The Effect of Parental Economic Status on Students' Academic Performance in Public Day Secondary Schools in Busia County, Kenya

Abstract

This study examined the effect of parental economic status on students' academic performance in public day secondary schools in Busia County, Kenya. A cross-sectional survey design involved 355 Form 4 students from 9 randomly selected schools. Data was analyzed using correlation and regression analysis with SPSS version 25. The study revealed a significant positive correlation (r = 0.703, p < 0.001) between parental economic status and academic performance. Regression analysis showed that economic status explained 83.1% of variance in academic performance (R² = 0.831). Key findings: 75.2% of households earned below KSh 10,000 monthly, 67% of household heads had primary education or less, and the standardized coefficient (β = 0.754) indicated strong economic influence on academic outcomes. Parental economic status significantly influences academic performance. Targeted interventions addressing economic disadvantage could substantially improve educational outcomes.