THE PROJECT TOPIC:

IMPACT OF SOCIO-ECONOMIC FACTORS ON

EDUCATION OF STUDENTS IN BASIC SCHOOLS AT

ABUAKWA NORTH DISTRICT

(A CASE STUDY OF PUBLIC BASIC SCHOOL IN THE ABUAKWA NORTH DISTRICT)

BY

FRIMPOMAA RACHEL KUMI BED/ER/01/21/0006

OPPONG DORIS ADUFA BED/ER/01/21/0034

HARGOE ADELAIDE BED/ER/01/21/0009

TETTEH FELICIA BED/ER/01/21/0036

Group2project@gmail.com

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of

Bachelor of Education.

MAY 2023
 Table of Contents
CHAPTER ONE ............................................................................................................................. 1
GENERAL INTRODUCTION AND SUMMARY ....................................................................... 1
1.1 INTRODUCTION .................................................................................................................... 1
1.2 BACKGROUND OF THE STUDY ......................................................................................... 1
1.2.1 Historical Background ...................................................................................................................... 2
1.2.2 Theoretical Background ................................................................................................................... 3
1.2.3 Conceptual Background ................................................................................................................... 4
1.2.4 Contextual Background ................................................................................................................... 5
1.3 STATEMENT OF THE PROBLEM........................................................................................ 6
1.4 PURPOSE OF STUDY ............................................................................................................ 7
1.5 RESEARCH OBJECTIVES ..................................................................................................... 8
1.6 RESEARCH QUESTION ........................................................................................................ 8
1.7 SIGNIFICANCE OF THE RESEARCH.................................................................................. 9
1.8 DELIMITATION ..................................................................................................................... 9
1.9 LIMITATION......................................................................................................................... 10
1.10 DEFINITION OF TERMS ................................................................................................... 11
1.10.1 Socio-economic factors ............................................................................................................... 11
1.10.2 Education ..................................................................................................................................... 11
1.10.3 Students ....................................................................................................................................... 11
1.10.4 Rural ............................................................................................................................................. 12
1.10.5 Basic schools’ Basic schools ......................................................................................................... 12
1.10.7 Impact .......................................................................................................................................... 12
1.11 ORGANIZATION OF THE STUDY .................................................................................. 12
References .................................................................................................................................... 13
 CHAPTER ONE

GENERAL INTRODUCTION AND SUMMARY

1.1 INTRODUCTION

The purpose of this study was to investigate the Impact of Socio-Economic Factors on Education

of Students in Basic Schools at the Abuakwa North District using basic schools in the district area

as a case study. Socio-economic factors and Cultural factors served as the study's independent

variable; student performance served as the study's dependent variable. In this instance, economic

factors, school factors, family background factors served as mediators between socio-economic

factors and cultural factors. This chapter reviewed the study's background and further divided it

into historical, theoretical, conceptual, and contextual underpinnings. It also had a problem

statement, study objectives, research questions, significance of the research, delimitation,

limitation, definition of terminology, and details regarding the study's structure.

1.2 BACKGROUND OF THE STUDY

A fundamental human right and a major factor in social and economic growth, education is

commonly acknowledged as such. However, a variety of socioeconomic conditions mean that

students in many rural areas of the world face enormous obstacles to obtaining a high-quality

education. Designing efficient interventions and policies to guarantee fair educational

opportunities requires an understanding of how these elements affect students' education in rural

basic schools. This study intends to investigate the impact of socioeconomic factors on education

of students performance in rural basic schools and to offer suggestions for enhancing educational

outcomes in these environments.

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Unique socioeconomic issues that are specific to rural locations can have a significant impact on

educational opportunities and outcomes. Some of the main causes of educational gaps in rural

regions include limited access to infrastructure, such as schools and transportation, a lack of

educational resources, low household incomes, and greater rates of poverty and unemployment.

Additionally, the interaction of these socioeconomic elements generates a complicated

environment that has a substantial impact on kids' academic performance and learning experiences

in rural basic schools.

1.2.1 Historical Background

Rural education has historically faced difficulties and inequities. Rural areas have historically

encountered particular challenges that have impacted the accessibility and quality of education for

pupils attending basic schools. The following can be used to summarize the topic's brief historical

background:

i. Agricultural and Rural Societies: Rural education in agrarian civilizations frequently

focused only on the fundamental literacy and numeracy skills required for agricultural

employment. Small, local schools were the main providers of education, but they struggled

with issues such a lack of funding, subpar facilities, and trained teachers.

ii. Industrialization and Educational Disparities: The prospects for schooling significantly

changed as industrialization began in the 19th century. Urban areas developed more

quickly, whereas rural areas lagged behind in terms of infrastructure, economic expansion,

and educational opportunities. Due to this, rural basic schools frequently experienced

issues with insufficient funding, out-of-date textbooks, and a lack of educational tools.

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 iii. Socio-Economic Factors and Educational Inequities: Rural students' educational outcomes

have historically been significantly influenced by socioeconomic conditions. There have

been several problems, including poverty, poor family income, difficult access to

healthcare, and inadequate basic facilities. Due to these issues, students attending rural

elementary schools now have less educational resources, greater dropout rates, worse

academic achievement, and fewer possibilities.

1.2.2 Theoretical Background

The theoretical foundation of this study is based on a number of frameworks and ideas in education

that shed light on how socioeconomic variables affect educational performance in rural basic

schools. Several significant theoretical stances pertinent to this subject include:

i. Social Reproduction Theory. According to the social reproduction theory, educational

systems serve to reproduce and maintain socio-economic disparities. This viewpoint

contends that there are many obstacles that socioeconomically disadvantaged pupils must

overcome in order to succeed in school. In rural locations, scarce resources, low family

income, and a lack of educational opportunities may contribute to the cycle of poverty and

have an adverse effect on pupils' academic performance. Additionally, an integrated social

reproduction framework must take criticism into account. Instead of just including race in

an analysis of gender and class, the framework we envision sees racialization as essential

to the maintenance of capitalism (Arruzza 2016). Children and teenagers are seen in this

paradigm as active participants in the contentious relations of social reproduction as

opposed to passive objects of care or cogs in the social structure's machinery (Ferguson

2017; Cairns 2018; Rosen and Newberry 2018). We suggest using this integrated social

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 reproduction approach to examine the labor involved in both teaching and learning as a

potential area for future study.

ii. Bronfenbrenner's Ecological Systems Theory: A different way of thinking about education

and how inequality is reproduced is called social reproduction theory (Clark and Carter

2012; Collins 2009; Heck and Rochelle Mahoe 2006; Cheng, Martin, and Werum 2007).

No one in the field of education is asserting that there is currently a "rapidly growing body

of work" in social reproduction theory, important though it may be and while academics of

education continue to research the social reproduction of inequality However, in

Bronfenbrenner's bioecological perspective, an individual's potential for success or failure

depends on the amount of interaction and resources present in their environment (Ceci &

Hembrooke, 2005). The intricate interactions that exist between people and the social

surroundings they live in are highlighted by Bronfenbrenner's ecological systems theory.

The theory highlights the value of taking into account several levels of influence on

educational results, including the microsystem (individual-level factors), mesosystem

(interactions between microsystems), exosystem (external effects), and macrosystem

(broader societal and cultural elements). Within these ecological systems, socioeconomic

variables including poverty, resource access, and community support influence students'

educational experiences.

1.2.3 Conceptual Background

The conceptual foundations of this study take policy and intervention implications into account as

well as the effects of socioeconomic variables on education in rural basic schools. To address the

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difficulties experienced by students in rural areas, it is important to identify the precise

socioeconomic determinants that have an impact on educational achievements. This information

may then be used to build tailored interventions, policies, and strategies. These initiatives seek to

advance fair access to educational resources, increase the caliber of instruction, and boost overall

educational results. In the context of this study, socioeconomic variables play a role in the

educational disparities that students in rural areas suffer. Due to these discrepancies, students in

rural basic schools have less access to high-quality education, do worse academically, drop out at

higher rates, and have lower educational aspirations. Socio-economic factors in this study pertain

to things like family income, parental education level, occupation, access to resources, and

neighborhood features. These elements have a substantial impact on how rural basic school pupils

learn and perform academically.

1.2.4 Contextual Background

Due to the socioeconomic environment in which basic schools operate, education in rural areas

presents special difficulties. Access to resources, such as the educational system, trained teachers,

and technological improvements, is frequently a problem in rural areas. Additionally,

socioeconomic elements including poverty, low family income, and uneducated parents contribute

to the educational gaps that pupils in rural basic schools suffer. These barriers make it difficult for

students to get high-quality instruction, which has a negative effect on their academic progress and

educational results generally.

Rural areas' remoteness from urban centers also makes it difficult to provide an equitable

education. It is challenging to recruit and retain experienced teachers, supply enough learning

materials, and give a variety of educational opportunities in remote areas with restricted

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transportation alternatives. Because of this, pupils in rural elementary schools frequently

experience educational injustices, have less access to educational resources, and have fewer

opportunity for both academic and personal growth.

Recognizing the particular difficulties faced by pupils in rural basic schools requires an

understanding of the topic's historical context. In order to ensure equitable access to high-quality

education in rural areas, it emphasizes the need for focused interventions, policies, and initiatives

that address socioeconomic issues and contextual barriers. Stakeholders may create comprehensive

strategies to close the educational gap between rural and urban areas, provide students in rural

communities more agency, and improve their educational outcomes by taking into account the

context.

1.3 STATEMENT OF THE PROBLEM

Socioeconomic factors have a huge impact on pupils' education in rural public basic schools, which

makes establishing fair educational opportunities extremely difficult. The issue at stake is how

these socioeconomic factors affect children' academic performance in rural basic schools.

Although there are clear educational differences between rural and urban locations, it is still crucial

to comprehend the specific socioeconomic circumstances that affect education in rural basic

schools. The lack of financing, trained teachers, and adequate educational infrastructure, together

with the predominance of poverty, poor family income, and uneducated parents, make it even

harder for pupils to succeed academically in these environments. These elements play a role in the

differences that exist amongst pupils in rural basic schools in terms of academic achievement,

school attendance, dropout rates, and total educational attainment.

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The goal of the issue statement is to uncover the processes through which socioeconomic factors

have an impact on students' academic results by examining the complex interaction between

socioeconomic factors and education in rural basic schools. By addressing this issue, it will be

possible to create focused interventions, regulations, and plans of action that cater to the unique

needs of rural students, lessen educational disparities, and advance equitable educational

opportunities for all students, regardless of socioeconomic status.

1.4 PURPOSE OF STUDY

This study aims to investigate the impact of socioeconomic factors on education of students

performance in rural public basic schools. The goal of the study is to comprehend how

socioeconomic factors, such as family income, parental education level, occupation, access to

resources, and community features, affect pupils' academic achievements in rural locations.

The study aims to shed light on the unique difficulties faced by students in rural basic schools by

examining the relationship between socioeconomic factors and important educational indicators

such as academic performance, school attendance, dropout rates, educational aspirations, and

overall educational attainment. It tries to elucidate the processes by which socioeconomic factors

function and influence students' use of educational resources, participation in the learning process,

and access to a variety of educational opportunities.

The study intends to help generate evidence-based recommendations for policymakers, educators,

and stakeholders by identifying the difficulties and opportunities related to socioeconomic

variables in rural basic schools. The ultimate objective is to provide information to support the

development and implementation of focused interventions and policies that cater to the unique

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requirements of kids in rural regions, lessen educational disparities, and enhance overall

educational results.

1.5 RESEARCH OBJECTIVES

The general objective of this proposed research was to contribute to the general body of knowledge

by examining the Impact of Socio-Economic Factors in Education of Students Performance in

Public Basic Schools. But specifically, the research has the following objectives.

The specific objectives of the study were:

1. To determine social and economic factors that affect student’s performance in a rural

public basic school in Abuakwa North District.

2. To investigate economic factors that affect pupil’s performance in a rural public basic

school in Abuakwa North District.

3. To establish measures that can be put in place to improve pupils’ performance in a rural

public basic school in Abuakwa North District.

4. Assess the cultural factors that affect pupil’s performance in rural public basic school

in Abuakwa North District.

1.6 RESEARCH QUESTION

From the objectives stated above, the study will address the following research question

1. What social factors affect pupil’s performance in a rural public basic school in Abuakwa

North District?

2. What economic factors affect pupil’s performance in a rural public basic school in

Abuakwa North District?

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 3. What measures can be put in place to improve pupils’ performance in a rural public basic

school in Abuakwa North District?

4. What cultural factors affect pupil’s performance in a rural public basic school in Abuakwa

North District?

1.7 SIGNIFICANCE OF THE RESEARCH

The study's conclusions can help address the educational equity gaps that exist in rural

communities. Policymakers, educators, and stakeholders can create focused interventions and

policies to address the particular obstacles faced by kids in rural basic schools by studying the

specific socioeconomic determinants that have an impact on educational performance. The

educational divide between rural and urban areas may be reduced as a result, resulting in more

equitable access to educational resources and better educational outcomes. Understanding how

socioeconomic issues affect students' educational results can help pinpoint problem areas and

suggest appropriate interventions. Interventions can be created to offer specialized help and

resources by pinpointing the main causes that compromise academic performance, school

attendance, and overall educational attainment. This may raise students' expectations for higher

education, increase graduation rates, and improve educational performance in rural public basic

schools.

1.8 DELIMITATION

Instead of striving to include every rural place on the planet, the study may decide to concentrate

on a particular region or geographic area. This delineation enables a more concentrated and

thorough investigation of socio-economic aspects within a specific setting, taking into account

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the distinctive qualities and difficulties of that particular region. The study may decide to

concentrate on particular socioeconomic characteristics like family income, parental education

level, or access to resources even if socioeconomic factors have a substantial impact on

educational achievements. This delineation enables a more concentrated examination of

particular variables and their effects on instruction in rural basic schools. Instead of aiming to

cover all conceivable outcomes, the study may decide to concentrate on a few particular

educational outcomes, such as academic achievement, school attendance, or dropout rates. The

examination of the relationship between socioeconomic factors and particular educational

indicators will be more focused thanks to this delineation. The study may specify a time period

or timeframe for gathering and analyzing data. This restriction ensures that the study takes a

snapshot of how socioeconomic factors affect schooling over a certain time period, enabling

meaningful comparisons and analysis.

1.9 LIMITATION

The ability to make generalizations of the study's findings to other regions or circumstances might

be constrained. Depending on the region, the country, and the cultural context, socioeconomic

variables can have different effects on schooling. Therefore, it should be used with caution when

extrapolating the study's specific findings to various circumstances because they might not be

universally relevant. It may be difficult to get thorough and trustworthy information on

socioeconomic determinants and educational outcomes in rural basic schools. Limited data

availability could limit the study's analysis's breadth and precision, particularly in distant or

under-resourced areas. Researchers need to be aware of possible data restrictions and make sure

the data they collect are accurate and representative enough to support inferences. The study may

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concentrate on a certain set of socioeconomic variables, like family income or parental education

level, while leaving out other variables that might be important. While this restriction permits a

concentrated examination, it might prevent a thorough comprehension of the intricate interactions

between numerous socioeconomic conditions and education in rural basic schools.

1.10 DEFINITION OF TERMS

1.10.1 Socio-economic factors

The social and economic traits and circumstances that have an impact on specific people or groups

within a community are referred to as socio-economic factors. Socioeconomic elements, which

have a substantial impact on students' educational experiences and outcomes, include things like

family income, parental education level, occupation, access to resources, and community features.

1.10.2 Education

The process of acquiring knowledge, skills, values, and attitudes through formal or informal

instruction is referred to as education. Education explicitly refers to the learning and academic

growth of children in rural basic schools, which encompasses primary and secondary education,

in the context of this study.

1.10.3 Students

Individuals who are enrolled in educational institutions and actively participating in the learning

process are known as students. pupils particularly refer to those who attend rural basic schools in

this study, which often includes rural primary and secondary school pupils.

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 1.10.4 Rural

Rural places or communities are those that are found outside of urban or major metropolitan areas.

Rural areas are locations that are isolated, have a low population density, and have little

infrastructure in the context of this study.

1.10.5 Basic schools’ Basic schools

Basic schools are institutes of higher learning that offer primary and secondary education. Basic

schools in the context of this study refer specifically to educational establishments serving

students' elementary and secondary education needs in rural areas.

1.10.7 Impact

Impact is the term used to describe how socioeconomic issues affect pupils' education in rural

elementary schools. It includes both favorable and unfavorable results or modifications brought

about by the presence or absence of socioeconomic factors.

1.11 ORGANIZATION OF THE STUDY

This work is divided into five chapters and given in that order. The first chapter discusses the

background information for the investigation, the aims of the study, the research questions, the

significance of the study, and the limitation of the study. The second chapter examines a survey

of the literature on the subject. This is a review of previous writers' books, papers, and

publications on the topic or something related to it. The third chapter went into detail about the

data collection methods. The fourth chapter analyzed and discussed the data gathered for the

study. Finally, chapter five detailed the study's findings, conclusions, and recommendations for

addressing the issues highlighted.

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References

Ceci, S. J., & Hembrooke, H. A. (2005). A bioecological model of intellectual development. In

P. Moen, G. H. Elder, & K. Luscher (Eds.), Examining lives in context: Perspectives on the
ecology of human development, (pp. 303-345). Washington, DC: American Psychological
Association.

Ferguson, Susan, Genevieve Lebaron, Angela Dimitrakaki, and Sara Farris. 2016. “Special Issue
on Social Reproduction: Introduction.” Historical Materialism 24 (2): 25–37.

Arruzza, Cinzia. 2016. “Functionalist, Determinist, Reductionist: Social Reproduction Feminism

and Its Critics.” Science & Society 80 (1): 9–30. doi:10.1521/siso.2016.80.1.9.

Newberry, Jan, and Rachel Rosen. 2020. “Women and Children Together and apart: Finding the
Time for Social Reproduction Theory.” Focaal: Journal of Global and Historical
Anthropology 86: 112–120.

Cairns, Kate. 2018. “Beyond Magic Carrots: Garden Pedagogies and the Rhetoric of Effects.”
Harvard Educational Review 88 (4): 516–537.

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