www.iaajournals.

org Masereka et al
IAA Journal of Education 9(2):117-128, 2023. ISSN: 2636-7270
©IAAJOURNAL

Influence of Family Income Level on Academic Performance Among

Secondary School Students of Kitswamba and Rugendabara-Kikongo
Town Councils, Kasese District, Uganda

Biitikoro Nason Masereka, Tukur Muhammad and Abdul-Rahim

Department of Foundations and Science Education, Faculty of Education Kampala

International University Western Campus Uganda
Corresponding mail:[email protected]

ABSTRACT
The study investigated the impact of parental income on students' academic performance
in secondary schools in Kitswamba and Rugendabara-Kikongo town councils in Kasese
District. A cross-sectional research design was used, with data collected from 286 students
and five head teachers. The findings showed that family income significantly influenced
students' academic performance. The findings have implications for parents, teachers,
policymakers, and administrators in the education sector, emphasizing the importance of
parental income in determining academic success.
Keywords: Parental Income, Academic Performance

INTRODUCTION
Education is globally accepted as the share of the student population. On one
mirror of human civilization yet academic hand, children from high socio-economic
performance is seen as the major fruits backgrounds have access to homework,
and harvests of the learning process. scholastic materials and their parents can
Conditions in the socioeconomic communicate with them in English, guide
background of students are a crucial them in decision making, career choice.
aspect in determining their performance. Yet, families with low socioeconomic
High socioeconomic background is what background usually lack financial, social
lays a firm foundation for better and educational supports that are fully
performance which, actually, is the main enjoyed in families with high
reason parents put their children in socioeconomic backgrounds [3]. Parents,
school [1]. Good academic performance of in such homes, face a major challenge in
candidates gives morale to teachers and providing optimal care and education for
other students in school. It promotes their children. Educational text books,
continuity of learning and motivates pens or uniform and so on cannot be
other learners to study so as to become availed due to lack of resources [4]. Thus,
better citizens. However, the success of this study was carried out to establish
students highly depends on the level of how parental income influences students’
socio-economic background in which they academic performance among students in
come from [1, 2]. To make matters worse, the secondary schools of Kitswamba and
children from low socioeconomic Rugendabara-Kikongo town councils in
backgrounds are becoming an increasing Kasese District
Literature Review
[5] defines family income as the total (shillings), coins or notes in a specific
compensation received by all family period of time [6, 7]. Yet still, it may be
members aged 15 years and above, living measured in terms of compensations like
in the same household. Family income, wages, salaries, rent, interest profits, sick-
further, means all the earnings which benefits pensions social security, child
come to the family in terms of rupees support, gifts, sales from farming and

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poultry products, loyalties among others more involved in their children’s
[8]. [9] examined students and their educational activities. However, it’s also
families’ income in China. He studied in important to note that all parents in
their early years (lower primary school inferior occupation work for long hours.
children). The study measured students [19, 20] stated there are many variables to
reading skills, verbal interaction and consider when determining a student’s
phonological awareness in relation to socio-economic status and its effect on
their families’ level of income. The results academic achievement. He pointed out
showed that low-income children that Parental income has a strong effect
exhibited lower levels of cognitive- on students’ performance due to the
linguistic skills, lower verbal interactions economic resources allowed for more
and lower phonological awareness and academic components to be implemented.
generally lower academic performance Resources available at home are an
than their counterparts from high- and important indicator for the relationship
middle-income families. between socio-economic status and
[10, 11] present in their comprehensive academic achievement. [19, 21] further
study on how students from families with researched pupils’ grade level and the
high income are best performers than relationship of income status and
those from low-income families. His study academic achievement. He suggested that
took place in United States of America. He a relationship exists between the income
revealed that the impact of the parents’ status and academic performance across
income can be shown in the early timing various levels of schooling.
of the students’ learning. He maintained [22, 23] found that children from low-
that parents of higher income take their income families are more likely to be
children to school earlier than their lower preoccupied with environmental stressors
income counterparts [1, 12]. They can within their neighborhood such as
afford to take their children through feelings on insecurity about their safety,
preschool learning and this have greater housing status, and violence within their
impact in their later educational community to the detriment of their
outcomes since it provides them with the academic achievement. [24, 25] asserts
required cognitive and social that pupils from low-income families have
development. Parents are the primary been found to score about ten percent
persons in raising children in any society lower on the National Assessment of
[13]. That is why the family is regarded as Educational Programs than higher SES
the primary agent of socialization [14]. pupils. [26, 27] indicated that educators
Due to parents’ income, children are have known for years that pupils from
socialized to become productive citizens high income families academically
in education and general life [14, 15]. [16] perform better than those from low-
conducted a study on the impact of income families. Pupils from low-income
parents’ sources of income on academic families are much more likely to drop out
performance of secondary school of school or are retained in a particular
students in Kuala Terengganu, Malaysia.” grade. The answers to the problem of
The result showed that students from educating such pupils are challenging and
parents with formal occupation perform demanding.
well than those from parents with [28, 29] studies indicated that students
informal education. However, the from wealthier families outperform those
researchers did not give any details on from poor families on academic
how the time that parents spent in their achievement tests. The pupils from low-
occupations (whether formal or informal) income families’ achievement are higher
affects students’ academic performance. when they attend schools and classrooms
[17, 18] revealed that families with lower where the majority of the population is
incomes often have to work longer hours economically advantaged. The authors
to earn more for their families. Therefore, further concluded that schools with a
they are often left with less time to spend high percent of low-income pupils had a
with their family members and getting negative effect on all pupils’ academic

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achievement. It was also stated that that performing successfully on their
pupils from poor social economic academics is embarrassing.
background performed better when Generally, the studies above show that
attending schools that have a low poverty scholars have expended significant effort
percentage. [30] study found that pupils to relate parental income levels and
from high poverty backgrounds tend to students’ performance. However, all the
skip classes, have more behavioral studies were done outside Uganda. This
problems, have less motivation for contextual gap makes it imperative for
academic success, and even possibly feel this empirical study to be carried out in
the context of Uganda.
OBJECTIVE OF THE STUDY
1. To establish how family income level 2. To find out how parents monthly
influences the academic performance income affects students’ academic
in Kitswamba and Rugendabara- performance in Kitswamba and
Kikongo town councils, Kasese Rugendabara-Kikongo town councils,
district, Uganda. Kasese district, Uganda.
Research Hypotheses
1. Family income level leads to 2. Parental monthly income has a
significant differences in students’ significant effect on students’
academic performance in the academic performance.
secondary schools.
Research Questions
1. Does family income level lead to 2. How does Monthly Incomes of
differences in students’ academic Parents Students’ academic
performance in the secondary performance among students in
schools of Kitswamba and the secondary schools of
Rugendabara -Kikongo town Kitswamba and Rugendabra –
councils, Kasese district, Uganda? Kikongo town councils Kasese
district, Uganda?
METHODOLOGY
The study used a cross sectional research This study was conducted in the
design. [31] submits that a cross section secondary schools of Kitswamba and
design is useful in basic research because Rugendabara-Kikongo town councils in
it examines the relationship between Kasese district. Rugendabara Town
exposure and outcome in a defined Council is located along Fort-portal-
population at a single point in time. The Kasese road, ten kilometres from Hiima
justification for this cross-section design town council along Fort-portal Kasese
is that it is flexible and provides road in Western Uganda, while Kitswamba
opportunities for considering many town council is located five kilometres off
different aspects of a problem in-depth at Kasese- Fort-portal Road, branching off
a particular time [32]. This study applied from Rugendabara Town Council on the
qualitative and quantitative research left. Five different secondary schools
approaches. Also, the application of a were sampled for this study. Taking these
cross-sectional study design was that it schools helped the researcher to achieve
will allow the researcher to compare many the relationship between socioeconomic
different variables including age, gender background and students’ academic
and educational level in relation to how performance.
socioeconomic background affects school Furthermore, the study population is all
involvement among secondary schools. universal objects over which research is
The use of qualitative helped in capturing to be carried out. This involves the
fresh statements from respondents and selection of people/objects that help to
quantitative research approach helped in get the necessary data about the study
counting or use of numerical figures [32]. For [33], population is the totality of
while determining something. persons or objects with which the study is
concerned. [34] asserts that population is

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“the complete set of individual, objects or while the head teachers will supplement
measurements having some common their responses.
observable characteristics.” The The sample size was 286 for the
population was a total of 1,112 senior one questionnaire survey determined using
to three students for the questionnaire the table by [35]. The sample of students
survey and 5 head teachers for the from each school was determined by
interview guide. The students easily proportionate sampling to ensure
reported about their socio-economic proportionate representation. The
background and academic performance proportionate sample has been calculated
as follows:
size of entire sample
Proportion Sample: n1= × sample size
target population
For example, the sample for school A has determined as follows:
516
n1 = × 286 = 133
1,112
The ample size is presented in Table 1
Table 1: Sample Size
Category Target population Sample Size Sampling method

School A 516 133 Simple random sampling

School B 218 56 Simple random sampling
School C 117 30 Simple random sampling
School E 183 47 Simple random sampling
School F 78 20 Simple random sampling
Total 1,112 286
Sampling Technique
Purposive sampling technique was employed to cover students in different
employed on five particular head teachers classes in ordinary level. Using these
as the study was both qualitative and sampling techniques, the research
quantitative while targeting those ensured that respondents are covered
respondents who will give specific accordingly in order that the study may
information. By applying Purposive generate the adequate data required. The
sampling, the researcher was able to reasons as to why simple random
select a small number of cases which he is sampling was applied to parents is that
sure of getting enough information on the this number of respondents is big and it
topic of study. In other words, purposive saved time because every respondent will
sampling helps in attaining the adequate take a questionnaire and will answer in
and specific data required for the study. his/her own time.
Simple random sampling technique was
Method of Data Collection
Data was collected using a self- based on the three–competence scale of
administered questionnaire and interview 1= Basic, 2 = Moderate, 3 = Outstanding.
guides. They are good instruments of This is because the scale required
collecting quantitative data. They were respondent’s little effort in
precisely designed, administered, coded filling/answering the questions. Section C
and analyzed. Comparisons and contained numerical responses
quantifications were done to produce identifying the different socio-economic
fully completed questionnaires. Irrelevant backgrounds. The levels of income (see
responses were avoided. Questions for Appendix A) have been rated basing
section “A” were on demographic Uganda consumer price index (CPI) of
characteristics and so were categorical. 2022 and (Uganda World Bank Country
Questions for section “B” will ordinal Classifications by Income Level, 2022).
Interview guide
The study employed semi-structured data from students, teachers, and head
interview guide to collect quantitative teachers. This tool was applied to

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generate data from these respondents they were used to probe respondents and
who were indirectly affected, interview was conducted by telephone in case such
guides generated detailed data because an individual is absent or busy.
Reliability of the Instrument
Pre-testing of instruments was carried out instruments to measure. The validity of
to establish their validity, to check on the the questionnaires was determined by
content and the format of the instruments using the Content Validity Index (CVI)
to find out the relationship between formula.
scores contained using one or more other

CVI =
Where; = items rated relevant
= Total numbers of items
The CVI for the questionnaire was 0.85. because the minimum validity index
The questionnaire was considered valid should be 0.70 [36].
Reliability of Instruments (Cronbach’s alpha coefficient)
It was determined using Cronbach’s alpha
coefficient

a=
Where, - Total number of items
-variance in all items
-variance in individual items
The Cronbach’s alpha obtained was 0.89 This is because the minimum is α = 0.70
suggesting the questionnaire was reliable. and above which is the minimal level [37].
Method of Data Analysis
Quantitative data was compiled using qualitative data generated was presented
SPSS 24.0 computer package and was and interpreted basing on themes derived
analysed using descriptive and inferential from the sub themes of the study
statistics. Descriptive statistics was in objectives in the introductory chapter.
form of frequencies and percentages. On The qualitative data was obtained from
the other hand, inferential statistics was quotations and people’s experiences.
in form of Analyses of Variance (ANOVA) Content analysis helped in the use of
to establish variance in performance of determining the relationship between the
students according socio-economic two variables socioeconomic background
background characteristics. The and school involvement.
Findings of the Study
The findings of the study were discussed research question and hypothesis as
based on the analysed data related to the described below:
Family Income Level
Family income level was considered in guardian and income of the mother or
terms of the income of the father or male female guardian. The results follow.
Level of Income of my Father/ Male Guardian
The first question on parent’s income 343,583 per month (middle income level),
level concerned the level of income of the and above 343,583 per month (high
father or male guardian. The levels of income). The descriptive results on the
income considered were up to 198, 900 same were as follows:
per month (low-income level), up to

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Table 2. Level of Income of Father/Male Guardian

Income Level Frequency Percent
Up to 198, 900 per month (low-income level) 85 34.0
Up to 343,583 per month (middle income 84 33.6
level)
Above 343,583 per month (high income) 81 32.4
Total 250 100.0

The results in Table 3 show that the level of income of father or male
larger percentage (34.0%) of the father guardian leads to significant
or male guardians had up to 198, 900 differences in students’ academic
per month (low-income level) while performance, an analysis of variance
33.4% had up to 343,583 per month (ANOVA) test was carried out. The
(middle income level), and 32.4 had results on the same are presented in
up to 343,583 per month (middle table 2
income level). To confirm whether the
TABLE 3 ANOVA Results for Father or Male Guardians Income and Students’ Academic
Performance
Age Group Size Mean Std F P
Up to 198, 900 per month (low income level) 85 2.04 0.31 3.926 0.021
Up to 343,583 per month (middle income 84 2.16 0.30
level)
Above 343,583 per month (high income) 81 2.14 0.31
Total 250 2.11 0.32

The results in table 3 suggest that the students’ performance by income of

mean scores for those with up to 343,583 father or male guardians were significant.
per month (middle income level) (mean = Therefore, the hypothesis to the effect
2.16) were highest followed by those with that parental income level parental
above 343,583 per month (high income) income level leads to significant
(mean = 2.14), and least category (mean = differences in students’ academic
2.04) was of those with income of up to performance in the secondary schools
198, 900 per month (low-income level). was supported. Thus, children whose
The observed F = 3.847 was large with the parents who had higher levels of income
level of significance (p = 0.010, p < 0.05). were likely to perform than those of lower
This suggested that the variations in income.
Level of Income of my Mother/ Female Guardian
The first question on parent’s income 343,583 per month (middle income level),
concerned the level of income of the and above 343,583 per month (high
mother or female guardian. The levels of income). The descriptive results on the
income considered were up to 198, 900 same were as follows:
per month (low-income level), up to
Table 4: Level of Income of Mother/ Female Guardian
Income Level Frequency Percent
Up to 198, 900 per month (low-income level) 82 32.8
Up to 343,583 per month (middle income level) 91 36.4
Above 343,583 per month (high income) 77 30.8
Total 250 100.0
The results in table 4 shows that the level), and 30.8% were above 343,583 per
larger percentage (36.0%) of the father or month (high income). To confirm whether
male guardians had up to 343,583 per the level of income of mother or female
month (middle income level), 32.8% had guardian leads to significant differences
up to 198, 900 per month (low-income in students’ academic performance, an

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analysis of variance (ANOVA) test was presented in Table 4.
carried out. The results on the same are
Table 5: ANOVA Results for Income of the Mother or Female Guardian and Students’
Academic Performance
Age Group Size Mean Std F P
Up to 198, 900 per month (low-income level) 82 2.04 0.30 3.850 0.023
Up to 343,583 per month (middle income 91 2.16 0.31
level)
Above 343,583 per month (high income) 77 2.14 0.31
Total 82 2.11 0.31
The results in table 5 suggest that the instructional resources, and additional
mean scores for those with up to 343,583 private instruction. Income is crucial
per month (middle income level) (mean = since a poor parent cannot afford to send
2.16) were highest followed by those with his or her child to a good school with
above 343,583 per month (high income) higher tuition fees, good books, good
(mean = 2.14), and least category (mean = meals, and uninterrupted study time.
2.04) was of those with income of to 198, Children whose parents are economically
900 per month (low-income level). The well off are well facilitated hence have
observed F = 3.850 was large with the higher changes of better academic
level of significance (p = 0.023, p < 0.05). performance. In relation to the above,
This suggested that the variations in head teacher 2 said; Parents who have
students’ performance by income of income support their children’s
mother or female guardians were education. However, students who are
significant. Therefore, the hypothesis to experiencing financial difficulty engage in
the effect that parental income level income-generating activities. Due to their
parental income level leads to significant need to survive, students, especially day
differences in students’ academic students, are compelled to use alternative
performance in the secondary schools coping mechanisms, such as skipping
was supported. Thus, children whose meals, taking on menial tasks, and even
parents who had higher levels of income participating in sex for cash, particularly
were likely to perform than those of lower for girls. As a result, these actions have a
income. However, the results for parents negative impact on their academic
or guardians according to income showed achievement. Therefore, if a parent is able
that the income of the fathers has more to provide, academic performance is
significant influence than that of the likely to be high.
mothers. This is because the F= statistic Further, in agreement with the other head
(F = 3.926) for the males was slightly teachers above, head teacher 5 stated;
higher (F= 3.850) than of the females with Parental income is a pointer to parental
a lower p-value (p = 0.021) than that of support of a students learning and
females (p = 0.023). To establish how the school-related behavior once the student
head teachers perceived the contribution is in school. Definitely, this is related to
of the income of the parents or guardians attendance of the student or absenteeism.
on students’ academic achievement, the This means that students are whose
head teachers were asked to give their parents are economically well are likely to
comment on the performance of children perform well. The responses above from
according to income of their parents or the head teachers indicated that parents
guardians. The head teachers gave who had high income effectively
various varied responses which follow. supported the education of their children
Head teacher 1 stated; leading to better academic performance.
Higher household income may translate This finding is consistent with the ANOVA
into more financial support for education test results which revealed that the
in the form of paying for transportation variations in students’ performance by
to and from school; uniforms, income of the parents or guardians were
investments in children's health, significant. Therefore, the income of the

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parents or guardians leads to significant of the children in school.
differences in the academic performance
Discussion of the Results
The objective of this study sought to students from wealthier families
establish how family income level outperform those from poor families on
influenced the academic performance in academic achievement tests. Similarly,
the secondary schools. The hypothesis [30] indicated that pupils from high
derived from the objective was to the poverty backgrounds tend to skip classes,
effect that parental educational level have more behavioral problems, have less
leads to significant differences in motivation for academic success, and
students’ academic performance. The test even possibly feel that performing
hypothesis test results and qualitative successfully on their academics is
analysis revealed that family income level embarrassing. [26] indicated that
was a significant determinant of the educators have known for years that
variation in students’ academic pupils from high income families
performance. This finding concurred with academically perform better than those
the findings of previous. For example, from low-income families. Pupils from
[14] asserted that parents with higher low-income families are much more likely
levels of income can afford to take their to drop out of school or are retained in a
children through preschool learning and particular grade. The answers to the
this has a greater impact in their later problem of educating such pupils are so
educational outcomes since it provides challenging and demanding.
them with the required cognitive and Further, concurring with the finding of
social development. Similarly, [1] the study, [16] revealed that students
indicated that parents of higher income from parents with formal occupation
take their children to school earlier than perform well than those from parents
their lower income counterparts. This with informal education because they are
affects their cognitive development paid highly than the others. Also, [19]
affecting their academic performance. indicated that parental income had a
[17] revealed that families with lower strong effect on student performance due
incomes often have to work longer hours to the economic resources allowed for
to earn more for their families. Therefore, more academic components to be
they are often left with less time to spend implemented. Therefore, resources
with their family members and getting available at home are an important tool
more involved in their children’s for academic achievement. [16] reported
educational activities. In addition, parents existence of a relationship between the
in inferior occupation work for long hours income status and academic performance
hence lack the time to support their across various levels of schooling. Also,
children’s learning which negatively [9] indicated that low-income children
affects their academic performance. exhibited lower levels of cognitive-
Concurring with the finding of the study, linguistic skills, lower verbal interactions
[22] reported that children from low- and lower phonological awareness and
income families are more likely to be generally lower academic performance
preoccupied with environmental stressors than their counterparts from high- and
within their neighborhood such as middle-income families. On the whole, the
feelings on insecurity about their safety, discussion above indicates that family
housing status, and violence within their income and students’ academic
community to the detriment of their performance have a strong relationship.
academic achievement. Accordingly,
CONCLUSION
From the discussion of the findings, it has those who earn higher than 500,000
been concluded that Family income level shillings, are most likely gifted to perform
is imperative for students’ academic better. This is because highly earning
performance. Students, whose parents parents effectively support the education
have higher levels of income, especially of their children by providing appropriate

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learning environment like accessing their shoes pens and all necessary scholastic
children light, a table and a chair at home. materials. Additionally, they strive to get
They are further filled with the urge to the school dues and are timely in
provide materials for learning; say text payments in a bid motivate their children
books, computers, calculators, uniform, to perform well in class.
RECOMMENDATIONS
Based on the findings of this study the laziness. They should involve themselves
revelations are: the government of in income generating activities to enable
Uganda to initiate and promote programs them provide for the learning of their
that enriches parental higher income children; by this study, teachers have
levels in order that they can be able to been advised to devise the suitable
support the education of their children; methods of teaching that suit all types of
the government should more still target students in the socioeconomic fabric of
each family in the country to earn at least society. Finally, policy makers are asked
up to 343,583 = shillings and above per to make a thorough study of the societies
month. Such programs are ear marked as they lead before formulating policies that
Parish Development Model (PDM), saving may tie the society suffering, especially in
and credit Schemes (SACCOS) and the education departments at all levels;
Modernization of Agriculture through finally, this study was largely quantitative
NAADS Programs among others; through hindering deep exploration of the
the promotion of Universal Secondary relationship between Parental Income and
Education (UCE) and Universal Primary students’ academic performance in the
Education, government should control the secondary schools. Therefore, future
raising of fees charges so as to enable low scholars should dominantly use the
income family students to study well and qualitative approach for deep exploration
attain better academic results; a further of the impact of Parental income and
point is that, Parents should be students’ academic performance in the
encouraged to work hard and avoid secondary schools.
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CITE AS: Biitikoro Nason Masereka, Tukur Muhammad and Abdul-Rahim (2023).
Influence of Family Income Level on Academic Performance Among Secondary School
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