Parental Income's Impact on Student Participation in Lesson Activities for Equitable Educational Outcomes

Abstract

Aims: This study aims to investigate the relationship between parental income and student participation in lesson activities among secondary schoolchildren in Sri Lanka. The primary objectives is identifying potential differences based on parental income levels, and providing valuable insights into the broader implications for educational equity. Study Design: Employing a survey and quantitative research design, this study gathers data from 1350 secondary school students. The research focuses on diverse aspects of student participation, including group work, discussions with teachers and family, experiments, practical activities, and interactions through social media. A Likert Scale with five response options is utilized to measure student engagement, offering a comprehensive view of their involvement. Place and Duration of Study: The study is conducted in secondary schools across Sri Lanka. Data collection spans a specified duration, ensuring a representative sample of participants. The diverse geographical and socio-economic landscape of Sri Lanka enriches the study's scope, allowing for a nuanced understanding of the interplay between parental income and student participation. Methodology: A stratified random sampling technique is employed to select 1350 participants, ensuring a diverse representation of secondary school students. The questionnaire, validated by experts in the sociology of education, comprises two sections: one gathering demographic information and the other assessing students' perceptions of their involvement in lesson activities. Descriptive and inferential statistics, facilitated by the Statistical Package for the Social Sciences (SPSS) Version 23, enable a comprehensive analysis of the data. Results: Descriptive analysis reveals a moderately high overall level of student participation in various lesson activities. Notably, group activities receive the highest mean value, indicating a strong positive correlation with student engagement. The multivariate analysis of variance (MANOVA) demonstrates significant differences based on parental income levels, with upper-middle-class students exhibiting higher participation than their peers from lower-income backgrounds. Conclusion: The study concludes by highlighting the crucial role of parental income in shaping students' educational experiences. Findings underscore the disparities in engagement levels, emphasizing the need for targeted interventions and policy initiatives to promote educational equity. Educators, policymakers, and parents are urged to consider these insights to foster a more inclusive and equitable educational system in Sri Lanka.