The Influence of Parental Socio-Economic Status on Students’ Academic Performance: The Case of Selected Public Secondary Schools in Kongwa, Tanzania

Abstract

The purpose of education is to equip students with the necessary knowledge that would prepare them to be economically competitive world. The introduction of fee-free education policies in Tanzania has led to a significant influx of community secondary schools and a subsequent increase in student enrolment rates. While this development has made education more accessible, it has also presented new challenges, particularly regarding the role of parents in their children's education. Understanding the impact of parental socio-economic factors on students' academic performance in these community schools is crucial. This study investigated the influence of parents’ academic level and employment status on students' academic performance. This study also aimed to determine the usefulness of the chaining strategy in developing language comprehension ability among deaf pupils in Tanzania. Both quantitative and qualitative research approaches were used. The population consisted of teachers, students, and parents from 13 community secondary schools, with a total sample size of 169 respondents. Qualitative data were analysed thematically, whereas quantitative data were analysed using frequencies and percentages. Findings revealed that parents’ academic level had a positive influence on their children’s academic performance, as educated parents were more likely to provide academic support. There was a strong and statistically significant relationship between parents’ education level and their children’s academic performance, as indicated by the correlation coefficient (r=.941, p=.000). Additionally, the study found that parents’ employment status significantly impacted students’ academic performance, as employed parents could afford to provide basic necessities needed for educational purposes. This is evidenced by the findings, which reveal a strong and statistically significant positive correlation (r = .940, p < .001). Therefore, the study recommends that there should be worked out background knowledge on students’ parents so that teachers can foster students’ academic progress by providing the best input strategies based on such understanding.