Influence of Parental Socio-Economic Status on Academic Performance of Girls in Mixed Day Secondary Schools in Kenya: A study across Mixed Day Secondary Schools in Homa Bay town Sub-County.

Abstract

Education is globally recognized as a key investment with significant social and economic returns.parents are considered to be the primary drivers of children’s development holistically. Notwithstanding aforementioned factors unequal access and persistent challenges continue to limit the academic performance of the girl child. In Homa Bay Sub-County, approximately 60% of girls in mixed day secondary schools perform below average, raising concern about the factors influencing their academic achievement. The objective of the study was to establish the influence of parental socio-economic status on the academic performance of girls in mixed day secondary schools in Homa Bay town Sub-County. The findings of the study indicated that, parental occupation, parental involvement and parental level of income highly influenced the girls academic performance while parental level of education and students’ level of confidence had moderate influence on the girls academic performance. The study concluded that parental socio-economic status on academic performance of girls had high influence on girls’ academic performance. The study recommended strengthening parental involvement through regular engagement, improving availability of teaching and learning resources, enhancing classroom environments, and addressing challenges related to distance to school. The findings of the study will inform policy makers and stakeholders in education in formulation of policies for management and practice. They also form baseline for future research on girls’ academic performance in similar contexts.