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Relationship between Students’ Socio-Economic Factors And Academic Performance In Selected Government Aided Secondary Schools In Kapchorwa District, Uganda

This study aimed at examining mainly two broad concepts: students’ socio-economic factors and students’ academic
performance in selected government-aided secondary schools in Kapchorwa District, Uganda. Specifically, the
research explores the relationship between socio-economic factors (parental educational background, employment,
and financial status) and students' academic outcomes. A mixed-methods approach, involving both quantitative and
qualitative data collection, was employed to gather insights from students, teachers, and school administrators. The
study found a significant positive correlation between socio-economic status and academic success, with students
from wealthier families or those with more educated parents performing better. The study concluded that socio
economic factors play a critical role in shaping academic outcomes. The study recommended financial assistance for
students from low-income backgrounds. This aims at providing educators, policymakers, and stakeholders with the
necessary information to design effective strategies that enhance academic success for all students in Kapchorwa
District and similar contexts.

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