Social-Economic Status and Learners Academic Performance: A Case Study of Tororo Primary Trans Nzoia West District, Rift Valley Province, Kenya

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Kampala International University, bachelors degree of education
The study was carried out to investigate the effect of the social-economic status on the performance of pupils of Tororo primary school Trans Nzoia West district. The subjects involved in this study were the pupils, teachers, parents and community leaders of Tororo primary school Trans Nzoia West district. The data was collected using several methods that included oral interview and questionnaires, which were given to the respondents. Achievement tests were given to pupils in upper primary section at the beginning of term one by their subject teachers to asses their level of performance. The findings of the study indicated that most of the pupils at Tororo primary School are from low social-economic status families. The findings further showed that most parents/guardians of the school have low level academic achievement. These partly contribute to the low performance of most students. The study recommended that district inspectorate and the school Headteachers should strengthen their supervisory role to ensure that teachers adhere to the professional code of conduct. The study also suggested that the government should encourage setting up small scale industries to provide employment to the rural parents.
A Dissertation Submitted the Institute of Open and Distance Learning as Partial Fulfillment of the Requirement for the Award of Bachelor of Education of Kampala International University
Social-Economic Status, Learners Academic Performance, Trans Nzoia West District