CHAPTER FOUR
RESULTS AND DISCUSSIONS
4.0 Introduction
This chapter presents the results of the analysis of the questionnaire data based
on the purpose of the study. The purpose of the study was to establish the
impact of parent’s socio-economic status on students’ academic performance
in the Brim central municipality. The analysis and interpretation of data were
carried out based on the results of the four (4) research questions set for the
study. The analysis was based on the 100% return rate data obtained from 120
public junior high school students in the Brim central municipality. The
quantitative data were analyzed using descriptive statistics (mean statistic MS, standard deviations-SD, frequencies-F, and percentages-P). The first part
of this chapter describes the demographic characteristics of the 120 public
junior high school students in the Brim central municipality. In the second
part, the research findings are presented based on the research questions
formulated for the study.
4.1 Description of Respondents
This section on the questionnaire (Biographical) discusses the background information of
the respondents. These include the respondents’ gender, age, guidance’s occupation and
guidance’s level of education. Table 1 shows the distribution of the respondents their
biographical information.
Table 1: Demographic Characteristics of the Respondents
Variables
Gender
Age of respondents
(years)
Guardians Occupation
Guardians level of Education
Source: Field Data, (2019)
Subscale
Freq. Percent
%
Male
52
43.3
Female
68
56.7
17
20
16.7
18
26
21.7
19
38
31.7
20
36
30
Farmer
24
20
Teacher
24
20
Lawyer
27
22.5
Civil servant
19
15.8
Businessman/woman 11
9.2
Self employed
15
12.5
Not educated
8
6.7
SHS
24
20
Diploma
37
30.8
Degree
34
28.3
Masters
9
7.5
PhD
8
6.7
n=120
As presented in Table 1, the results show that majority of the students were females
(n=68, 56.3%), whilst the rest were males (n=52, 43.3%). In relation to years of students,
majority of them were 19 years of age (n=38, 31.7%), second to them were 20 year olds
(n=36, 30%), next to them were 18 year olds (n=26, 21.7%), with 17 year olds being the
least(n=20, 16.7%).On the basis of occupation of the guardians, majority were lawyers
(n=27, 22.5%), next to them were farmers and teachers with (n=24, 20%) each, followed
by civil servants (n=19, 15.8%), with guardians in self-employment and business, both
sharing (n=15, 12.5%) and (n=11, 9.2%) respectively. With regards to the educational
level of the guardians, majority of them were diploma holders (n=37, 30.8%), next to
them had educated to the degree level (n=34, 28.3%). Senior high school graduates were
next (n=24, 20%), followed by masters graduates (n=9, 7.5%), with doctors (phD) and
the non-educated, both being the least with (n=52, 43.3%) respectively.
How the Descriptive Results addressed the Research Questions (RQ1-RQ4)
To gather evidence for the study, the selected 120 senior high school students in the
Birim central municipality were made to rate their responses using Strongly Agree,
Agree, Disagree and Strongly Disagrees. Using means, the scales were scored as
(Strongly Agree =4, Agree =3, Disagree= 2 and Strongly Disagree =1). The criterion
score of 2.50 was established for the scales. To obtain the criterion score (CS=2.50), the
scores were added together and divided by the number scales (that is…...4+3+2+1=
10/4=2.50). To understand the mean scores, positive items/statements on the effects of
socioeconomic backgrounds on the academic performance of students in the Birim
central municipality that scored a mean of 0.00 to 2.49 were regarded as low effect.
Those items/statements that scored a mean from 2.50 to 4.00 regarded as high effects.
These analysis were done with the use of means and standard deviations. These analysis
and interpretation were applicable to all the research questions.
Research Question One:
How does parent’s educational level affect the pupil’s
academic performance at senior high school level in Brim central municipality?
Reading previous works, pieces of evidence suggest that parent’s educational
level affect the pupil’s academic performance in the senior high schools. This
made the researcher ascertain how parent’s educational level affects the
pupil’s academic performance at senior high school level in Brim central
municipality. The results for the study are presented in Table 2
Statements
MS
Kurtosis
Statistic
Criterion Score =2.50
My father`s education has a stronger 2.62 1.062
-1.158
influence on my performance than my
mother`s.
MR
My parents/guardian have inadequate or 2.49
limited access to community resources that
promote and support my development and
school readiness
.898
-.741
2nd
My guardian supports me in my school work 2.47
and difficult homework questions.
.943
-.850
3rd
My guardian provides me with all the 2.47
academic materials necessary required in
order for me to improve my achievement
1.263
-1.655
4th
My guardian monitors and supervises my 2.44
academic progress
1.114
-1.336
5th
.892
-.309
6th
The education I achieve as a student is 2.33
dependent on the education of my
parents/guardian
1.006
-1.091
7th
My parents/guardian has inadequate skills for 2.24
activities such as reading to me and lack
information about childhood immunizations
and nutrition
.889
-.857
8th
.903
-.547
9th
My guardian’s educational level influences
me negatively in school.
2.33
My guardian’s educational level influences
me positively in school.
2.13
SD
1st
My guardian`s perception of my education 2.11
motivates me to perform better in class.
.977
-.662
(RS=120)
Source: Field Data (2019)
Key: M= Mean,
SD =Standard Deviation,
MR=Means Ranking,
RS=Retrieved Sample
Table 2 presents results on how parent’s
educational level affects the pupil’s academic
performance at senior high school level in
Brim central municipality. Starting with the
Kurtosis values, the results show that the
variables follow a normal distribution. This is
based on the reason that the kurtosis values
were within the acceptable limit for normal
distribution of ±2 (George & Mallery, 2011).
This indicates that the data was normal and as
such the descriptive statistics were deemed
appropriate for the analysis.
From the descriptive analysis, the results
indicate that, most of the students were of the
view that their father`s education has a
stronger influence on their performance than
10th
their
mother`s
(M=2.62>CS
(2.50),
SD=1.062, K=-1.158, n=120) as this scored a
mean greater than the Criterion score.
The results from the present study lend
support to the work of Nannyonjo (2007) in
Uganda,
who
maintained
that
Fathers’
education had a stronger influence on
children’s performance than mothers.
In another results, most of the students did
not believe that their parents/guardian have
inadequate or limited access to community
resources that promote and support my
development and school readiness. To them
their guardians had access to community
resources that supported and promoted their
school
readiness
and
development
(M=2.49<CS (2.50), SD=.898, K=-.741,
n=120), hence scoring a mean lower than the
Criterion score.
The students did not agree their guardians
supports them in their school work and
difficult homework questions (M=2.47<CS
(2.50), SD=.943, K=-.850, n=120) as this
scored a mean less than the Criterion score.
The current study is in sharp contrast with the
work of Nannyonjo (2007) who posited that
guardians support them in their school work
and difficult homework questions.
Also, results show that their guardians did not
provides them with all the academic materials
necessary in order for them to improve their
achievement (M=2.47<CS (2.50), SD=1.263,
K=-1.625, n=120).
Furthermore, the students were of the view
that their guardians did not monitor and
supervise
their
academic
progress
(M=2.44<CS (2.50), SD=1.113, K=-1.336,
n=120). Okumu et al. (2008) in a study of
Socioeconomic Determinants of Primary
School Dropout in Uganda found that
mothers monitored and supervised their
children’s academic progress; this alone
served as an impetus to enable the child to
better in school. A result which is in contrast
with the current study.
The students were however of the view that
their guardian’s educational level influences
them negatively in school (M=2.33<CS
(2.50), SD=.892, K=-.309, n=120).
In addition, they did not believe that the
education they achieve as
dependent
on
parents/guardian
the
students
education
(M=2.33<CS
of
is
their
(2.50),
SD=1.006, K=-1.091, n=120).
Similarly, students were of the view that their
parents/guardian had inadequate skills for
activities such as reading to them and lack
information about childhood immunizations
and nutrition (M=2.24<CS (2.50), SD=.889,
K=-.857, n=120).
Moreover, the results indicate that their
guardian’s educational level did not influence
them positively in school (M=2.13<CS
(2.50), SD=.903, K=-.547, n=120).
Last but not least, their guardian`s perception
of their education did not motivate them to
perform better in class (M=2.11<CS (2.50),
SD=.977, K=-.662, n=120).
Research Question Two: Does parent’s level of income affect pupil’s academic
performance at senior high school level in Brim central municipality?
It must be established that parents’ level of income could affect pupil’s academic
performance. This motivated the researcher to find out whether parent’s level of
income actually affected pupil’s academic performance at senior high school level
in Brim central municipality. The accumulated results are presented in Table 3.
Table 3: Parents level of income and pupils academic performance.
Statements
MS
SD
Kurtosis
Statistic
Criterion Score =2.50
I perform relatively better than my colleagues from 2.68 1.181 -1.537
higher socio-economic and educational areas
MR
The level of school I attend depends on my 2.60
parents/guardians economic background
.864
-.816
2nd
My academic success as a student depends on my 2.60
parent’s level of income.
.982
-1.081
3rd
I perform poorly in class because I am deprived of 2.53
some essential needs as a student.
1.130
1.369
4th
I perform poorly in class as a result of my 2.43
overworking of household chores.
1.320
1.749
5th
1st
My parents/guardians earnings can provide me with 2.37
the basic necessities of education.
1.069
-1.241
My academic achievement depends on the number of 2.31
siblings in my family
1.114
-1.236
My parents/guardian level of income affects my 2.07
psychological balance in the class room, which causes
low concentration, low perception, frustration,
sickness and emotional disability in my academic
performance.
1.146
-1.006
Source: Field Data (2019)
6th
7th
8th
(RS=120)
Key: M= Mean, SD =Standard Deviation, MR=Means Ranking RS=Retrieved Sample
Table 3 depicts the results on Parents level of income and pupils academic
performance. Reporting on the Kurtosis values, the results show that the variables follow
a normal distribution. This is based on the reason that the kurtosis values were within the
acceptable limit for normal distribution of ±2 as suggested by George and Mallery
(2011). This indicates that the data was normal and as such the descriptive statistics were
deemed suitable for the analysis.
Dwelling on the individual items, most of the students believe they perform relatively
better than my colleagues from higher socio-economic and educational areas
(M=2.68>CS (2.50), SD=1.181, K=-1.637, n=120). This was evident as it scored a mean
greater than the Criterion score. To them, you being better in class is not dependent upon
your parents/guardians income level.
The majority further asserted that the level of school they attend depends on their
parents/guardians economic background (M=2.60>CS (2.50), SD=.864, K=-.816,
n=120).
In another evidence, it was found that most of the students were optimistic that their
academic success as students depend on their parent’s level of income (M=2.60>CS
(2.50), SD=.982, K=-1.081, n=120). The results from this study confirms that of Akanle
(2007), who in his study on Socio-Economic Factors Influencing Students Academic
Performance in Nigeria identified parental income in his work to be a convincing factor
upon which the academic or vocational successes of secondary school students lie. He
found parental income not to be sufficient to sustain the academic and personal social life
of the student in sub rural school areas. This to a large extent affected the psychological
balance or homeostatic balance in the class room, which causes low concentration, low
perception, frustration, sickness and emotional disability in academic performance of the
students. Therefore, when a child is deprived of the essential needs, he may be found to
perform poorly in his school work.
A similar study by Bjorkman (2005) in Uganda found that low levels of income very few
girls attended education and there was a large gap between boys and girls enrolment and
that income shocks not only affected investment in children’s education but also
children’s performance.
The results further show, students admitted that they perform poorly in class because they
were deprived of some essential needs as students (M=2.53>CS (2.50), SD=1.130,
K=1.369, n=120). This is in support of the work of Bjorkman (2005) in Uganda who
observed that students perform poorly in class because they were deprived of some
essential needs as students.
The students did not agree; however, that they perform poorly in class as a result of their
overworking of household chores (M=2.43<CS (2.50), SD=1.320, K=1.749, n=120), as
this scored a mean less than the Criterion score. The current study is in sharp contrast
with the work of Bjorkman (2005) in Uganda who found that the girl child was
overworked with household chores making her to attain poor grades as compared with
the boy child.
In addition, they did not believe that their parents/guardians earnings could provide them
with the basic necessities of education (M=2.43<CS (2.50), SD=1.069, K=-1.241,
n=120). This was because; perhaps most of them were denied the basic necessities of
education.
The students in furtherance oppose the notion that their academic achievement depended
on the number of siblings in their family (M=2.31<CS (2.50), SD=1.114, K=-1.236,
n=120). This is as a result students from large families were still achieving academically
in class. The current study opposes that of Mogaka (2012) in Keumbu division who
found out that the level of income, parent’s background and numbers of siblings were
very vital in determining pupil’s academic achievement.
In conclusion, students did not believe that their parents/guardian level of income affects
their psychological balance in the class room, which causes low concentration, low
perception, frustration, sickness and emotional disability in their
academic
performance(M=2.07<CS (2.50), SD=1.146, K=-1.006, n=120).
In contrast to the
current study, a study by Akanle (2007) found the opposite.
Research Question Three: What is the impact of parent’s occupation on
pupil’s academic performance at senior high school level in Brim central
municipality?
Literature gives evidence to believe that there are effects of parent’s
occupation on pupil’s academic performance. This gave the researcher the
urge to assess these effects in the case of senior high schools in Brim central
municipality. The gathered results from the teachers are presented in Table 4.
Table 4: impact of parent’s occupation on pupil’s academic performance
Statements
MS
SD
Kurtosis
Statistic
Criterion Score =2.50
I believe that my admission into best colleges and 2.93 1.002 -1.012
universities depends on my parents/guardians
occupational levels
MR
My academic success in future depends on the work of 2.48
my parents/guardians.
1.084
-1.259
2nd
My parents/guardians are able to provide and support 2.46
my educational needs because they have high ranking
occupational levels.
.961
-.923
3rd
I believe I perform well in some subjects because of 2.38
the work my parents/guardians do.
.963
-.889
My mother`s occupation has an impact on my 2.36
academic performance than my father`s
1.011
-1.020
1st
4th
5th
My parents/guardians occupation plays a significant 2.26
role on my academic performance
Source: Field Data (2019)
1.081
-1.398
6th
(RS=120)
Key: M= Mean, SD =Standard Deviation, MR=Means Ranking RS=Retrieved Sample
Table 4 shows results on effects of parent’s occupation on pupil’s academic
performance. Observing the Kurtosis values, the results show that the study variables
follow a normal distribution. This is based on the reason that the kurtosis values were
within the acceptable limit for normal distribution of ±2. This therefore implies that the
data was normal and as such the descriptive statistics were deemed right for the analysis.
Considering the individual items, students believed that their admission into best colleges
and universities depend on their parents/guardians occupational levels (M=2.93>CS
(2.50), SD=1.002, K=-1.012, n=120). This is because they trusted the socioeconomic
strength of their parents/guardians. The current study is in agreement with that of Combs
(1985) who concluded that, in all nations, children of parents high on the educational,
occupation and social scale have far better chance of getting into good secondary schools
and from there into the best colleges and universities than equally bright children of
ordinary workers and farmers.
In another results, it was espoused that most of the students maintained that their
academic success in future does not depend on the work of their parents/guardians
(M=2.48<CS (2.50), SD=1.084, K=-1.259, n=120). The study disagrees with that of
Suman (2011) who explored the influence of parental education, parental occupation and
family size on science achievement of the secondary school students in western Uttar
Pradesh in India. The results indicated that family variables including parental education
had significant relationship with the achievement of their children. The influence of
occupation of mother and father on the academic achievement of their wards was
calculated separately. It was found that the average scores of the children of housewives’
mothers were 70.89% which were lowest of all other categories. The highest average
scores of academic achievements were 78.28% which belonged to the children of
mothers involved in teaching profession. The children of the mothers who were doing
some job other than teaching was 74.9%. It was seen that students belonging to labourer
or agricultural families obtained lowest scores. The mean scores of students belonging to
this category were calculated and it was 68.14% which was lowest among all other
categories. Therefore; he concluded that occupation of the mother positively influenced
the academic achievement of the child.
Furthermore, students agreed that their parents/guardians are able to provide and support
their educational needs because they have high ranking occupational levels (M=2.46>CS
(2.50), SD=.961, K=-.923, n=120). Majority of the parents/guardians are believed to be
working with agencies and departments that make them financially independent.
In another result, it was however found that the students did not believe they perform
well in some subjects because of the work their parents/guardians do (M=2.38<CS
(2.50), SD=.963, K=-.889, n=120). They believe there is no relationship between the
occupation of their parents/guardians and the subjects they study in school.
It also emerged that they did not see their mothers occupation having an impact on their
academic performance than my fathers (M=2.36<CS (2.50), SD=1.011, K=-1.020,
n=120).
Moreover, it was evident that students did not believe their parents/guardians occupation
plays a significant role on my academic performance (M=2.26<CS (2.50), SD=1.0181,
K=-1.398, n=120). The current results disagree with the works of several researchers;
For instance, Ajayi et al. (2003) conducted a study on Parents’ education, occupation and
real mother’s age as predictors of students’ achievement in mathematics in some selected
secondary schools in Ogun state, Nigeria. In their study they found out that parents’
occupation was next to parents’ education in predicting academic achievement in
Mathematics. The result showed that students whose parents belong to the high-ranking
occupational status had better grades in Mathematics than their counterparts whose
parents belonged to the low ranking occupational status.
Similarly, Graetz (1995) conducted a study on socio-economic status of the parents of
students and concluded that the socio-economic background has a great impact on
student’s academic performance, main source of educational imbalance among students
and student’s academic success contingent very strongly on parent’s socio-economic
standard. Considine and Zappala (2002) also having the same views as Graetz (1995), in
their study on the Influence of Social and Economic Disadvantage in The Academic
Performance of School Students noticed, where the parents or guardians have social,
educational and economic advantage definitely strengthen the higher-level success in
future.
4.6 Testing of Hypotheses
4.6 Hypothesis: This hypothesis states that there would be significant difference on
academic achievement of students between high and low socioeconomic statuses.
To test this hypothesis, the guardians’ occupation and performances from students from
higher, lower and middle socioeconomic groups were computed to determine if
significant effect exist amongst them. Thus relationship between academic achievement
as against high, middle and low socioeconomic status.
Table 5: Spearman's (rho) correlation between the guardians’ occupation and the
socioeconomic levels of parents
Guardians
occupation
Correlation
Coefficient
Guardians occupation
Sig. (2-tailed)
N
Spearman's rho I perform relatively
Correlation
better than my
Coefficient
colleagues from higher Sig. (2-tailed)
socio-economic and
N
educational areas
*. Correlation is significant at the 0.05 level (2-tailed).
Source: Field Data (2019)
I perform
relatively
better than
my
colleagues
from higher
socioeconomic and
educational
areas
1.000
.192*
.
120
.036
120
.192*
1.000
.036
.
120
120
(RS=120)
Evaluating the correlation table, there is a positive relationship between the guardians’
occupation and the performance of students. It scored a value of (.036), a figure greater
than the significant value of (.05), hence there is a significant difference on academic
achievement of students between high and low socioeconomic status. Also, there is
significant difference on academic achievement of students between middle and low
socioeconomic status and a significant difference on academic achievement of students
between high and middle socioeconomic status. The hypothesis is therefore accepted and
maintained.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
The concluding chapter of this study opens with a summary of the objectives of the study,
its methodology and data analysis techniques. It proceeds with a summary of the key
findings pertaining to each objective and the conclusions drawn from them. Specific
recommendations from the findings and conclusions are made to stakeholders for
decision making.
5.1 Summary of the Study
The study was a descriptive survey that investigated the influence of parental socioeconomic status on senior high school students’ academic performance at Brim central
municipality. The study was primarily aimed at investigating the impact of parent’s
educational level on pupil’s academic performance at senior high school level in Brim
central municipality. Also, establish the influence of parent’s incomes on pupil’s
academic performance at senior high school level in Brim central municipality.
Moreover, asses how parent’s occupation affected pupil’s academic performance at
senior high school level in Brim central municipality. In concluding, assess the
relationship between the socioeconomic status of the parents and the academic
performance of their children’s.
The study was conducted in the Brim central municipality of the Eastern region of
Ghana. A sample of 120 senior high school students in the Brim central municipality was
randomly selected from a total number of three (3) public senior high schools. The
purposive sampling technique was used to select the students so that it fits the purpose for
the research. A self-developed questionnaire was the main instrument for data collection.
The data collected were analyzed mainly by frequency and percentage tables and means
and standard deviations.
5.2 Key Findings
From objective one, results gave evidence that father`s education has a stronger influence
on senior high school students performance than their mothers and their
parents/guardians do not help them in their home works and assignments.
Assessing the objective two, it was evident that majority of the students asserted that
the level of school they attend depends on their parents/guardians economic background
and most of them were optimistic that their academic success as students depended on
their parent’s level of income.
In objective three, it was found that students believe that their admission into best
colleges and universities depended on their parents/guardians occupational levels,
however, did not believe that they perform well in some subjects because of the work
their parents/guardians do.
Finally, it was revealed that
5.3 Conclusions
It was evident from the findings of the study that generally parents/guardians education
level influences how far a student could climb the education ladder, with father`s
education having a stronger influence on my performance of the student than the
mother`s. However, students did not believe their academic success in future depended
on the work of their parents/guardians, though could also be a factor.
5.4 Recommendations
With respect to the findings resulting from the study, the following recommendation is
made:
1. Since father`s education have a stronger influence on the performance of their
child than the mother`s, it will be educationally prudent to organize a forum to
sensitize parents and guardians alike on the need to help their children at home
with assignments and model to them a good behavior as they influences their
academic performances in school.
2. Students were optimistic that their academic success as students depended on
their parent’s level of income; hence, the Government through the Ministry of
Labor and Employment increase the minimum wage rate as this goes a long way
to influence the performance of students in school.
3. All hands are not equal, yet, parents could be educated on the type of work and
occupation to involve them and the others they will need to avoid. Having known
this, parents/guardians could be in a better position to support the educational
ambitions of their children.
5.5 Suggestions for Future Research
The following are suggested for future research:
 A study needs to be carried out to look at the particular form of occupation of
parents that help their children to perform well in class.
 A study can also be carried out to look at the perception of parents/guardians and
how they affect the academic performances of their children.

A study can further be replicated to cover a wide range of the population to
establish the extent to which the parents’ socio-economic status affects students’
academic performance.