Abstract
Preschool education may help increase the academic achievement of school-age students. Still, for a segment in society, this is not feasible and children are not admitted into preschool due to parents’ socioeconomic status. The purpose of this study was to measure the interaction between socioeconomic status and preschool education on students’ academic achievement in Bahraini government elementary schools. The study adopted a quantitive approach. The sample was 402 girls and boys in grades 1 through 6. The results showed that students who had preschool education had better academic achievement than those who did not. There were no significant differences in students’ later academic achievement with reference to socioeconomic status, and there was no interaction between preschool education and socioeconomic status on academic achievement. It was recommended that policymakers should encourage the private and public sectors to invest in preschool education, to conduct further research on the impact of socio-economic status on academic achievement at different school levels and to expand the dimensions of SES to include parents’ skills and marital relationships and their impact on children’s achievement.
Highlights
During the last decade, the number of preschool education institutions has increased worldwide (Roser & Ortiz-Ospina, 2017)
The main purpose of the current study was to investigate the relationship between socioeconomic status and preschool education on the academic achievement of students in Bahraini government elementary schools
A quantitative research design was used to assess the interaction between socioeconomic status and preschool education on academic achievement in Bahraini government elementary schools
Summary
The number of preschool education institutions has increased worldwide (Roser & Ortiz-Ospina, 2017). Bahrain is one of these countries where the number of preschool education institutions has increased rapidly. Many factors affect the achievement of elementary school students. Among such factors are teachers’ qualifications, school environment, class peers, parents’ social economic status, and enrolment in preschool education. Enrolment in preschool is influenced to a great extent by parents’ socioeconomic status in the kingdom of Bahrain because preschool education is not compulsory in this country. The impact of preschool education on later academic achievement, and the interaction effect of parents’ socioeconomic status on achievement are worth investigation
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