How Family Income Level Influence Girls' Academic Performance in Public Mixed Secondary Schools in Mukaa Sub-County Makueni County
Abstract
This study aimed to examine the impact of family income level on girls' academic performance in public mixed secondary schools in Mukaa Sub-County, Makueni County, Kenya. The research was guided by the question: How does family income level affect girls' academic performance in public mixed secondary schools in Mukaa Sub-County? Grounded in Social Cognitive Theory, the study utilized a mixed-method embedded design, targeting 30 public mixed secondary schools and involving principals, teachers, and students. Stratified, simple random, systematic, and purposive sampling techniques were used to select eight schools, eight principals, 88 teachers, one subcounty director of education, and 351 students. Data were gathered through questionnaires, indepth interviews, document analysis, and focus group discussions. The reliability and validity of the instruments were confirmed through pilot testing and expert evaluation. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically. The findings revealed that socio-economic factors, particularly family income level, had a significant influence on girls' academic performance. The study recommended the expansion of scholarship and financial aid programs to support girls from low-income households
Keywords
Family Income, Academic Performance, Socio-Economic Factors, Girls' Education, Public Mixed Secondary Schools, Social Cognitive Theory, Mukaa Sub-County.
Citation
Maundu, M.N., Mabeya, M. T., & Omundi, E. (2024). How family income level influence girls' academic performance in public mixed secondary schools in Mukaa Sub-County Makueni County. Journal of Africana articles, 2(13), 1-18. DOI: https://doi.org/ 10.5281/zenodo.13830922
