Influence of parents’ economic status on students academic performance in selected government secondary schools in Kagadi district, Uganda

Abstract

This study examined the influence of parent’s economic status and students’ academic performance in selected government secondary schools in Kagadi District, Uganda. It was guided by three objectives of: Parents’ income status on students’ academic performance, parents’ ability to provide scholastic materials and other educational resources on students’ academic performance and parents’ capacity to meet school-related costs influence students’ academic performance. A mixed method design was used with both qualitative and quantitative approaches for triangulation and data collected data from 70 respondents using questionnaires and interviews from teachers and students and head teachers, PTA Executives and district officials respectively. Findings on objective one regression analysis showed that key aspects of Parents with higher income are in better-funded schools, experienced teachers, and advanced facilities (β = 0.308) and Lower-income families may experience financial stress and instability (β = 0.262)—significantly influence students’ academic performance. Higher-income families often have higher expectations and aspirations for their children, motivating them to perform well academically. (β = 0.212) also positively impact performance. Findings on objective two regression analysis revealed that provision of learning materials foster learners’ confidence and reduce absenteeism significantly students’ academic performance in government schools (R² = 0.478, p < 0.001). Under objective three, parents’ capacity to meet school-related costs, including fees, transport, and meals, ensures that students remain in school without interruptions, maintain a stable learning routine, and benefit from a conducive learning environment. The study recommended that for objective one, the DEO in collaboration with School management should implement flexible payment plans and provide access to shared learning resources, such as libraries, computers, and laboratories, to ensure that students from low-income families are not disadvantaged, while under objective two, Parents should prioritize timely payment of school dues, transport, and meals to ensure consistent school student attendance but also they should provide necessary learning materials such as textbooks, uniforms, and stationery to enhance students’ participation, comprehension, and retention. Finally, the Ministry of Education and Sports should develop policies that subsidize school dues, transport, and meals for students from low-income families, thereby reducing absenteeism and improving learning outcomes.