Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/6947
Title: Socio-Economic Status of Parents and Academic Performance of Learners in Selected Secondary Schools in Burera District, Rwanda
Authors: Manirakiza, Vital
Keywords: Parents' status
Academic Performance
Secondary Schools
Issue Date: Oct-2011
Publisher: Kampala International University, School of Education, Open and Distance and E-learning
Abstract: This study intended to explore the relationship between parents’ socio-economic status in terms of occupation, education, family access and income and academic performance of learners in selected secondary schools in Burera district, Rwanda. This study seeks also to determine other factors responsible to the academic performance differences among learners. In the literature review, concepts, ideas, and opinions from scholars regarding the variables under study are used and this focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypotheses. The researcher employed descriptive correlation design and using SLOVEN’s formula, the respondents of this study included 202, from 410 targeted populations and the sampling was done by the use of simple random sampling, students of senior three and their parents or guardians from six selected secondary schools of Burera district, Rwanda, This study used both qualitative and quantitative methods. The man-made questionnaires have been used to get data. Frequency, percentage and Pearson Correlation were used to analyze data. The findings have revealed that the parents’ socio-economic status in terms of level of education (Mean=104 which means that most of parents have the primary level), parents’ income (Mean=1.64 which means that it is very low), parents’ employment (Mean=1.82 or disagree according to Likert scale), family access (Mean=1.66 which is very low) have a closer relationship to the academic performance of their children (Mean=1.67 which is very poor) in the study area. And other factors such as school environment and natural factors determine also the academic achievement differences among students in science subjects. The researcher recommends to different people namely the government, educational planners, curriculum designers, head teachers and teachers. The government and education planners should plan effectively for its people and put into consideration the socioeconomic status of parents, especially in Burera District. The curriculum designer must provide relevant materials corresponding to the program and provide the education which is linked with the socioeconomic needs of society. In conclusion, the analysis and interpretation of data gathered using the questionnaire, document have revealed that the parents’ socioeconomic status in terms parent education, income, employment and family access had a close relationship to the academic performance of learners in selected secondary schools. Therefore, the objectives of this study have been achieved.
Description: A Thesis Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda In Partial Fulfillment of the Requirements for the Degree Masters of Educational Management and Administration
URI: http://hdl.handle.net/20.500.12306/6947
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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