INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON LEARNER’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ISIOLO SUB-COUNTY, KENYA

Abstract

This study investigated the influence of Parental socio-economic status on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. The following objectives guided the study: to assess the influence of parental income on learner's academic performance, to investigate the influence of parental education level on learner’s academic performance, to examine how parental occupation influences learner’s academic performance, and to examine how parental provision of learning resources influences learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. Guided by Social Capital Theory, the study employed a mixed-methods convergent parallel design that integrated quantitative and qualitative data from structured questionnaires, semi-structured interviews, and school records. The study targeted all 15 public secondary schools in the sub-county and used a stratified and simple random sample of nine schools. Participants included 9 principals, 103 teachers, 307 learners, and 27 representatives from the Parents Association (PA). The instrument’s content validity was confirmed through expert review. The reliability of the quantitative data was verified using Cronbach’s alpha, which yielded coefficients of 0.710 for teachers and 0.811 for learners. The credibility of the qualitative data was ensured through member checking and triangulation. Quantitative data were analyzed using SPSS version 23, employing descriptive statistics such as frequency counts and percentages. Results were presented through tables, bar graphs, and pie charts. Chi-Square inferential analysis was used to assess the hypotheses and determine relationships between variables. Qualitative data were transcribed, coded, and analyzed thematically in line with the research questions. Thematic results were presented through narratives and direct quotations to capture participants’ perspectives. Findings revealed that parental income, education, occupation, and learning resources significantly influence academic performance. Learners from low-income households struggled with school fees and basic materials, often resulting in absenteeism. Parents with higher education were more engaged in supporting learning, while stable occupations provided consistent resources. The provision of textbooks and revision guides was found to enhance performance outcomes. The study recommends that policymakers develop structured parent empowerment programs within the basic education framework, especially for rural and low-literacy communities. Schools should adopt low-cost strategies such as simplified orientation guides, community learning hubs, and mobile outreach.