Wealth and learning achievement of pupils in primary schools in Uganda: Implications for government economic empowerment programs

Abstract

This paper examines the possession of family wealth and its impact on the academic achievement of primary school students in Eastern Uganda. A correlational survey design was employed to analyse UWEZO secondary data collected from eight districts in the eastern region of Uganda, encompassing 6,302 children and 6,031 families. Descriptive statistics and Pearson chi-square tests were employed for data analysis. The findings indicate that socio-economic factors positively influence children's literacy and numeracy achievements. Families possessing solar lighting, mobile phones, tables, chairs, textbooks, and a reliable source of water demonstrated higher proficiency in literacy and numeracy skills. It is likely that children in households with these possessions were able to engage in private study at home, given the conducive study environment, well-lit rooms, essential furniture, and access to textbooks. Furthermore, these children were more likely to receive additional tutoring after school and had access to the internet through mobile phones and computers, allowing them to access crucial educational information. Based on these findings, we recommend that the government provide sustainable livelihood options for struggling families.