This study investigated the relationship between students’ socio-economic factors and academic performance using descriptive and inferential statistics. Data were collected from 186 respondents to assess the influence of family income, socio-economic background, financial aid availability, participation in co-curricular activities, and living conditions on students’ academic outcomes. Results revealed that family income significantly influenced access to academic resources, as supported by a mean score of 2.40 and low variability (S.D = 1.141). Students from low socioeconomic backgrounds were found to struggle with balancing work and study, evidenced by a mean score of 2.38 and high variability (S.D = 2.013). Additionally, financial aid was perceived to improve academic performance, though opinions were divided (mean = 2.89, S.D = 1.758). Socio-economic status also determined participation in cocurricular activities (mean = 2.34, S.D = 1.506), while students’ living conditions were noted to affect their focus on academic tasks (mean = 2.67, S.D = 1.074). The Pearson correlation coefficient (r = 0.759, p < 0.01) demonstrated a strong positive relationship between socio-economic factors and academic performance, indicating that higher socioeconomic status was associated with better academic outcomes. The study concluded that socio-economic disparities significantly affect students’ academic opportunities and outcomes, emphasizing the role of financial resources, parental education, and involvement in fostering academic success. Recommendations include enhancing parental awareness programs to improve engagement in their children’s education, implementing school strategies to foster active parental involvement, and increasing financial aid and material support to bridge socio-economic gaps. These measures aim to create equitable opportunities for students from diverse socio-economic backgrounds.