Abstract

The socio-economic status of parents has long been recognized as a significant determinant of students’ academic performance. In Buea Municipality, Cameroon, this study investigates how parents’ socio-economic status influences the academic achievements of secondary school students. The research aims to explore the relationship between various socio-economic factors—such as income level, education level, and occupation—and students’ academic outcomes, providing insights into how these factors contribute to educational success or challenges.

A mixed-methods approach is utilized, combining quantitative and qualitative data collection methods. The quantitative component involves surveys distributed to secondary school students and their parents, assessing socio-economic variables and correlating them with students’ academic performance. Data on students’ grades, standardized test scores, and overall academic achievements are analyzed in relation to the socio-economic indicators of their families.

Qualitative data is gathered through interviews and focus group discussions with parents, teachers, and school administrators. These discussions provide deeper insights into how socio-economic factors affect students’ educational experiences, including access to learning resources, parental involvement in education, and the overall support provided to students at home.

The study finds a clear correlation between parents’ socio-economic status and students’ academic performance. Higher income levels, better education backgrounds, and stable occupations are associated with improved academic achievements. Students from higher socio-economic backgrounds often have access to better educational resources, such as private tutoring, extracurricular activities, and a conducive learning environment, which positively impacts their academic performance. Conversely, students from lower socio-economic backgrounds face challenges such as limited access to educational materials, financial constraints, and less parental involvement, which can hinder their academic success.

Interviews with parents reveal that socio-economic status influences their ability to support their children’s education through resources, time, and educational support. Teachers report that students from lower socio-economic backgrounds often struggle with issues such as inadequate study materials and lack of a conducive learning environment at home, which affect their performance in school. School administrators highlight the need for targeted interventions and support programs to address the disparities caused by socio-economic differences.

In conclusion, parents’ socio-economic status has a significant impact on the academic performance of secondary school students in Buea Municipality. To mitigate the negative effects of socio-economic disparities, it is recommended that educational policymakers and school authorities implement programs that provide additional support and resources to students from disadvantaged backgrounds. Enhancing parental engagement and providing equitable access to educational resources can help bridge the gap and promote better academic outcomes for all students.

Keywords: Socio-economic status, academic performance, secondary schools, parental influence, educational resources, Buea Municipality, Cameroon.