The Impact of Socio-Economic Status on Social Skills Development in Secondary School Children

Abstract

This comprehensive research investigates the intricate relationship between socio-economic factors and social skills development among secondary school students in Sri Lanka. With a sample size of 1350 participants selected through stratified random sampling, the study employs a quantitative survey design to assess students' socio-economic status and perceptions of social skills enhancement. Statistical analyses, including Multivariate Analysis of Variance (MANOVA), reveal significant parental income and education disparities. The findings underscore a positive correlation between higher parental income and augmented social skills, emphasising socioeconomic status's pivotal role in shaping skill acquisition opportunities. Notably, the study identifies the positive influence of fathers' tertiary education on students' social competence. While no significant differences based on mothers' educational qualifications are observed, the study recognises the need for nuanced understanding. Aligning with existing literature, the research emphasises the importance of inclusive classroom climates, cultural diversity, and positive peer relationships in fostering social adaptation. Friendships among students emerge as crucial in shaping social identities, while the study navigates the intricate influence of social media interactions in the contemporary educational landscape. The data highlight elevated social skills among upper-middle-class students, placing emphasis on the pivotal role of parental income. These insights underscore the imperative for inclusive educational environments to foster holistic development and societal contribution. The methodology employs a survey-based approach with a structured questionnaire assessing socioeconomic status and perceptions of social skills. Rigorous statistical analyses, including MANOVA, provide a robust examination of social skill enhancement, revealing disparities associated with parental income and educational backgrounds. The study contributes nuanced insights to the discourse on socio-economic influences on student education in Sri Lanka, informing future research and interventions aimed at creating inclusive and enriching educational environments globally.