The impact of social economic background on learner's academic performance in the selected primary schools of Kamahuha zone, Murang' a south district Kenya

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Kampala International University, College of Education, Open and Distance Learning
A study on social-economic background on learner’s academic performance was carried out in the selected primary schools of Kamahuha Zone, Murang'a South District of Kenya. The main purpose of the study was to examine social economic status and pupil’s academic performance in Kamahuha Zone, Marang'a South District in Kenya The objectives were to determine the factors affecting academic performance of primary school learners in Marang'a South District in Kenya in relation to: poverty, Cultural beliefs, parental attitudes and family structure The instruments of data collection were questionnaires to the teachers and focus group discussions with the pupils The findings from the study indicated that low economic status which was supported by 50%, Cultural beliefs 45%, parental attitudes 70% and family structure 80% are among the social economic factors that affect academic performance of pupils. The study recommended that the government should make sure that devises means of helping children from rural areas attain education. For example bursaries can be organized to help children from poor families. Teachers should not ignore children who are withdrawn instead should try to find out the problem and devise means to solve it. For example children from single parents
A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment Of The Requirements For The Award Of Bachelors Degree Of Education Of Kampala International University
Social economic background, Learner's academic performance, Primary schools of Kamahuha zone, Murang' a south district, Kenya