Abstract
Dynamism in family finances, family type, and style of parenting has been associated with the well-being of a child. Poor performance usually indicates that some factors may be of the cause other than those found in schools since all schools in the republic of Kenya are given funds, teachers, and other resources equally. The purpose of this study is to investigate the influence of parents’ economic status and pupils’ academic performance in public primary tea estate schools in Kericho County. The research utilised social learning theory to bring the conceptualisation of the role of parents and family in enhancing academic performance. The study adopted a correlation research design. The study targeted 336 standards seven and eight pupils and 55 parent association members, 5 deputy headteachers and 5 headteachers from 5 schools from the selected schools in the tea estates in Kericho County. A sample population of 101 pupils, 55 parent Association members, 5 parents as well 5 headteachers, and 5 deputy headteachers were obtained using a stratified random sampling technique. The sampled 101 pupils were given questionnaires, while 55 parents association members, 5 headteachers, and 5 deputy headteachers were interviewed by the researcher. Both questionnaires and interview schedules were used to collect data from the field. Quantitative data were analysed using descriptive statistics where percentages and means were utilised. Pearson product-moment correlation coefficient was used as inferential statistics. Qualitative data were analysed through content analysis. Financial based problems attributed the highest issues that affect the parents in the estate for over-dependence wages and salaries that can sustain basic needs. Therefore, the study concluded that parent economic status had a significant effect on the pupil’s academic performance. The study recommended that there is a need for the multinational tea estates to consider assisting the children financially in estates through corporate social responsibility.
Highlights
Knowledge and education have become more like basic needs in the current world rather than secondary needs
Your parents work in the tea estate and dependent on the income from 90 the multinational company
The results from that majority of the parents worked in the tea estate and depended on the income from the multinational tea companies
Summary
Knowledge and education have become more like basic needs in the current world rather than secondary needs. Poor economic growth in Kenya has led to persistent poverty among Kenyan households. Children from poor family settings combine schooling and other activities such as household chores, farm work, work outside homes and family business (Moyi, 2011). Omar (2012) who researched in Kenya found that most parents are poor and most are unemployed making it difficult for them to source money for school fees. Children from high occupational statuses are known to model their parents’ positive schooling experiences and higher occupations (Dubow, Boxer & Huesmann, 2009). Children from low-income parents may model their parents’ lower levels of educational attainment (Obonyo, 2018). The majority of investigation done on the performance of education has concentrated on school factors while home factors represent student’s immediate environment which should be investigated
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