The Influence of Parental Background on Academic Performance in English Language Among Senior Secondary School Students in the West Coast Region, The Gambia, West Africa

Abstract

This study investigates the ‘Influence of Parental Background and Socio-economic Status on the Academic Performance of Secondary School Students in English Language in the West Coast region of The Gambia, West Africa’. Recognizing the critical role of English Language education in national development and individual career advancement, the research aims to understand how parental qualifications and economic conditions affect students' achievement in this subject. A quantitative survey methodology was adopted, involving 150 respondents from two selected secondary schools in the region. Data were collected through structured questionnaires and analyzed to determine the relationship between parental factors and student performance. The findings reveal a significant correlation between parents’ educational attainment and socio-economic status and students’ performance in English Language. Students whose parents had higher qualifications and better economic means tended to perform better, while those lacking such support faced academic challenges. The study concludes that parental involvement, both in terms of educational support and socio-economic provision, is crucial to improving students' outcomes in English Language. It recommends that parents be more actively engaged in their children's education by providing the necessary academic exposure, encouragement, and material support to foster better performance in the subject.