Abstract:
This research investigated the influence of family social status on student performance in national secondary examinations within the Hospital Ward, Kiminini sub-county, Trans-Nzoia County, Kenya. Grounded in behavioral and social learning theories. The study employed a cross-sectional descriptive design. Respondents were sampled through a combination of random and clustered sampling techniques, with data primarily gathered via structured questionnaires administered to students, parents, and educators. The findings reveal that while parents' education and income levels do affect students' access to academic resources, their correlation with performance was weak (ρ = 0.09). This suggests that other mitigating factors, such as student resilience or institutional support, may play a role. A significant majority of parents (78.3%) and teachers (84.1%) acknowledge that students from well-off backgrounds generally perform better, highlighting a perceived disparity. The study also found significant absenteeism linked to financial constraints, with 13.9% of students missing over two months annually and 24.8% missing over two weeks due to lack of fees, profoundly impacting performance. These insights underscore the need for targeted policies and strategies to address educational disparities stemming from family social status, aiming to promote more consistent educational achievement.
