EFFECTS OF FAMILY BACKGROUND ON ACADEMIC PERFORMANCE AMONG

UNIVERSAL SECONDARY SCHOOL STUDENTS IN NAKAWA DIVISION

BY

S/N NAME REG. NO

1 17/U/12721/SSD/PD
ABIGABA CALEB
2 NAKIYTO ROSEMARY 17/U/17700/SSD/GV
3 ALURU JOYCE 17/U/18377/SSD/PD
4 BIRUNGI JOAN SUZAN 17/U/12871/SSD/PD
5 NAKIYUKA RITA 17/U/11240/SSE/PE

A RESEARCH REPORT SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD
OF A BACHELORS OF SOCIAL SCIENCES OF
KYAMBOGO UNIVERSITY

JANUARY, 2021
 DECLARATION
We hereby declare that this research report is our original work and that it has never been
presented to any University for any academic award.

NAME REG.NO SIGNATURE DATE

ABIGABA CALEB 17/U/12721/SSD/PD
NAKIYTO ROSEMARY 17/U/17700/SSD/GV
ALURU JOYCE 17/U/18377/SSD/PD
BIRUNGI JOAN SUZAN 17/U/12871/SSD/PD
NAKIYUKA RITA 17/U/11240/SSE/PE

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 APPROVAL
This is to certify that the undersigned students carried out research entitled “Effects of family
background on academic performance among universal secondary school students in Nakawa
division” under my supervision and this research report meets the basic requirements for
submission
SIGNATURE.............................................. DATE……………………………
MR. ALI BAGUWEMU
(ACADEMIC SUPERVISOR)

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 DEDICATION
This research report is dedicated to our parents who devoted moral, spiritual and financial
support so as to see me through. They have been great source of motivation and inspiration
throughout my academic life.

iii
 ACKNOWLEDGEMENTS
Our debt of gratitude goes to Almighty God for his grace, mercy and protection all these years of
our educational life. Glory be unto his name.

We are also profoundly grateful to my eminent supervisor Mr. Ali Baguwemu for spending
substantial part of his time reading our entire manuscript, carefully pointing out errors and
enthusiastically offering many useful suggestions for improvement.

Our sincere gratitude goes to all lecturers and staff of Kyambogo University especially the
department of department of psychology for their support throughout our bachelors’ program in
general and in particular this research. They have added to my knowledge as we pursued a
Bachelor of Bachelors of Social Sciences. We wish to express my heartfelt thanks to all schools
in Nakawa division that gave us information while in the field.

We are also thankful to our parents, relatives and friends who in diverse ways contributed to the
success of our education. We wish them in returns abundance of love, peace, success and
prosperity.

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 TABLE OF CONTENTS

DECLARATION........................................................................................................................................i
APPROVAL...............................................................................................................................................ii
DEDICATION..........................................................................................................................................iii
ACKNOWLEDGEMENTS......................................................................................................................iv
TABLE OF CONTENTS..........................................................................................................................v
LIST OF TABLES...................................................................................................................................vii
LIST OF ACRONYMS..........................................................................................................................viii
ABSTRACT..............................................................................................................................................ix
CHAPTER ONE.................................................................................................................................1
INTRODUCTION..............................................................................................................................1
Background of the study..............................................................................................................................1
Statement of the study.................................................................................................................................2
Objectives of the study................................................................................................................................3
Purpose of the study....................................................................................................................................3
Study objectives..........................................................................................................................................3
Research questions......................................................................................................................................3
Scope of the study.......................................................................................................................................4
Geographic scope........................................................................................................................................4
Content scope..............................................................................................................................................4
Time scope..................................................................................................................................................4
Significance of the study.............................................................................................................................4
CHAPTER TWO................................................................................................................................5
LITERATURE REVIEW...................................................................................................................5
Introduction.................................................................................................................................................5
Parents’ education level and students’ academic performance at school.....................................................5
Parents’ income and students’ academic performance at school Parents.....................................................6
Marital Status and students’ academic performance at school.....................................................................9
CHAPTER THREE..........................................................................................................................10
METHODOLOGY...........................................................................................................................10
Introduction...............................................................................................................................................10

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Research design.........................................................................................................................................10
Study population........................................................................................................................................10
Sample size and selection..........................................................................................................................10
Sampling Techniques and Procedure.........................................................................................................11
Data collection methods............................................................................................................................11
The questionnaire survey method..............................................................................................................11
Interview guide..........................................................................................................................................11
Data collection procedure..........................................................................................................................12
Data analysis.............................................................................................................................................12
Quantitative Data Analysis........................................................................................................................12
Qualitative Analysis..................................................................................................................................12
Ethical consideration.................................................................................................................................12
CHAPTER FOUR............................................................................................................................14
CHAPTER FOUR: PRESENTATION OF RESULTS AND interpretation.....................................14
Introduction...............................................................................................................................................14
Demographic information of respondents..................................................................................................14
Gender of respondents...............................................................................................................................14
Age of Respondents.................................................................................................................................15
Duration in the institution..........................................................................................................................15
The influence of parent’s education level on academic performance among USE students.......................16
Table 4.2: The influence of parent’s education level on academic performance among USE students.....16
The influence of parent’s income on academic performance among USE students in Nakawa division. . .19
Table 4.4: the influence of parent’s income on academic performance among USE students in Nakawa
division......................................................................................................................................................19
The influence of parent’s marital status on academic performance among USE students in Nakawa
division......................................................................................................................................................21
CHAPTER FIVE..............................................................................................................................23
CHAPTER FIVE: DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS......................23
Introduction...............................................................................................................................................23
Discussion of the study findings................................................................................................................23
Level of Education of Parents and Students performance..........................................................................23
Parents’ Level of family income and students’ academic performance.....................................................24

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Parents’ Marital Status and Students’ academic performance...................................................................25
Conclusions of the study............................................................................................................................25
Recommendations to the study..................................................................................................................26
REFERENCES.................................................................................................................................27
APPENDICES..................................................................................................................................30
APPENDIX ONE: QUESTIONNAIRE FOR RESPONDENTS.......................................................30
APPENDIX TWO: INTERVIEW GUIDE FOR HEAD TEACHERS.............................................34

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 LIST OF TABLES
Table 4.1: Demographic information of respondents (N=50).......................................................16
Table 4.2: The influence of parent’s education level on academic performance among USE
students..........................................................................................................................................18
Table 4.3: Pearson Product Moment Correlation for level of education of parents and Students’
performance...................................................................................................................................20
Table 4.4: the influence of parent’s income on academic performance among USE students in
Nakawa division............................................................................................................................21
Table 4.5: Pearson Product Moment correlation for level of family income of parents and
Students’ performance...................................................................................................................23
Table 4.6: the influence of parent’s marital status on academic performance among USE students
in Nakawa division........................................................................................................................24
Table 4.7: Pearson product moment correlation for level of parents’ marital status and Students’
performance...................................................................................................................................25

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 LIST OF ACRONYMS
MoES: Ministry Of Education and Sports
USE: Universal Secondary Education

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 ABSTRACT
The purpose of the study was to investigate the influence of factors like; level of education of
parents, family income and parents’ marital status on the performance of Students in Secondary
schools in Nakawa Division with a view of recommending on how to improve Students’
performance. The study was conducted in that particular area because in the past five years,
Students’ performance in the schools has been alarmingly deteriorating. Specifically, the study
was intended to achieve the following objectives: to find out the influence of parent’s education
level on academic performance among USE students in Nakawa division, to assess the influence
of parent’s income on academic performance among USE students in Nakawa division and to
establish the influence of parents marital status on academic performance among USE students
in Nakawa division
The study adopted a cross-sectional survey research design. Quantitative and qualitative
approaches of data collection were employed. A total of 50 respondents constituted the sample of
the study. The researcher used questionnaires, and interviews.
The results revealed that there was a positive significant relationship between the level of
education of parents and students’ performance; two, that there was no relationship between
family income and students’ performance, and thirdly, that there was no relationship between
parents’ marital status and students’ performance. The conclusions were that level of education
of parents of Students in the said schools led to low performance of Students in Secondary
schools in Nakawa Division but level of family income and parents’ marital status had nothing to
do with Students’ performance in the said schools.
The study recommended that schools should also focus on the parents’ social economic status.
The schools could also devise means of paying special attention to students from low social
economic backgrounds. For example the school could improve the student support system such
that students from low social economic backgrounds are identified and assisted with financial aid
or even a student loan scheme could be developed. The study also recommends that parents be
motivated on the need to find ways to raise school fees since most of them are not employed.
The study recommends that the government and other donors in the community come in for the
purposes of purchase the school requirements which would see parents raise little funds they can
easily get to avoid repetition and drop out in the school.

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 CHAPTER ONE
INTRODUCTION
This chapter presents the background to the study, contextual and conceptual
background, and Statement of the Problem, Research objectives, Research questions, Scope and
Significance of the Study.
Background of the study
Since the introduction of formal Education in Uganda, foundation bodies (Roman
Catholic Church, Church of Uganda, Islamic Faith, and Local Communities) had a big control
over secondary education and schools, despite government involvement. This involvement
began following the report by the Phelps-Stokes Fund in 1922 (Government of Uganda, 1989).
In 1952, a commission known as the de Bunsen Committee was appointed which came up with
recommendations for the expansion of secondary education so as to provide teachers for
Secondary and junior secondary schools; hence the expansion of facilities for both Secondary
and secondary schools.

According to African researchers, Nyarko (2010) observed that parental participation in

Ghana is associated positively with students‟ academic performance. In Namibia, Gudlaug
(2010) also revealed that parental participation is not only on the academic side, but also on the
nonacademic outcomes, such as school attendance, student behavior in school, student attitudes
towards school, and their social skills. In Zambia, a study conducted by Kyambalesa (2010)
revealed that, a school infrastructure that is developed does not only provide a learning
environment that is conducive, but also boasts the morale of teachers and Students which result
into excellent performance from them. In the context of Kenya, Eshiwani (1983), identified the
following policy-related factors that may cause poor academic performance; school plant and
resources (textbooks, library and laboratory facilities), leadership styles of the head teacher
(school administration and management), teacher characteristics (training, teacher certification,
professional commitment, experience and transfer index) and students‟ behavior (early
childhood education, Secondary education and social characteristics).

In Uganda, school education was introduced by the White missionaries mainly for the
children of chiefs and to provide for functionaries needed by the British colonial government
(Katerina Syngella & Elly Aruda, 2006). So right from the onset, this school system was not for

1
all and it therefore grew to become highly selective and competitive with fewer and fewer
students continuing to the next level of education. As a result, many Ugandans remained illiterate
with literacy rates standing at only 65% with the Secondary education reaching only 50 percent
of the age group (Ministry of Education and Sports 1999). It is against this background that in
December 1996 the President of Uganda launched a policy of Universal Secondary Education
(USE) in accordance with the government White Paper on Education (Ministry of Education and
Sports 2003). Under this policy, government was to provide „free‟ education to a maximum of
four children from each family.

The government of Uganda is constitutionally mandated for provision of trained school

leaders and staff, increasing of awareness of stakeholders in Universal Secondary Education,
building enough schools, provision scholastic materials, and necessary infrastructure within
required level for effective implementation of Universal Secondary Education Programs. In
response to this, in 2012 the government introduced the capitation grant to Universal Secondary
Education Schools to replace fees that were abolished. Accordingly, the government pays annual
tuition fees for all Students in public schools and grant-aided schools referred to as Universal
Secondary Education capitation grant through the various district local governments. School
expenditures that are eligible for USE capitation grant include: instructional and scholastic
materials (35 percent), co curricular activities (20 per cent), school management (15 per cent),
and administration (10 per cent) and contingency expenditure (20 per cent), (Daily Monitor, 29
July 2014).

In spite of the challenges faced in implementing USE, in 2007, the NRM Government
went ahead to implement the Universal Secondary Education (USE). In the same year, the
Government of the Republic of Uganda took over the control of many secondary schools in an
effort to implement the Universal Secondary Education (USE).
Statement of the study
One cannot deny that the education of our children today is a vital part of our future. It’s
no wonder that the government of Uganda adopted the USE policy to increase access, equity,
quality and relevance of the provided education with the main goal of providing minimum
necessary facilities and resources to enable children of school-going age to enter and remain in
school until they complete Secondary Cycle of Education (MoES, 2016).

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 Government increased its funding to schools with the Uganda Education Sector
Investment Plan making it mandatory that not less than 65% of the education budget must fund
Secondary education (Kakaire, 2014). This notwithstanding however, many reports have
continued to reveal poor students’ academic performance despite government’s continued
commitment and investment in education (Munene, 2009; Kasirye, 2009; Nanyonjo, 2017).

Results of a National Assessment of Secondary Education Performance taken in 2016,

suggest that Secondary education performance in terms of Students’ numeric, reading, science,
and social studies knowledge and skills deteriorated following the introduction of USE. An
analysis of Nakawa Division results for academic years 2017 to 2018 revealed that the number of
Students who performed poorly were more than those who pass in Division One (Draft Report of
Nakawa Division, 2018). It is against this background that the study examined the effects of
family background on academic performance among universal secondary school students in
Nakawa division.

Objectives of the study

Purpose of the study
To examine the effects of family background on academic performance among Universal
Secondary School students in Nakawa division
Study objectives
i. To find out the influence of parent’s education level on academic performance among
USE students in Nakawa division
ii. To assess the influence of parent’s income on academic performance among USE
students in Nakawa division
iii. To establish the influence of parents marital status on academic performance among USE
students in Nakawa division
Research questions
i. What is influence of parent’s education level on academic performance among USE
students in Nakawa division
ii. What is the influence of parent’s income on academic performance among USE students
in Nakawa division

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 iii. How does parents marital status influence academic performance among USE students in
Nakawa division
Scope of the study
Geographic scope
The study was carried in Nakawa division which is along Jinja highway and is bordered by
Rubaga division, central division and kawempe division.
Content scope
The study focused on the effects of family background on academic performance among
Universal Secondary School students in Nakawa division. It was guided by influence of parent’s
education level on academic performance among USE students, the influence of parent’s income
on academic performance among USE students and the influence of parent’s marital status on
academic performance among USE students in Nakawa division
Time scope
The study covered a period of three years from 2015 to 2020 because in this period
government aided secondary schools recorded a steadily declining academic performance.
Significance of the study
The study will help parents, educational managers and administrators, teachers, Ministry
of Education and Sports officials and politicians see, recognize and appreciate the need for
motivation and motivate their subordinates and children for an improved performance.

The study findings will also furnish policy makers, Ministry of Education and Sports, and
politicians with information on parents’ roles and their implications on student’s performance;
hence giving them a leeway to formulation of better policies regarding parents’ roles within the
education systems, based on researched information.

The study will add to the existing body of knowledge and act as a stepping-stone for later
researchers in similar studies. It would also help future researchers who have the quest for
improving education for all the learners in Secondary schools in the said area and Uganda at
large

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 CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presents a review of related literature about effects of family
background on academic performance among Universal Secondary School students in Nakawa
division. The review will be based on studies by various academicians.
Parents’ education level and students’ academic performance at school
Parents’ level of education is important to schooling as parents want their children to
maintain the status quo (Mallan, 2019). It’s also believed that parents with higher educational
levels have stronger confidence in their children’s academic abilities and they also have higher
expectations of their children. They expect that their child will earn good grades behave well in
school and attend college. These expectations and confidence in their children motivate them to
do well at school. The confidence parents have in their children also helped them to build their
own confidence and self-concept which is important in their education (Mallan, 2019). However,
parents’ over expectations might also cause stress to their children which translates to poor
educational attainments
According to the PISA result 2006, the influence of the level of education of parents on
the academic performance of their children is evidence in all countries though the scale of the
effect does vary across all EU member state. Those students whose parents have a tertiary level
of education perform, on average, significantly better in tests of science, reading and
mathematical ability than do those parents who have only basic schooling. Nicholas, (2016), in
his study the effect of parental education attainment on school outcome concluded that parents‟
educational background could affect the children’s success in school. Therefore, there is a need
for parents to realize the importance of education and the role they are expected to play in the
actualization of better academic achievement of the children. He further notes.
Parental Attitudes toward Education One of the main factors directly influencing student
performance and engagement in school is parental support. If parents take an active role in the
student’s education, he or she will more likely remain in school (Foley, Gallipoli, & Green,
2015). If the parents value education, they may encourage the student to exceed expectations and
this can set the stage for success. This type of motivation and setting of expectations can help the
student develop intrinsic motivation and have higher expectations for the educational experience.

5
This can help the student develop academic confidence and feel more secure in the learning
environment. If the parent does not value education and the student is not encouraged to exceed
or even meet the standards, the inverse appears to be the case. The student will lack motivation
and have minimal if any expectations for his or her education. The student, consequently, may
likely feel a lack of confidence, which can lead to a lower level of engagement in class and lower
cognitive development. This combination can lead to behavioral 19 problems in class or truancy
from school, or the student may terminate enrollment altogether. Furthermore, the data suggests
that these students are also at a greater risk for delinquency and substance abuse problems (Wang
& Fredricks, 2014).
In The Journal of Human Resources, Foley (2014) states that for students with “medium
and low cognitive ability, family background plays an important role in explaining their dropout
decisions.” Foley found students in the “medium and low” ability range are more likely to have
parents who are themselves high school dropouts, do not value education, are not engaged or
involved; these students have a probability of “0.40” of dropping out before graduation. Now,
consider these exact same circumstances, changing only the variable of parental engagement; the
probability of student attrition decreases dramatically to 0.045. So, in essence, the value that
parents place on education and their involvement in their children’s education directly influences
whether or not students value their own education. If we want to increase student achievement,
we must find ways to engage parents and thus engage the students.
Parents’ income and students’ academic performance at school Parents
Parents’ Income and Students’ Academic Performance, Zhang (2016) examined students
and their families’ income in China. He studied in their early years (lower Secondary school
children). The study measured students reading skills, verbal interaction and phonological
awareness in relation to their families’ level of income. The results showed that low income
children exhibited lower levels of cognitive-linguistic skills, lower verbal interactions and lower
phonological awareness and generally lower academic performance than their counterparts from
high and middle income families although the research only examined early childhood Students
but this research focused on students in secondary schools.
Gratz, J. (2016) presents in his comprehensive study how students from families with
high income are having best performance than those from low income families. His study took
place in United States of America. He posited that the impact of the parents’ income can be

6
shown in the early timing of the students’ learning. He maintained that parents of higher income
take their children to school earlier than their lower income counterparts. They can afford to take
their children through preschool learning and this have greater impact in their later educational
outcomes since it provides them with the required cognitive and social development.
Parental income has a strong effect on student performance due to the economic
resources allowed for more academic components to be implemented. Resources available at
home are an important indicator for the relationship between socio-economic status and
academic achievement. Sirin (2015) further researched Students’ grade level and the relationship
of income status and academic achievement. He suggested that a relationship exists between the
income status and academic achievement across 17 various levels of schooling with exceptions
to the high school level Students. The relationship between grade levels showed significant
correlations between income status and academic achievement. It started in the elementary levels
and continued through the middle school years. The study showed that there was a statistical gap
between Students from low and high socio-economic Students throughout the grade level and
tended to widen as the grade levels increased. Sirin, (2015) also stated that academic
achievement is a process, and when valuable skills are not obtained in early grade levels, the gap
of academic achievement increases throughout the educational process. The reason for the high
school level showing a low statistical gap was due to the fact that many of those Students
performing at a low level were more likely to drop out of school in later years, thus not allowing
for inclusion in the research samples.
Dryden-Peterson, (2017) studies indicated that Students from wealthier families
outperform Students from poor families on academic achievement tests. The Students’ from low
income families’ achievement is higher when they attend schools and classrooms where the
majority of the population is economically advantaged. The authors further concluded that
schools with a high percent of low income Students had a negative effect on all Students’
academic achievement. It was also stated that Students from poor social economic background
performed better when attending schools that have a low poverty percent.
Haveman (2017) said that Parents occupation is an important variable which determines
the economic status of the family. Higher occupational levels of the parents indicate better
economic condition and this result in material support for the education of their children.
Haveman (2017) conducted a study to find out the effect of parental occupation on their

7
children's academic achievement. The sample consisted of 500 parents in Port Hartcourt city.
The results revealed that civil servants children perform better followed by children of business
parents. But the poorest performance came from farmer's children.
The children of the educated group are liable than the children of the lower or none
educated groups to have higher aspirations and higher education plans (Nicholas, 2016). The
academic aspiration of school children is positively related to the standing of their parents. This
is so because children tend to imitate their parents and so aspire to be as highly educated as their
parents. There is an indication that children of parents with high level of education are likely to
follow the modern ideas while the children from parents with low level of education are likely to
follow old tradition that is not to appreciate the value of education.
Ezewu, and Okoye, (2015), showed that more Students from high socio-economic status
groups which usually fall into the well-educated groups aspire for highly rated professions such
as medical profession in Nigeria more than the lower socioeconomic status group which mostly
fall into the low or non-educated groups. Children of more highly educated families are more
ambitious and attain higher levels of education. The amount of schooling that parents receive
influences how they structure the home environment as well as how they interact with their
children in promoting academic achievement. The economic difficulties, do not necessarily
constrain academic development. It is possible parents as “co-teachers” in the home may find a
better psychological balance of stimulation and demand for their children when they themselves
were successful in academics. Although poverty certainly is a major threat for child
development, a closer look at the underlying mechanisms may help explain why so many poor
children perform well in school despite restricted material resources.
Zhang (2016) examined students and their families’ income in China. He studied in their
early years (Secondary school). The study measured students reading skills, verbal interaction
and phonological awareness in relation to their families’ level of income. The results showed that
low income children exhibited lower levels of cognitive-linguistic skills, lower verbal
interactions and lower phonological awareness and generally lower academic performance than
their counterparts from high and middle income families although the research only examined
early childhood Students but this research focused on students in secondary schools.
Sean (2018) presents in his comprehensive study how students from families with high
income are having best performance than those from low income families. His study took place

8
in United States of America. He posited that the impact of the parents’ income can be shown in
the early timing of the students’ learning. He maintained that parents of higher income take their
children to school earlier than their lower income counterparts. They can afford to take their
children through preschool learning and this have greater impact in their later educational
outcomes since it provides them with the required cognitive and social development
Marital Status and students’ academic performance at school
Marital status refers to the state of being together as a husband and a wife (Oxford
Advanced Learners’ Dictionary, 2015). This state has both positive and negative effects on
Students’ performance at school, depending on the organization of each family member. Kasirye
(2017) observed that polygamous and extended families where income I low influence Students’
performance in a sense that big numbered of children over burden the parents, therefore, they fail
to support their children’s education adequately. He further observed that in homes where
parents are quarrelsome, children are neglected hence affects their performance both in school
and at home. The fact that no study has been carried out in the said schools has left a gap for the
researcher to investigate the effect of marital status of parents on the performance of the
Students.
Baron and others (2017) pointed out that marriage is a bond that unites two families, two
clans, even more, a bond that introduces families into another. One the full contract of marriage
is broken it creates a great scar in the community and it is likely to be traumatic for the couple’s
children. According to Hethengton (2015), divorced parents exercise less control over their
children. Further said, children from single parent families receive less adult attention, affection,
love, sympathy, guidance and security and they are emotionally disturbed. Bhati (2015) stressed
that there is a link between parents’ marital status and Students’ performance. For instance lack
of cordial understanding in a family causes instability, lack of control in children’s behavior also
influence performance.
According to Gentlement and Markowitz (1974) they looked at separation of parents as a
destructive event in a family, which affects performance in all aspects of life. Michael and Sheila
(2016) found that level of parents’ marital status actually influences pupils’ performance at
school. But in Nakawa division USE secondary schools no study has been conducted on the said
problem to find out whether it has its effects on the performance of students. Penny (2018) found
that parents’ marital status actually has effects on pupils’ performance.

9
 CHAPTER THREE
METHODOLOGY
Introduction
This chapter presents the methodology that was used during the study. It starts with the
research design, study population, sample size, and selection, sampling technique and procedure,
data collection methods, data collection instruments pre-testing methods procedure of data
collection, analysis, and presentation.
Research design
Research design refers to the way the study is designed, that is the method used to carry
out the research Saunders & Thornhill, (2016). The study adopted a cross sectional research
design. Cross-sectional study design was selected because it is the most appropriate given the
nature of the objectives and limited time available to conduct this study. The study employed
quantitative methods of data collection and analysis. This design was ideal as it helped to collect
data, processing, presenting and analyzing of the data, (Creswell, 2014). Furthermore,
quantitative approaches such as questionnaires were used to generate the empirical data for
analyzing the effects of family background on academic performance among universal secondary
school students in Nakawa division.
Study population
The target population for the study comprised of school head teachers, teachers, parents
and Students in selected schools in Nakawa division. These are the people the researcher
believed had information concerning the effects of family background on academic performance
among universal secondary school students in Nakawa division.
Sample size and selection
Category Population Size Sample Size Sampling Technique
Head teachers 5 3 Purposive sampling
Teachers 15 10 Simple random
Parents 20 15 Simple random
Students 30 22 Simple random
Total 70 50
Source: Primary Data, (2021)

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Sampling Techniques and Procedure
Simple random sampling was used to select, 10 teachers, 15 parents and 22 students. This
technique was used because it avoids bias in obtaining samples (Creswell, 2014). Purposive
sampling was used to select 3 head teachers who are knowledgeable about or experienced with a
phenomenon of interest. This technique is appropriate because it enables selection of informed
persons who possessed vital data that is comprehensive enough to allow gaining a better insight
into problem (Creswell, 2014).
Data collection methods
The researcher used data collection methods such as the questionnaires and face-to-face
interviews, as recommended by Amin (2005).
The questionnaire survey method.
A self-administered questionnaire was used to gather data over a large sample or number
of respondents (Barifaijo, 2010). Questionnaires were developed following recommended
guidelines by various scholars that include (Sekaran & Bougie, 2016) and in line with the
objectives of the study. Quantitative questions were both close-ended and open ended, ranked on
a five point Likert Scale (where1=Strongly Disagree, 2=Disagree, 3= Not Sure, 4=Agree and
5=Strongly Agree) to provide options of answers to questions formulated. The questionnaires
were distributed to the teachers, students and parents; they were collected when duly filled by the
respondents. Questionnaires as a tool for data collection was used because it is less expensive
compared to other methods of data collection and it also covers a wide geographical area.
Interview guide
An interview guide is a set of questions that a researcher asks when interviewing
respondents in order to obtain data required to meet the objectives of the study. It helped the
researcher to understand the perceptions of the respondents better because it is a social encounter
which caters for respondents who are more willing to talk than write as they would prefer to
remain anonymous. The interview guide consisted of open ended questions because these
compelled the respondents to give more unrestricted responses since open end questions are
perceived as less threatening (Cooper, and Schindler, (2018).

11
Data collection procedure
The researcher developed a research proposal under the guidance of the research
supervisor from the Kyambogo University. After approval of the proposal, the researcher
received an introduction letter that was presented to the respondents for identity. The researcher
collected data from schools, which was later organized and analyzed in different headings as
presented in chapter four. Data was collected in accordance to the set objectives and designed
questionnaires; data could be collected during the day and in the evening, the researcher would
organize it thematically.
Data analysis
Quantitative Data Analysis
Data collected was be sorted out, edited, coded, classified and then tabulated. Descriptive
statistics were used in quantitative data analysis. Responses from closed–ended and open-ended
questions were transferred into a summary sheet by tabulating. These were then tallied to
establish frequencies which were converted into percentages. The numbers of respondents giving
similar answers will be converted into percentages to illustrate relevant levels of opinion. The
statistical package for social scientists (SPSS) and Microsoft excel was used to analyze data. In
this exercise of analysis, correlation analysis was run to identify the relevance of the control
variables against the controllable variable.
Qualitative Analysis
Analyzing qualitative data involved labeling and coding all in order to recognize their
similarities and differences. Content analysis was used to categorize verbal or behavioral data,
for purposes of classification, summarization and tabulation to make sense of the data collected
and to highlight the important messages, features or findings.
Ethical consideration
According to Leary (2014), ethical issues refer to the integrity in the production of knowledge, as
well as the dignity welfare of the researched. These include the following;
Voluntary participation: The research participants were informed that their participation
in the study was not to be rewarded in any way; it was entirely based on voluntary basis. All the
research participants were informed of their rights to refuse to be interviewed, or to withdraw at
any point for any reason, without any prejudice or explanation.

12
 The research participant’s privacy was assured by the researcher who kept all the
information safely locked up during the research process. Only the researcher had access to the
data collected.
Informed consent: Before starting the study, the researcher was provided with accurate
and complete information to research regarding the purpose of the study. Participants agreed
before the interviews, and no respondent was forced to fill in the research form.

13
 CHAPTER FOUR
CHAPTER FOUR: PRESENTATION OF RESULTS AND interpretation
Introduction
This chapter presents the findings of the study and interpretation. The sample for the
study therefore covered 50 respondents. The section therefore, provides the basis upon which
logical and meaningful conclusions were drawn based on the study objectives.
Demographic information of respondents
A total of 50 respondents participated in the study. They provided personal information
on a variety of variables. This information helped in ascertaining the validity of the responses
they provided. The findings are summarized in the table below.
Table 4.1: Demographic information of respondents (N=50)

Variable Category F %
Gender Male 35 70
Female 15 30
Age of respondents 18-25 yrs 27 54
25-30 yrs 13 26
30-35 yrs 7 14
35+ yrs 3 6
Duration in the institution 0-5 years 20 40

11-15 years 10 20
6-10 years 9 18
16 and above years 11 22
Source: Primary data (2021)

Gender of respondents
The respondents were asked to indicate their gender because the researcher wanted to
make sure that the views of both male and female were adequately represented. The information
in table 4.2 above shows that, majority (75%) of the respondents were male and (30%) were
female respondents. This implies that all views of both genders were represented.

14
Age of Respondents
The respondents also indicated their age category. The findings in Table 4.2 above show
that the majority 54% of the respondnets were aged 20-25 yrs, 26% were aged 25-30 yrs, 14%
were aged 30-35 yrs and 6% were aged 35+ yrs. This implies that the majority of reapsndnets
were mature enough to undertand the issues that were being inveistgated and so were abale to
provide reliable responses.
Duration in the institution
The respondents also indicated their duration in the institutions where they worked. Table
4.2 shows that 40% of respondents had worked between the range of 0-5 years, 20% had worked
between the ranges of 11-15 years, 18% had worked between the range of 6-10 years, and 22%
of respondents had worked for 16 and above years. This implies that the respondents had
seniority as regards to the services they offered to the learners.

15
The influence of parent’s education level on academic performance among USE students
Table 4.2: The influence of parent’s education level on academic performance among USE
students
Statements SA A N D SD
F % F % F % F % F %
Uneducated parents affects students’ 36 76 5 1 2 4 - - 7 14
academic performance in secondary 0
schools and don’t value education for girl
child.
Post secondary level of education 24 48 12 2 4 8 8 16 2 4
significantly influence on students’ 4
academic performance as they are capable
of meeting the cost of education.
Better educated parents also contribute to 25 50 11 2 - - 4 8 10 20
their children’s home-based activities like 2
helping with homework and encouraging
them to revise their books.
Post secondary level of education of 30 60 - - - - 1 28 6 12
parents always provide basic school needs 4
like textbooks, transport, food, and school
uniforms to their children
Parents with post secondary level of 18 36 9 1 7 14 5 10 11 22
education freely interact and share their 8
opinions about students’ performance
with the school administrators
Parents with low education level consider 25 50 8 1 - - 1 20 7 14
paying fees for boys more than girls 6 0
Source: Primary Data, (2020)
Table 4.2 above reveal that majority of respondents 76% strongly agreed that uneducated
parents affects students’ academic performance in secondary schools and don’t value education
for girl child., 10% of respondents agreed with the statement, 4% of the respondents was neutral

16
none of the respondent disagreed with the statement whereas 14% of the respondents strongly
disagreed with the statement.
On sub component post secondary level of education significantly influence on students’
academic performance as they are capable of meeting the cost of education, majority of
respondents 48% strongly agreed with the statement, 24% of respondents agreed with statement,
none of the respondents was neutral of the statement, 8% of respondents disagreed and 20% of
respondents strongly disagreed with the statement.
Further still, on sub component better educated parents also contribute to their children’s
home-based activities like helping with homework and encouraging them to revise their books,
50% of the respondents strongly agreed with the statement, 22% of respondents agreed with the
statement, none of the respondent were neutral of the statement, 8% of respondents disagreed
and 24% strongly disagreed with the statement.
On sub component post secondary level of education of parents always provide basic
school needs like textbooks, transport, food, and school uniforms to their children, 60% strongly
agreed with the statement, none of the respondent agreed or was neutral of the statement, 28% of
respondents disagreed with the statement, and 12% of the respondents strongly agreed with the
statement..
On sub component parents with post secondary level of education freely interact and
share their opinions about students’ performance with the school administrators, 36% of
respondents strongly agreed with the statement, 18% agreed, 14% of respondents were neutral of
the statement, 10% of the respondents strongly disagreed with the statement respectively and
22% of respondents strongly disagreed with the statement.
Study findings also revealed that parents with low education level consider paying fees
for boys more than girls with majority respondents 50% strongly agreeing with the statement,
16% of respondents agreed with the statement, none of respondents were neutral to the
statement, 20% of the respondents strongly agreed with the statement and 14% of the
respondents strongly agreed with the statement.

17
Table 4.3: Pearson Product Moment Correlation for level of education of parents and
Students’ performance
Level of education of Students’ performance
parents
level of education Pearson Correlation 1 .349
of parents Sig. (2-tailed) .000
N 50 50

Students’ Pearson Correlation .349 1

performance Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).
According to Table 4.3, the Pearson correlation index obtained is r = .349. Being positive it
suggested positive correlation, that is, that Students’ performance rose with parents’ education.
Its significance or p value = .000 which was less than alpha = 0.01 implies that Students’
performance was significantly positively influenced by parents’ level of education at the one
percent level of significance

18
The influence of parent’s income on academic performance among USE students in
Nakawa division
Table 4.4: the influence of parent’s income on academic performance among USE students
in Nakawa division
Statements SA A N D SD
F % F % F % F % F %
Low income families are not capable of paying 24 48 1 20 3 6 6 12 7 14
required fees hence poor academic performance 0
among students
Low income families may not be able to buy 15 30 1 24 3 6 17 34 3 9
required resources for their students who end up 2
failing in academics
Middle and high income families are capable of 30 60 - - 6 1 5 10 9 18
meeting their children demands hence good 2
academic performance in schools
Low income parents prefer paying school fees 36 72 4 8 - - - - 10 20
for boys to girls
Low income families do not encourage girls to 4 8 - - - - 6 12 38 76
continue with school
Girls from low income families seem less 12 24 6 12 - - 15 30 17 34
motivated to learn due to lack of fees than those
from higher income families
Source: Primary Data, (2020)
Finding in the table 4.4 shows that 48% of respondents strongly agreed that low income
families are not capable of paying required fees hence poor academic performance among
students, 20% agreed with the statement, 6% of the respondents where neutral about the
statement, 12% disagreed and 14% of the respondents strongly disagreed with the statement.
On sub component low income families may not be able to buy required resources for
their students who end up failing in academics, 30% of the respondents strongly agreed with the
statement, 24% agreed with statement, 6% of respondents were neutral, 34% disagreed with the
statement and 9% of respondents strongly disagreed with the statement respectively.

19
 On sub component middle and high income families are capable of meeting their children
demands hence good academic performance in schools, this was supported by 60% of
respondents strongly agreeing with the statement, 12% of respondents were neutral of the
statement 10% of the respondents disagreed with the statement and 18% of the respondents
strongly disagreed with the statement.

Study findings revealed that low income parents prefer paying school fees for boys to
girls, this was supported by majority of respondents 72% respondents strongly agreeing with the
statement, 8% agreed with the statement, none of the respondent was not sure of the statement or
disagreed and 20% of respondents disagreed with the statement.

Findings also indicated that low income families do not encourage girls to continue with
school, this statement was strongly disagreed with majority of respondents 76% strongly
disagreeing, 12% disagreed with the statement, none of respondents were not sure of the
statement, and 25% of respondents strongly agreed with the statement.

On sub component girls from low income families seem less motivated to learn due to
lack of fees than those from higher income families, 24% of respondents strongly agreed with the
statement, 12% of respondents agreed, none of the respondents were neutral, 30% of the
respondents disagreed with the statement and 34% strongly disagreed with the statement
respectively.

Table 4.5: Pearson Product Moment correlation for level of family income of parents and
Students’ performance

level of family Students’ performance

income
Level of family income Pearson Correlation 1 108
Sig. (2-tailed) .074
N 50 50
Students’ performance Pearson Correlation .108 1
Sig. (2-tailed) .074
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

20
 According to Table 4.5, the Pearson correlation index obtained is r = .108. Being positive
it suggests positive correlation, that is, Students’ performance rose with parents’ income. Its
significance or p value .074, which is greater than alpha 0.05, however implied that Students’
performance was not significantly influenced by level of income of parents, at the one percent
level of significance.

The influence of parent’s marital status on academic performance among USE students in
Nakawa division

Table 4.6: the influence of parent’s marital status on academic performance among USE
students in Nakawa division
Statements SA A N D SD
F % F % F % F % F %
Children from single families perform 5 10 - - - - 1 20 35 70
poorly compared to children with both 0
parents
Children with both parents perform better in 2 4 - - 3 6 5 10 40 80
schools
Married parents always provide needed 30 60 10 2 - - 7 14 3 6
necessities to their children 0
Divorced mothers find it hard education 30 60 - - 7 14 5 10 8 16
their children.
Children from widowed families are hard 27 54 - - - - 1 20 13 26
working in schools and hence good 0
performance.
Source: Primary Data, (2020)
Findings in the table 4.6 above reveal that 10% of respondents strongly agreed with the
statement that children from single families perform poorly compared to children with both
parents, none of the respondents neither agreed with the statement nor was neutral, and 20% and
majority of respondents 70% of respondents strongly disagreed with the statement respectively.
Study findings further revealed that children with both parents perform better in schools,
Majority of respondents 80% strongly disagreed with the statement, 4% of respondents strongly

21
agreed with the statement, 6% where not sure of the statement whereas 10% of the respondents
disagreed with the statement.
On sub component married parents always provide needed necessities to their
children, 60% of the respondents strongly agreed with the statement, 20% agreed with the
statement, none of the respondents was neutral of the statement 14% of respondents strongly
disagreed with the statement respectively.
Study findings further revealed that divorced mothers find it hard education their
children, this was supported with majority of respondents 60% strongly agreeing with the
statement, 14% of respondents were not sure, 10% and 15% of respondents strongly disagreed
with the statements.
On sub component children from widowed families are hard working in schools and
hence good performance, majority of respondents 54% strongly agreed with the statement, 20%
disagreed with the statement, and 26% of the respondents strongly disagreed with the statement.
None of the respondents neither agreed nor was neutral about the statement.
Table 4.7: Pearson product moment correlation for level of parents’ marital status and
Students’ performance
Parents’ marital Students’
status performance
Parents’ marital Pearson Correlation 1 -0.017
status Sig. (2-tailed) .781
N 50 50

Students’ Pearson Correlation -0.017 1

performance
Sig. (2-tailed) 781
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).
According to Table 4.7, the Pearson correlation index obtained is r = -0.017. Being
negative it suggests negative correlation, that is, that Students’ performance fell with improved
parents’ marital status. Its significance or p-value = .781 which is greater than alpha 0.05 implies
that Students’ performance is not significantly influenced by level of parents’ marital status at
the 1 percent level of significant.

22
 CHAPTER FIVE
CHAPTER FIVE: DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter presents the summary of findings from the field, basing on the study
objectives; it also presents the conclusions and recommendations made to improve employee
motivation and organizational performance at Century Bottling Company Limited, Namanve
industrial area.
Discussion of the study findings
Level of Education of Parents and Students performance
The first objective of this study was to investigate the influence of level of education of
parents on Students’ performance in Secondary schools in Nakawa Division. The parents’ level
of education was looked at in term of highest level of education which was divided into: No
education, Secondary education, secondary education and above secondary education. The
findings revealed that level of education of parents had positive influence on Students’
performance in Secondary schools in Nakawa Division. The positive relationship meant that
improvement in parents’ level of education, for instance, led to improvement in Students’
performance in Secondary schools.
The findings above are in agreement with Mallan, (2019) who posited that parents’ level
of education is important to schooling as parents want their children to maintain the status quo.
It’s also believed that parents with higher educational levels have stronger confidence in their
children’s academic abilities and they also have higher expectations of their children. They
expect that their child will earn good grades behave well in school and attend college. These
expectations and confidence in their children motivate them to do well at school. The confidence
parents have in their children also helped them to build their own confidence and self-concept
which is important in their education.

Foley, Gallipoli, & Green, (2015) also asserts that parent’ attitudes toward education is
one of the main factors directly influencing student performance and engagement in school. If
parents take an active role in the student’s education, he or she will more likely remain in school
(If the parents value education, they may encourage the student to exceed expectations and this
can set the stage for success. This type of motivation and setting of expectations can help the
student develop intrinsic motivation and have higher expectations for the educational experience.
23
 Further still, Wang & Fredricks, (2014) supports the above findings that parents’ can help
the student develop academic confidence and feel more secure in the learning environment. If the
parent does not value education and the student is not encouraged to exceed or even meet the
standards, the inverse appears to be the case. The student will lack motivation and have minimal
if any expectations for his or her education. The student, consequently, may likely feel a lack of
confidence, which can lead to a lower level of engagement in class and lower cognitive
development. This combination can lead to behavioral 19 problems in class or truancy from
school, or the student may terminate enrollment altogether.

Parents’ Level of family income and students’ academic performance

The second objective was to investigate the influence of level of family income on
Students’ performance in Secondary schools in Nakawa Division. The study findings revealed
that the level of family income has positive influence on Students performance
The findings are in agreement with Zhang (2016) who pointed those students’ reading
skills, verbal interaction and phonological awareness in relation to their families’ level of
income. The results showed that low income children exhibited lower levels of cognitive-
linguistic skills, lower verbal interactions and lower phonological awareness and generally lower
academic performance than their counterparts from high and middle income families although
the research only examined early childhood Students but this research focused on students in
secondary schools.
Further still, Gratz, J. (2016) presents in his comprehensive study how students from
families with high income are having best performance than those from low income families. His
study took place in United States of America. He posited that the impact of the parents’ income
can be shown in the early timing of the students’ learning. He maintained that parents of higher
income take their children to school earlier than their lower income counterparts. They can
afford to take their children through preschool learning and this have greater impact in their later
educational outcomes since it provides them with the required cognitive and social development.
The findings above are in agreement with Dryden-Peterson, (2017) who indicated that
Students from wealthier families outperform Students from poor families on academic
achievement tests. The Students’ from low income families’ achievement is higher when they
attend schools and classrooms where the majority of the population is economically advantaged.
The authors further concluded that schools with a high percent of low income Students had a

24
negative effect on all Students’ academic achievement. It was also stated that Students from poor
social economic background performed better when attending schools that have a low poverty
percent.
Parents’ Marital Status and Students’ academic performance
The third objective was to establish the influence of parents’ marital status on Students’
performance in Secondary schools in Nakawa Division. The data collected from questionnaires,
and interviews revealed that there was no significant relationship between level of parents’
marital status and Students’ performance in the said schools.
The findings above contradicts with Kasirye (2017) who observed that polygamous and
extended families where income is low influence Students’ performance in a sense that big
numbered of children over burden the parents, therefore, they fail to support their children’s
education adequately. He further observed that in homes where parents are quarrelsome, children
are neglected hence affects their performance both in school and at home.
The findings are also in agreement with Hethengton (2015), who posited that divorced
parents exercise less control over their children. Further said, children from single parent
families receive less adult attention, affection, love, sympathy, guidance and security and they
are emotionally disturbed. Bhati (2015) stressed that there is a link between parents’ marital
status and Students’ performance. For instance lack of cordial understanding in a family causes
instability, lack of control in children’s behavior also influence performance.
Further still, Gentlement and Markowitz (2018) looked at separation of parents as a
destructive event in a family, which affects performance in all aspects of life. Michael and Sheila
(2016) found that level of parents’ marital status actually influences pupils’ performance at
school. But in Nakawa division USE secondary schools no study has been conducted on the said
problem to find out whether it has its effects on the performance of students. Penny (2018) found
that parents’ marital status actually has effects on pupils’ performance.
Conclusions of the study
Based on the findings and discussions, the following conclusions were drawn:
The level of education of parents led to low performance of Students in Secondary
schools in Nakawa Division.
The level of income of parents had nothing to do with Students’ performance in
Secondary schools in Nakawa Division.

25
 Parents’ marital status had no significant influence on Students’ performance in
Secondary schools in Nakawa Division.
Parental involvement in children’s homework is pertinent in this present era where parents
seem not to have adequate time helping their kids in their homework. Parents can be involved
more by paying fees offering guidance and counseling and providing learning resources among
other things.
Majority of the parents were found to be preoccupied with work. Their preoccupation denied
them time to attend to school meetings/functions and observe behavior changes in their children.
Absence of parents from homes was noted whereby some children were reportedly left on their
own while others under the care of grandparents and house helps who are not keen on discipline
and private studies
Recommendations to the study
There is need to improve on level of education of parents in Nakawa Division so as to improve
Students’ performance in schools.
The schools should also focus on the parents’ social economic status. The schools could also
devise means of paying special attention to students from low social economic backgrounds. For
example the school could improve the student support system such that students from low social
economic backgrounds are identified and assisted with financial aid or even a student loan
scheme could be developed.
The study also recommends that parents be motivated on the need to find ways to raise
school fees since most of them are not employed. The study recommends that the government
and other donors in the community come in for the purposes of purchase the school requirements
which would see parents raise little funds they can easily get to avoid repetition and drop out in
the school.
The study recommends that the school management come up with more strategies that
would see to it that the education cost are reduced by initiating income generating project to
subsidized education for the poor children from poor socio-economic background. The
government should also intervene by increasing the required funds to run the schools.
The study recommends that parents continue in guiding their children on the need of
education, assist them in their home works, avoid child labour and offer guidance and counseling
to them so as to enhance effective completion of all the classes with good education outputs.

26
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 APPENDICES
APPENDIX ONE: QUESTIONNAIRE FOR RESPONDENTS
Dear respondents;
We are students of Kyambogo University currently pursuing the bachelor’s degree in social
sciences (Abigaba Caleb, Nakiyto Rosemary, Aluru Joyce, Birungi Joan Suzan And Nakiyuka
Ritah). We request you to answer this questionnaire which is intended to collect information on
effects of family background on academic performance among Universal Secondary School
students in Nakawa division. The study is purely for academic purposes and any information
given will be treated with maximum confidentiality. Please kindly answer the questions to the
best of your knowledge. Indicate your opinion by simply marking with a tick in the space
provided.
Thank you so much in advance for your cooperation and for your precious time.
SECTION A: BIO-DATA
1. Gender
Female Male
2. Age (Yrs)
Below 18-25 25-30 30-35 35 and above
3. Duration in the institution
0-5 years 11-15 years 6-10 years 16 years and above

30
SECTION B: PARENT’S EDUCATION LEVEL AND ACADEMIC PERFORMANCE
AMONG U.S.E STUDENTS IN NAKAWA DIVISION
Kindly respond to the following statements as strongly agree (1), agree (2) neutral (3), disagree
(4) and strongly disagree (5) based on your view on the effect of parents’ level of education and
academic performance among U.S.E students in Nakawa division
Statements 1 2 3 4 5
Uneducated parents affects students’ academic performance in
secondary schools and don’t value education for girl child.
Post secondary level of education significantly influence on
students’ academic performance as they are capable of meeting the
cost of education.
Better educated parents also contribute to their children’s home-
based activities like helping with homework and encouraging them
to revise their books.
Post secondary level of education of parents always provide basic
school needs like textbooks, transport, food, and school uniforms to
their children
Parents with post secondary level of education freely interact and
share their opinions about students’ performance with the school
administrators
Low education level parents consider paying fees for boys more
than girls

31
SECTION C: PARENT’S INCOME LEVEL AND ACADEMIC PERFORMANCE
AMONG U.S.E STUDENTS IN NAKAWA DIVISION
Kindly respond to the following statements as strongly agree (1), agree (2) neutral (3), disagree
(4) and strongly disagree (5) based on your view on the effect of parents’ level of income and
academic performance among U.S.E students in Nakawa division
Statements 1 2 3 4 5
Low income families are not capable of paying required fees hence
poor academic performance among students
Low income families may not be able to buy required resources for
their students who end up failing in academics
Middle and high income families are capable of meeting their
children demands hence good academic performance in schools
Low income parents prefer paying school fees for boys to girls
Low income families do not encourage girls to continue with school
Girls from low income families seem less motivated to learn due to
lack of fees than those from higher income families

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SECTION D: PARENTS’ MARITAL STATUS AND ACADEMIC PERFORMANCE
AMONG U.S.E STUDENTS IN NAKAWA DIVISION
Kindly respond to the following statements as strongly agree (1), agree (2) neutral (3), disagree
(4) and strongly disagree (5) based on your view on the effect of parents’ marital status and
academic performance among U.S.E students in Nakawa division
Statements 1 2 3 4 5
Children from single families perform poorly compared to children
with both parents
Children with both parents perform better in schools
Married parents always provide needed necessities to their children
Divorced mothers find it hard education their children.
Children from widowed families are hard working in schools and
hence good performance.

End
Thanks for cooperation and your time

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APPENDIX TWO: INTERVIEW GUIDE FOR HEAD TEACHERS
Dear Respondents;
You are invited to participate in this research on effects of family background on academic
performance among Universal Secondary School students in Nakawa division. The study is
purely for academic purposes and any information given will be treated with maximum
confidentiality. Please kindly answer the questions to the best of your knowledge. Indicate your
opinion by simply marking with a tick in the space provided.
Please answer the following questions.
1) What is the name of your school?
2) What is your highest professional qualification?
3) How long have you worked as a head teacher.
4) How doses parents’ education levels influence students’ performance in schools?
5) Which challenges do you face while offering educational services to students?
6) In your opinion, what should be done to improve education at your school?
7) What is your opinion about the level of education of the majority of the parents of this
school?
8) What is your opinion about the level of income of the majority of the parents of this
school?
9) What is the influence of parents’ marital status on students academic performance

END
Thank you for your time and contribution

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