Socio-economic background and academic performance of year three undergraduate students in School of Education, Makerere University, Kampala

Abstract

The study sought to establish the relationship between socio-economic background and academic performance of Year Three undergraduate students in School of Education, Makerere University. The study was guided by three specific objectives relating the level of parents’ education, family income and home environment to academic performance. The study used mainly quantitative approach but with some qualitative aspects. The quantitative approach of the study adopted a cross sectional survey and correlation design in nature. The sample study constituted of 217 undergraduate students of Year Three, Academic Year 2011/12. The researcher used self-administered questionnaire which was mainly quantitative but with some qualitative aspects to collect information from respondents. The study used an interview guide for Master of Arts (Educational Policy and Planning) degree students to get their perceptions or views which also backed up the understanding of the independent variables in the study. Management of quantitative data was based on percents and other descriptive statistics such as means, minima, maxima and ranges. Pearson’s correlation coefficient was used to correlate concept of socio-economic background with academic performance. Qualitative data were analyzed under the identified themes such as poor, average and good. The results revealed that none of the level of parents’ education, family income and home environment was related to academic performance. The conclusions were: irrespective of the level of parents’ education or family income or home environment, a student’s academic performance could be good or bad. Recommendations made were: students who perceive themselves to have their parents of low level of education or low family income or poor home environment should be encouraged by Makerere University Administrators, School of Education Administrators, lecturers, parents and fellow students to study hard as their academic success does not seem to be pertinent to either parents’ level of education or family income or home environment respectively.