Impact of Family Background on Pupil’s Academic Performance in Selected Primary Schools in Kabale Central Municipality.
This study investigated the influence of family background on primary school pupils' academic performance in Kabale Central Municipality, Uganda. Understanding how family factors such as socioeconomic status, parental education level, and parental involvement impacted educational outcomes was c...
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| Format: | Thesis |
| Language: | English |
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Kabale University
2025
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.12493/2748 |
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| Summary: | This study investigated the influence of family background on primary school pupils' academic performance in Kabale Central Municipality, Uganda. Understanding how family factors such as socioeconomic status, parental education level, and parental involvement impacted educational outcomes was crucial for addressing educational disparities and promoting equitable access to quality education. The study explored three key objectives: the effect of family income on academic performance, the influence of parental education on educational outcomes, and the impact of parental involvement on pupils' academic success. Using a descriptive research design with a quantitative approach, data was collected from selected primary schools in Kabale Central Municipality through self-administered questionnaires, interviews, and document reviews. The sample included pupils, teachers, and head teachers from four primary schools. Findings revealed that while many respondents recognized the positive role of parental involvement in academic success, there were varied perspectives on its significance. Some argued that parental involvement was crucial for fostering a supportive learning environment, while others suggested that its impact might have been mitigated by contextual factors such as socioeconomic disparities and school environments. The study highlighted the importance of effective parental engagement and called for tailored support programs, enhanced communication channels between schools and families, and the removal of barriers to parental involvement. It also advocated for policies that supported family-school partnerships. By addressing these factors, the research aimed to provide actionable insights for improving educational outcomes and reducing disparities in Kabale Central Municipality. The findings contributed to the existing literature and offered a basis for future research and policy development in the region. |
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