of resource availability in mitigating the impact of family size on academic performance. Many students agree that coming from a polygamous family affects their academic performance. This could be due to the complexities and dynamics of polygamous households impacting students’ ability to concentrate on their studies. A considerable number of students agree that having siblings positively influences their academic performance. This suggests that siblings may provide support and encouragement that enhances academic success.
.
CHAPTER FIVE:
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
The study aimed to investigate how socio-economic status (SES) affects the academic performance of undergraduate students at Africa International University. This chapter summarizes the research findings, draws conclusions, and provides recommendations for action and further research.
5.2 Summary of Findings
The research found that parental income, parental education, and family size significantly impact students’ academic performance. Students perform better when their parents provide them with educational resources promptly, showing that parents understand the importance of education for their children’s success. Parents with stable jobs that provide regular income are more likely to support their children’s educational needs, leading to better academic performance. Family size also plays a role, with students from smaller families performing better than those from larger families. Higher-income households tend to provide better parental support compared to lower-income households. Overall, students’ socio-economic status, including factors like income, parental education, and family size, significantly influences their academic performance. Students from higher SES backgrounds tend to perform better academically due to access to better resources and support systems. Conversely, students from lower SES backgrounds may face challenges that hinder their academic success, such as limited access to resources and higher stress levels. Addressing these disparities is crucial to ensuring that all students have an equal opportunity to succeed academically.
5.3 Conclusions
The research discovered that the academic performance of undergraduate students is influenced by their parents’ education, occupation, and income levels. Additionally, having a smaller family positively affects academic performance. These results are consistent with previous studies on how socio-economic factors impact academic success. Overall, socio-economic status (SES) significantly affects the academic performance of undergraduate students, with higher SES being associated with better academic outcomes. The socio-economic status (SES) of university students, as influenced by parental income, parental educational attainment, and family size, significantly impacts their academic performance. Higher parental income often correlates with better academic outcomes due to access to resources such as quality education, learning materials, and educational support. Similarly, higher parental educational attainment is associated with higher academic achievement in students, as it can lead to higher educational expectations and a greater emphasis on the value of education within the family. Additionally, family size can also play a role, with smaller families often providing more individualized attention and support to each child, which can positively impact their academic performance. Overall, addressing disparities in SES-related factors is crucial in promoting equal opportunities for academic success among university students.
5.4 Recommendations
Ensuring that schools and educational institutions allocate resources in a way that provides equitable access to educational materials, technology, and extracurricular activities for students from all socio-economic backgrounds. Create a supportive school environment that recognizes and addresses the unique challenges faced by students from lower socio-economic backgrounds, such as providing mentorship programs or counseling services. Provide teachers with training and resources to effectively support students from diverse socio-economic backgrounds, including strategies for addressing barriers to learning and promoting academic success. Implement programs that encourage and facilitate parental involvement in their children’s education, particularly among families with lower socio-economic status. Increase access to financial aid and scholarships for students from lower socio-economic backgrounds to help alleviate financial barriers to higher education.
Foster partnerships with community organizations and businesses to provide additional resources and support for students from lower socio-economic backgrounds. Establish peer support programs that connect students from similar socio-economic backgrounds to provide academic and emotional support. Create mentorship programs that pair students from lower socio-economic backgrounds with successful professionals or older students who can provide guidance and support. Implement evidence-based interventions that have been shown to improve academic outcomes for students from lower socio-economic backgrounds, such as tutoring programs or educational technology initiatives. Advocate for policies at the local, state, and national levels that promote educational equity and address the root causes of socio-economic disparities in academic performance.
5.5 Suggestion for Further Research
Conducting long-term studies to explore how socio-economic status affects academic performance and educational achievements over time is crucial. Additionally, qualitative research can delve into the personal experiences of students from various socio-economic backgrounds to understand how these experiences impact their academic success. Comparing how socio-economic factors influence academic performance across different countries or regions can uncover reasons for educational disparities. It’s also important to investigate how factors like race, gender, or disability intersect with socio-economic status to affect academic outcomes.
Evaluating interventions designed to enhance academic success for students from lower socio-economic backgrounds is essential. Parental involvement plays a significant role in mitigating the negative impact of low socio-economic status on academic performance, warranting further investigation. Teacher perceptions of students from diverse socio-economic backgrounds and their influence on student outcomes should also be examined.
The role of technology in narrowing the educational gap for students from disadvantaged backgrounds is worth exploring. Analyzing existing educational policies and their effects on socio-economic disparities in academic performance can inform future policy-making. Family dynamics, including structure and parental involvement, also play a role in shaping the academic success of students from different socio-economic backgrounds and merit investigation. Moreover, replicating these studies across various Colleges of Education in Kenya can provide broader insights. Additionally, comparing the academic achievements of children from extended families to those from nuclear families within specific communities can offer valuable understanding of family structures’ impact on academic success.
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APPENDIX QUESTIONNAIRE
Dear Respondent,
I am an Education student at Africa international university. I am carrying out a study on: EFFECTS OF SOCIO-ECONOMIC STATUS ON ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS AT AFRICA INTERNATIONAL UNIVERSITY, which is a partial requirement for completion of my study. The information you provide will be maintained in all written data analysis resulting from the study. Your participation will only take 3-5 minutes to complete. Thank you for taking your time in answering the questionnaire. The data collected will remain confidential and used solely for academic purposes.
PART A: Background information of the respondent
Kindly read each of the statement and express your opinion by putting a mark () on the category that reflects your best opinion.
Year of study ( ) year 2 ( ) year 3 ( ) year 4
Residence ( ) off campus ( ) on campus
Gender ( ) female ( ) male
PART B : Effects of socio-economic status on academic performance This part of the questionnaire has items concerning effects of socio-economic status on
undergraduate students at Africa International University. Choose one of the given choices through ticking :
Strongly disagree, Disagree , Neutral , Agree and Strongly agree
OBJECTIVE 1: PARENTAL INCOME
This section seeks to establish the influence of parental income on academic performance of undergraduate students. Kindly mark the scale that best represent your answer for each statement below.
OBJECTIVE 2: PARENTAL EDUCATIONAL ATTAINMENT
This section seeks to establish the influence of parental educational attainment on academic performance of undergraduate students. Kindly mark the scale that best represent your answer for each statement below.
Statement on parental educational level
Having parents with higher educational levels improves access to educational opportunities for undergraduate students at Africa International University.
Receiving more academic support from parents due to their educational backgrounds affects academic performance of undergraduate students positively at Africa International University.
This section seeks to establish the influence of family size on academic performance of undergraduate students. Kindly mark the scale that best represent your answer for each statement below.
Having a larger family size has negatively impacted academic performance of undergraduate students at Africa International University.
Having sufficient access to educational resources despite family size affects academic performance of undergraduate students at Africa International University.
About the Author: Mark B. Mukundi
Mark B. Mukundi is a rising authority in education who is deeply passionate about both teaching and research. At Nairobi Waldorf School, Mark is a committed Geography and Kiswahili teacher who blends his professional background with academic understanding to encourage and foster a love of learning in his pupils. With a foundation in teaching, he studied for a Bachelor of Education at Africa International University, where he is still making great progress as a leader and scholar.
Mark is a young, enthusiastic researcher who is dedicated to improving education via a range of studies that examine the relationships between politics, the economy, governance, social life, and education. His writing and teaching style, which integrates these important topics to provide a comprehensive view on learning and development, reflect his varied academic interests. His goal is to work as an International Baccalaureate (IB) teacher, using his background in education and the demands of global education to have a significant effect on the sector.
Mark demonstrates his great organizational and leadership abilities in his role as Secretary General of the Students’ Council at Africa International University. He is known as a devoted and passionate leader because of his capacity to mentor and uplift both pupils and peers. Through his leadership position, he keeps improving the quality of life for students, advancing his career and his goal of making education better overall.
Mark, who is originally from Kenya’s Tharaka Nithi County, is dedicated to education outside of the classroom. His quest for practical solutions that improve the educational environment, along with his active pursuit of scholarly endeavors, make him a promising figure in education.
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