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The Influence Of Parental Expectations On The Students' Academic Performance In Science Subjects In Selected Secondary Schools In Kawempe Division, Kampala

This study examined the influence of parental expectations, involvement, and socio-economic status (SES) on students' academic
performance in science subjects in selected secondary schools in Kawempe Division, Kampala. The research employs correlation and
regression analyses to explore the relationships between these factors and student performance. A total of 123 respondents, including Head
Teachers, Science Teachers, Students, and Directors of Studies, participated in the study.
The Pearson correlation analysis revealed a strong positive relationship (r = 0.67, p < 0.01) between parental academic expectations and
student performance in science subjects. Regression analysis confirmed that parental expectations significantly predict student performance
(B = 0.45, t = 5.08, p < 0.001). For every unit increase in parental expectations, student academic performance improves by 0.45 units.
Additionally, the study found a strong positive correlation (r = 0.75, p < 0.01) between parental involvement in academic activities and both
student motivation and performance. Regression analysis indicated that parental involvement is a significant predictor of student motivation
and performance (B = 0.56, t = 7.00, p < 0.001), suggesting that higher parental involvement leads to improved student outcomes.
Furthermore, a significant positive relationship (r = 0.78, p < 0.01) was found between parental socio-economic status and academic
expectations. Regression analysis confirmed that parental SES significantly predicts academic expectations (B = 0.53, t = 5.89, p < 0.001),
which in turn positively influences student performance (r = 0.74, p < 0.01).
The study concludes that parental academic expectations, involvement in academic activities, and socio-economic status are significant
predictors of student performance in science subjects. The research highlights the importance of fostering parental engagement and
addressing socio-economic disparities to improve educational outcomes. Recommendations include designing targeted interventions to
encourage greater parental involvement and support for students from varying socio-economic backgrounds. Further research is suggested
to explore the long-term impact of these factors on student performance in diverse educational settings.

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