The Impact of Socio-Economic Status On Academic Performance of West Budama Constituency, Tororo District, Uganda

ABSTRACT This study is about the impact of socio-economic status on students’ performance of West Budama, Tororo district, Uganda. The objectives of the study were to determine the factors influenced the student’s academic performance and the relationship between the socio-economic status and academic performance. To achieve this, a sample of 186 respondents from 6 public secondary schools using simple random sampling, questionnaires were administered to the respondents. Research assistant presented copies of the questionnaires to students to complete and supplementary information was obtained from secondary school academic teacher. Data collected was analyzed using descriptive and inferential statistics. Regression analysis was used to establish the relationship between the students’ socio-economic status and academic performance. The liker analysis were used to analyse the data, the results revealed that the students’ socio-economic status influenced student academic performance since education plays a major role in skills sets for acquiring jobs and specific quality that stratity people with higher and lower socio-economic status. The middle class parents takes active role in their children’s education and development by using controlled organized activities and fostering a sense of entitlement through encouraged discussion families with lower income do not participate in this movement, causing their children to have a sense of constraint. A division in education attainment in is thus due two differences in child rearing. Lower income families can have children who do not succeed.