Effects of socio-economic status on academic performance in primary schools in Soy zone, Rift Valley Province, Kenya.
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Date
2011-11
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Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
Kenya has experienced a rapid expansion of the education system partly due to high government expenditure on education. Despite this high level of expenditure on education primary school enrolment has been declining since 1990. 2003 when gross primary school enrolment increased to 104 percent after the introduction of F.P.E. the objectives of the study will be, to identify the relationship between the family economic status and academic performance of primary school pupils and to investigate challenges posed by family social economic status on academic performance of pupils in Soy Zone. The target population will include 40 teachers 60 parents and 150 pupils in primary schools in the zone the sample size will be 20% of the target population. This study will be based on motivation theory will adopt theoretical framework. The researcher will use questionnaire and as data collection instrument.
Data collected will be analyzed using both quantitative and qualitative methods.
This study will benefit the policy makers at various levels by providing information on effect of social economic status on academic performance of primary schools. The findi0ng and recommendations will also enable institutions to come up with strategies to help pupils remain focused in all academic institution despite the social economic status. It is also hoped that the findings of the study will be used by various agencies working with children and to be better their knowledge.
Description
A Research Report Submitted To College Of Open And Distance Learning In Partial Fulfillment In Requirement For The Award Of Bachelor's Degree In Early Childhood And Primary Education Of Kampala International University
Keywords
Socio-economic status, Academic performance, Primary schools, Soy zone, Rift Valley Province, Kenya