Impact of Family Background On Child Academic Performance

IMPACT OF FAMILY BACKGROUND ON ACADEMIC PERFORMANCE OF
KIPSUTER MIXED DAY SECONDARY SCHOOL IN BOMET COUNTY, KENYA
MERCY CHERONOH
A RESEARCH PROJECT PROPOSAL SUBMITTED TO THE SCHOOL OF
EDUCATION -CHRIST THE TEACHER INSTITUTE FOR EDUCATION IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE BACHELOR
OF EDUCATION OF THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
TANGAZA UNIVERSITY COLLEGE
NAIROBI, KENYA
MAY 2023
DECLARATION
I, the undersigned, hereby declare that this project is my original work achieved
through personal reading, scientific research, and critical reflection. This work has never
been presented to any other institution of learning for academic credit. All sources herein
have been duly cited and acknowledged in full.
_______________________ ______________
Mercy Cheronoh Date
This research project has been submitted for examination with my approval as the
Supervisor.
______________________ ____________________
Dr. Shem Mwalwa Date
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DEDICATION
I dedicate this work to my parents; my siblings and my grandmother who used to tell me how are
parents encouraged her to drop school because of the lack of school fees.
ii
ACKNOWLEDGMENT
I wish to express my gratitude to all persons who worked tirelessly to ensure this
research project is a success. I appreciate in a special my supervisor Dr. Shem Mwalwa for the
technical support, guidance, and advice while writing this report.
I acknowledge the support that I received from my classmates during our classes and discussions.
Thank you very much.
I wish to thank my brother for their encouragement and assistance
throughout the project writing.
Finally, I wish to thank the authors of journals, books, research papers
that I reviewed while coming up with this project which has added value to my knowledge.
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TABLE OF CONTENTS
DECLARATION ....................................................................................................................... i
DEDICATION .......................................................................................................................... ii
ACKNOWLEDGMENT ......................................................................................................... iii
TABLE OF CONTENTS......................................................................................................... iv
LISTS OF FIGURES ............................................................................................................. viii
LISTS OF TABLES ................................................................................................................. ix
ABBREVIATIONS AND ACRONYMS .................................................................................. x
ABSTRACT ............................................................................................................................. xi
CHAPTER ONE ....................................................................................................................... 1
1.0 INTRODUCTION .............................................................................................................. 1
1.1 Background of Study ........................................................................................................... 1
1.2 Statement of the Problem ...................................................................................................... 2
Table 1: grading table ................................................................................................................. 3
1.3 The Purpose of Study ........................................................................................................... 3
1.4 Research Questions ............................................................................................................ 4
1.5 Significance of the Study .................................................................................................. 5
1.6 Scope and Delimitation of the Study .................................................................................. 5
1.7 Theoretical and conceptual framework ................................................................................ 6
Figure 1: Conceptual framework ................................................................................................. 8
1.8 Operational Definition of Terms ........................................................................................ 9
CHAPTER 2 ........................................................................................................................... 10
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2.0 LITERATURE REVIEW ................................................................................................. 10
2.1 Introduction ........................................................................................................................ 10
2.2 Theoretical review: ............................................................................................................. 10
2.3 Academic Performance ....................................................................................................... 16
2.4 Family Background and Academic Performance of Students............................................... 17
2.5 Family Financial Situation .................................................................................................. 18
2.6 Parental Marital Status ........................................................................................................ 18
2.7 Parental Education Level .................................................................................................... 20
2.8 Family Size ......................................................................................................................... 21
CHAPTER 3 ........................................................................................................................... 23
3.0 RESEARCH METHODOLOGY ..................................................................................... 23
3.1 Introduction ........................................................................................................................ 23
3.2 Research Design ................................................................................................................. 23
3.3 Target Population................................................................................................................ 23
Table 2: population distribution ................................................................................................ 23
3.4 Sampling Procedures and Sample Size ................................................................................ 24
3.5 Data Collection Instruments and Procedure ......................................................................... 24
3.6 Reliability and validity of the instruments ........................................................................... 24
3.7 Data Analysis Techniques ................................................................................................... 25

CHAPTER 4 ........................................................................................................................... 26
4.0 PRESENTATION, INTERPRETATION, AND DISCUSSION ..................................... 26
4.1 Introduction ........................................................................................................................ 26

4.2 Respondents’ Return Rate ................................................................................................... 26
Figure 2: respondents’ return rate.............................................................................................. 26
4.3 Demographic information ................................................................................................... 27
4.3.1 Gender ............................................................................................................................. 27
Table 3: Students' gender distribution table ............................................................................... 27

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Table 4: parents' gender distribution ......................................................................................... 27
4.3.2 age- brackets .................................................................................................................... 28
Figure 3: age- bracket for parents.............................................................................................. 28

Figure 4: age- bracket for students ............................................................................................ 29
4.4.1 Effects of Parents’ marital status on academic performance............................................. 29
Figure 5: effects of parental marital status on students’ academic performance according to

parents’ view ............................................................................................................................ 30

students’ views ......................................................................................................................... 31
4.5.1 Effects of family financial status on academic performance............................................ 33

Figure 7: Effects of Family financial status on Students’ Academic Performance According to
Parents’ Views .......................................................................................................................... 34
Figure 8: effects of family financial status on academic performance on students’ academic

performance according to students’ views ................................................................................. 36
4.6.1 Effects of Parents’ education level on the academic performance of Students. .................. 38
Figure 9: Effects of parents’ educational level on students’ academic performance according to

parents’ views ........................................................................................................................... 38
students’ views ......................................................................................................................... 40
4.7.1 Effects of Family Size on Students’ academic performance .............................................. 42
Figure 11: effects of family size on academic performance on students’ academic Performance
according to Parents’ views ...................................................................................................... 42
Figure 12: effects of family size on students’ academic performance according to students’ views
................................................................................................................................................. 44
CHAPTER 5 ........................................................................................................................... 46
5.0 SUMMARY OF THE FINDINGS, DISCUSSION OF THE
FINDINGS,CONCLUSIONS, AND RECOMMENDATIONS ............................................. 46
5.1 Introduction of the Summary .............................................................................................. 46
5.2 Summary of the Findings .................................................................................................... 46
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5.2.1 Effects of Parental marital status on academic performance.............................................. 46
5.2.2 Effects of family financial status on the academic performance of Students ..................... 46
5.2.3 Effects of Parents’ education level on the academic performance of Students ................... 47
5.2.4 Effects of family size on the academic performance of Students ....................................... 47
5.3 Conclusion .......................................................................................................................... 47
5.4 Recommendations ............................................................................................................... 48

REFERENCES ....................................................................................................................... 49
APPENDICES ........................................................................................................................ 51
Appendix 1: letter of informed consent ..................................................................................... 51
Appendix2: Questionnaires for parents ..................................................................................... 52
Appendix 3: questionnaire for students ..................................................................................... 53
Appendix 4: Permission letter for collection of data .................................................................. 54
Appendix 5: Plagiarism report .................................................................................................. 54
BUDGET ................................................................................................................................. 56
GRANT TIME FRAME ......................................................................................................... 57
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LISTS OF FIGURES
Figure 1: Conceptual framework ...................................................................................................8

Figure 2: respondents’ return rate................................................................................................ 26
Figure 3: age- bracket for parents................................................................................................ 28
Figure 4: age- bracket for students .............................................................................................. 29
parents’ view ....................................................................................................................... 30
students’ views .................................................................................................................... 31
Parents’ Views..................................................................................................................... 34
performance according to students’ views ............................................................................ 36
parents’ views ...................................................................................................................... 38
students’ views .................................................................................................................... 40
Figure 11: effects of family size on academic performance on students’ academic Performance
according to Parents’ views ................................................................................................. 42
............................................................................................................................................ 44
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LISTS OF TABLES
table 1: grading table .................................................................................................................... 3
table 2: population distribution ................................................................................................... 23
table 3: students' gender distribution table ................................................................................... 27
table 4: parents' gender ............................................................................................................... 27
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ABBREVIATIONS AND ACRONYMS
KCSE- Kenya certificate of secondary school education
SPSS- scientific package of social science
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ABSTRACT
In Kenya, education has been an essential societal pillar. According to Kenya Vision 2030,
education and training are elements for developing Kenya into a middle-income economy. Family
backgrounds have been emphasized as being important in shaping children's performance in
schools around the world. As a result, this study looks into the effects of family history on
academic achievement in mixed-day secondary schools. This study looked at the effects of
parental marital status, family financial status, parental education level, and family size on pupils'
academic performance at Kipsuter mixed-day secondary school. A descriptive research design
was used in the study. The study's target population included 50 Kipsuter mixed-day secondary
school students and 45 parents from Kipsuter village. The study employed a proportionate
stratified random sampling method to choose a sample of 35 pupils and 27 parents.
Questionnaires were used to obtain data from both parents and pupils. The data was quantitatively
and qualitatively examined and presented using frequencies and charts. SPSS version 21 was used
to create a summary of results that were displayed in tables and figures. The study's findings
revealed that parental marital status, family size, parental education level, and family financial
status all had an impact on students' academic achievement.
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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of Study
According to the United Nations assessment, education is a fundamental right and need that is
crucial to achieving the second goal of the Sustainable Development Goals (2010). This is so that
we can ensure intelligent and active citizens through proper education and performance in the
classroom. Education and tutoring are cited in Kenya Vision 2030 as the means that will help
Kenya become a middle-income country. The achievement of students in educational institutions
worldwide has been greatly influenced by family situations. This is because teens' desire to
achieve well in school often comes from the people they interact with in their early stages of life.
The impact of family background on the academic performance of secondary school students has
been a subject of study for many years. Numerous studies have shown that a student's family
background has a significant influence on their academic success.
One of the earliest studies on this subject was conducted by Coleman, Campbell, Hobson,
McPartland, Mood, Weinfeld, and York in 1966. The study was titled "Equality of Educational
Opportunity," and it aimed to investigate the impact of family background on academic
performance. The researchers found that family background was a crucial factor in determining a
student's academic success. The study also revealed that students from low-income families had
significantly lower academic achievement than their counterparts from more affluent families.
Since then, numerous studies have been conducted to investigate the impact of family background
on academic performance. In recent years, many researchers have focused on identifying the
specific family factors that contribute to a student's academic success. Some of these factors
include parental education level, parental involvement in their children's education, family
income, family size, parents’ marital status, and parental attitudes toward education.
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Research has shown that parental education level is one of the most significant predictors of a
student's academic success. Parents who have higher levels of education affect the performance of
their children positively, and they are more likely to perform better academically. This is because
parents with higher levels of education are more likely to provide their children with a supportive
home environment that promotes learning.
Children from low-income families are more likely to struggle academically due to a lack of
resources and opportunities. Low-income families may not have access to resources such as
educational materials, tutoring, or extracurricular activities, which can contribute to a student's
academic success.
Family size can also have an impact on a student's academic performance. Children from single-
parent households or those with absent parents are more likely to experience academic
difficulties. This is because these children may not receive the same level of support and attention
as those from two-parent households.
Finally, parental attitudes towards education are also important predictors of a student's academic
success. When parents have positive attitudes towards education, students are more likely to view
education as valuable and important, leading to increased motivation and better academic
performance.
1.2 Statement of the Problem
Inadequate tutoring of fundamental student performance has been a top-notch situation for
educators, coaches, and counselors in various (McClelland, 2000). Negative academic
performance is now more frequently documented each year in Kenya, despite all practice
programs and counseling techniques incorporated into schools to enhance children’s academic
performance, and it has become less important to determine the reason for such poor performance.
The KCSE results student performance has been poor for the past three years at Kipsuter Mixed
Day Secondary School. This background led researchers to decide to investigate the impact of
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family history on the daily academic performance of Kipsuter mixed-day secondary school
students in Bomet County. The Secondary School Certificate is given to Form 4 students for a
year and consists of taking written and exact examinations in at least eight subjects.
The possible scores in KCSE are as follows:
Table 1: grading table
Grade A A- B+ B B- C+ C C- D+ D D- E
Point 12 11 10 9 8 7 6 5 4 3 2 1
Studies on the effects of secondary school students’ academic achievement have consistently
shown that a child's family background is a crucial factor in determining their success in
school (Gunn and Klebanov, 2007). Others have relied heavily on unusual traits like strict
discipline, tenderness, and kindness. As a result, there has been a series of research on the
effects of variables including parental attitudes, educational attainment, and marital status on
students' motivation and academic achievements. Rouse and Barroe (2006) also found that
parental socioeconomic awareness had a causal impact on children's educational success and
those changes in parents' educational attainment and income had an impact on the students'
educational fulfillment. This study seeks to investigate the effect of family history on students'
academic achievement in Kipsuter mixed-day secondary school in Bomet County.
1.3 The Purpose of Study
The purpose of this study is to focus on the impact of family background on the academic
performance of students from Kipsuter mixed day secondary school in Bomet such as how family
background factors, such as parents’ education, income, and family structure affects the academic
outcomes of their children. The study may aim to identify the specific family background factors
3
that have the greatest impact on academic achievement, explore the mechanisms through which
family background factors operate, or develop interventions to improve academic outcomes for
students from disadvantaged backgrounds.
Such a study may be important for several reasons. First, academic achievement is a key
determinant of future success and can have significant implications for individuals' economic and
social mobility. Understanding how family background factors shape academic outcomes can help
to identify ways to reduce educational inequalities and increase opportunities for all students.
Second, family background factors are often out of students' control and can have a powerful
impact on their academic performance. Therefore, addressing the impact of family background on
academic performance can help to create a more equitable and fair educational system. Finally,
understanding the impact of family background on academic performance can inform educational
policy and practice, such as targeting interventions to support students from disadvantaged
backgrounds, improving parental involvement in education, and providing more resources to
schools serving low-income communities.
1.4 Research Questions
The following were the research questions that will be answered by the study:
1. How has parental marital status affected the academic performance of Kipsuter mixed-day
secondary school students in Bomet County?
2. How has a family’s financial status affected the academic performance of Kipsuter mixed-day
day secondary school students in Bomet County?
3. What effects does parents’ educational level have on the academic performance of students in
Kipsuter mixed-day secondary school in Bomet County?
4. What are the impacts of family size on the academic performance of Kipsuter mixed-day
secondary school students in Bomet County?
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1.5 Significance of the Study
Studying the impact of family background on the academic performance of secondary school
students is significant for several reasons:
Educational Equity: By understanding how family background affects academic performance,
policymakers and educators can identify and address disparities in educational outcomes. This
knowledge can help to ensure that all students have equal opportunities to succeed in school.
Intervention Development: By identifying the factors that influence academic performance,
researchers can develop effective interventions to improve student outcomes. Interventions can be
targeted to specific groups of students, such as those from disadvantaged backgrounds or those
with specific learning needs.
Parental Involvement: By understanding the impact of parental involvement on academic
performance, educators can engage parents in their children's education and encourage them to
play a more active role in supporting their children's learning.
Curriculum Development: By understanding the impact of family background on academic
performance, educators can develop curricula that are sensitive to the diverse backgrounds and
experiences of students. This can help to ensure that all students are engaged and motivated to
learn.
1.6 Scope and Delimitation of the Study
The scope of this study on the impact of family background on the academic performance of
secondary school students refers to the specific aspects of the topic that the study will focus on.
The delimitations of the study refer to the specific boundaries and limitations that the study will
have.
Scope
5
The study will focus on secondary school students in Kipsuter mixed-day secondary school.
The study will examine the impact of various family background factors, such as parental
education, income, and family structure on their children's education, on academic performance.
The study will explore the relationship between family background factors and academic
performance across different subjects, such as math, science, and language arts.
Delimitations
The study will not examine the impact of individual student factors, such as motivation, effort,
and innate ability, on academic performance.
The study will be limited to quantitative research methods, such as questionnaire analysis of
existing data.
The study will be limited to a specific time frame, such as one academic year, and will not
examine the long-term effects of family background on academic performance.
1.7 Theoretical and conceptual framework
Theoretical framework
The Socialization Theory, Cultural Capital Theory, and Parental Involvement Theory are three
theories that are used to explain the impact of family background on the academic performance of
secondary school students in this research. The analysis of each theory is as follows:
Socialization Theory: This theory suggests that social and economic inequality is reproduced from
one generation to the next through the education system. The theory emphasizes the role of family
background in shaping academic outcomes, particularly the impact of social class and parental
occupation on children's educational achievement. The strengths of this theory are that it
highlights the role of structural factors in shaping academic outcomes and can help to identify the
sources of educational inequality. However, it may overlook the impact of individual agency and
choice, and may not fully account for the impact of school factors.
6
Cultural Capital Theory: This theory emphasizes the importance of cultural knowledge, skills, and
habits that are passed down through families and can contribute to academic success. The theory
suggests that students from higher socioeconomic backgrounds may have more cultural capital
and are therefore better equipped to succeed in school. The strengths of this theory are that it
emphasizes the importance of cultural factors in shaping academic outcomes and highlights the
role of family background in providing children with the tools they need to succeed. However, it
may oversimplify the role of culture in shaping academic outcomes and overlook the impact of
structural factors.
Parental Involvement Theory: This theory suggests that parental involvement in their children's
education can have a positive impact on academic performance. The theory emphasizes the
importance of parents' roles in their children's education and provides a framework for how they
can support their children's academic success. The strengths of this theory are that it has strong
empirical support, is applicable across different cultural and socioeconomic contexts, is
empowering for parents, has long-term benefits, and is cost-effective. However, it may have a
limited impact on adolescence, may be constrained by lack of parental time and socioeconomic
barriers, and may not be a substitute for quality education.
Conceptual framework
A conceptual framework explains the relationship between the independent and set-up variables.
It quickly explains the impacts of family size, family financial status, parental marital status, and
parental training level on the tutorial academic performance of students in Kipsuter mixed-day
secondary school in Bomet County.
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This is presented in Figure 1
INDEPENDENT VARIABLES
Figure 1: Conceptual framework

G Family size
Number of children
Family financial status

Number of textbooks or revision DEPENDENT
materials bought for children by VARIABLE
parents. Kipsuter mixed day
Employment status of parents secondary school
student’s tutorial
performance
Parent training level

Highest education achievement
for parents
Parental marital status
Moderating variable
School setting
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1.8 Operational Definition of Terms
Academic- The method of teaching and gaining knowledge in school. It entails reading, studying,
and examination.
Educational level- The rank of a person’s formal education attainment
Family- A crew consisting of blood-related people including those adopted through the group.
Family background- refers to occasions and past activities that assist to explain how a child
develops.
Family history relationship- refers to the effects that family exercise on their teenagers while
studying in the school
Family size- it is the complete number of people in the child’s family.
Family financial Status – This is the cash that a family earns at a given time and place. It can be in
the shape of monthly profits or wages as properly as returns bought from a business.
Performance - Refers to the degree of attainment of the required grades in a school situation.
Marital Status- The situation of being married or unmarried.
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CHAPTER 2
2.0 LITERATURE REVIEW
2.1 Introduction
The themes that were used to perform the study are included in this chapter. Family history, the
level of education of parents, parents’ marital status, household financial state, and household size
are among the topics.
2.2 Theoretical review:
2.2.1 Socialization theory
According to the Socialization Theory, a child's parental background has a substantial impact on
how well they perform academically by passing along beliefs, attitudes, and behaviors that affect
their motivation, conduct, and academic success. The following are some of the ways that the
Socialization Theory can explain how a student's familial background affects their academic
achievement in secondary school:
Aspirations in terms of education: Parents' hopes for their kids' educational success can have a
significant impact on how well their kids do in school. Academic success is more likely in homes
where education is valued and where there are high expectations for the children's educational
attainment.
Attitudes toward education: Parents' attitudes toward education can also influence their children's
attitudes and motivation to learn. Children from families that value education and see it as
important for future success are more likely to have positive attitudes toward school and engage in
academic activities.
Peer group influence: Children's peer groups can also influence their academic performance.
Children from families with peers who value education and academic success are more likely to
perform well academically.
Cultural norms: Cultural norms around education can vary widely across different communities
and can have an impact on academic performance. For example, in some cultures, academic
10
success is highly valued and seen as a key to social mobility, while in other cultures, other factors
such as family responsibilities or manual labor may take priority over academic success.
Strengths of the theory
Recognizes the role of family values: The socialization theory recognizes that family values and
beliefs play an important role in shaping children's attitudes toward education. For example,
parents who value education and prioritize academic success are more likely to instill these values
in their children.
Considers the role of family structure: Family structure, such as single-parent households, blended
families, or extended families, can affect the resources available to children, as well as their
exposure to different educational opportunities. The socialization theory recognizes the impact of
family structure on children's academic performance.
Recognizes the role of cultural capital: The socialization theory emphasizes the importance of
cultural capital, such as education, income, and social status, in shaping children's attitudes
towards education. Children from families with higher levels of cultural capital may be more
likely to value education and prioritize academic success.
Long-term impact: The socialization theory recognizes that the impact of family background on
academic performance extends beyond the immediate academic environment. The attitudes and
beliefs instilled in children by their families can affect their educational and career trajectories in
the long term.
Weaknesses of the theory
Overemphasis on structural factors: The Socialization Theory tends to focus on structural factors,
such as social class and parental occupation, as the primary drivers of academic performance.
While these factors may play a role, they do not fully account for individual differences in
academic achievement, and the theory may overlook the impact of other factors such as
motivation, effort, and innate ability.
11
Limited scope: The theory may not fully capture the complexity and diversity of family
backgrounds and their impact on academic performance. For example, the theory assumes that all
parents from lower social classes are less involved in their children's education, but this is not
always the case.
Ignores agency and choice: The Socialization Theory may overemphasize the role of family
background in shaping academic outcomes and neglect the role of individual choice and agency.
Students from disadvantaged backgrounds may still achieve academic success through their
efforts, despite the structural barriers they face.
Does not account for school factors: The Socialization Theory places primary emphasis on the
role of the family in shaping academic outcomes, but it may not fully account for the impact of
school factors such as teacher quality, school resources, and curriculum. These factors can also
have a significant impact on academic performance.
Limited intervention potential: The Socialization Theory emphasizes the role of structural factors
in shaping academic outcomes, which may make it difficult to identify effective interventions to
improve academic achievement. Interventions that focus solely on changing family background
factors may not be sufficient to improve academic outcomes, and more comprehensive
interventions that address both family and school factors may be needed.
2.2.2 Parental Involvement Theory
This theory argues that parental involvement in children's education can have a positive impact
on academic performance. Parents who are actively involved in their children's education, through
activities such as helping with homework, attending school events, and advocating for their
children, can provide support and encouragement that can improve academic outcomes.
The Parental Involvement Theory suggests that parental involvement in children's education can
have a positive impact on academic performance. Some strengths of this theory:
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Strong empirical support: There is substantial empirical evidence to support the link between
parental involvement and academic performance. Numerous studies have found that parental
involvement in their children's education is associated with higher academic achievement, better
attendance, and higher academic rates.
Broad applicability: The theory is applicable across different cultural and socioeconomic contexts.
Parental involvement can take many forms, such as reading to children, helping with homework,
attending parent-teacher conferences, and advocating for their children. These types of
involvement can be implemented in various contexts, regardless of income, race, or ethnicity.
Empowering for parents: This theory emphasizes the importance of parents' roles in their
children's education and provides a framework for how they can support their children's academic
success. When parents are empowered to be involved in their children's education, it can increase
their confidence and sense of efficacy as parents.
Long-term benefits: Parental involvement can have long-term benefits beyond academic
performance. It can also help to foster positive parent-child relationships, promote healthy child
development, and increase children's likelihood of attending school and achieving career success.
Cost-effective: Parental involvement is a cost-effective way to improve academic performance.
Unlike other interventions that require significant financial resources, parental involvement only
requires time, effort, and commitment from parents.
Weaknesses of parental involvement theory
While the Parental Involvement Theory has strengths in explaining the impact of family
background on academic performance, it also has some weaknesses, especially when considering
secondary school students. Some potential weaknesses of the theory in this context:
Limited impact in adolescence: As children enter adolescence, they start to rely less on their
parents and more on their peers and teachers for support and guidance. At this stage, parental
involvement may have a limited impact on academic performance as other factors, such as peer
influence and teacher quality, become more important.
13
Lack of parental time: Many parents of secondary school students are busy with work and other
commitments, which can make it difficult for them to be involved in their children's education.
Additionally, adolescents may resist parental involvement as they strive for independence and
autonomy.
Inconsistent impact across subject areas: Parental involvement may have a greater impact on some
subjects than others. For example, parents may be more able to help with homework in subjects
like math and English but may be less able to provide support in areas like science and foreign
languages.
Not a substitute for quality education: Parental involvement can be an important factor in
academic success, but it cannot compensate for poor quality education. Students may struggle
academically even if their parents are highly involved in their education if the school lacks
resources or if the curriculum is inadequate.
Socioeconomic barriers: Even if parents are motivated to be involved in their children's education,
they may face barriers such as lack of transportation, language barriers, or limited access to
technology, which can limit their ability to support their children's academic success.
2.2.3 Cultural Capital Theory
This theory argues that family background shapes the cultural resources that children have access
to, which in turn affects their academic performance. According to this theory, children from
families with higher levels of cultural capital (such as education, income, and social status) are
more likely to succeed academically because they have access to resources like books, museums,
and cultural events that help to develop their academic skills.
14
The Cultural Capital Theory suggests that family background shapes the cultural resources that
children have access to, which in turn affects their academic performance. Here are some
strengths of this theory in explaining the impact of family background on the academic
performance of secondary school students:
Explains the relationship between socioeconomic status and academic achievement: Cultural
Capital Theory provides a framework for understanding how socioeconomic status is linked to
academic achievement. Children from families with higher levels of cultural capital (such as
education, income, and social status) are more likely to have access to resources that help to
develop their academic skills.
Supports the importance of educational resources: The theory highlights the importance of
educational resources, such as books, museums, and cultural events, in promoting academic
success. When parents provide children with educational resources, they are giving them an
advantage in the classroom and beyond.
Emphasizes the importance of early childhood experiences: Cultural Capital Theory emphasizes
the importance of early childhood experiences in shaping children's academic abilities. Children
who have access to educational resources from an early age are more likely to develop the skills
and knowledge necessary for academic success.
Highlights the role of cultural knowledge: The theory emphasizes the role of cultural knowledge
in academic success. Children who have exposure to cultural knowledge, such as literature and
the arts, may develop critical thinking skills and creativity that can benefit their academic
performance.
Helps to explain achievement gaps: Cultural Capital Theory helps to explain why there are
achievement gaps between different socioeconomic groups. Children from families with less
cultural capital are at a disadvantage in the education system, as they may have less exposure to
educational resources and cultural knowledge, and may lack the skills and knowledge necessary
for academic success.
15
Weaknesses of the theory
While the Cultural Capital Theory provides insights into the impact of family background on
academic performance, it also has some weaknesses, particularly when considering secondary
school students. Here are some potential weaknesses of the theory in this context:
Ignores structural barriers: The theory emphasizes the importance of cultural resources in
academic success, but it does not address the systemic barriers that prevent access to these
resources. Secondary school students from low-income families may face structural barriers such
as inadequate school resources, teacher quality, or access to extracurricular activities, which can
limit their academic success.
Overemphasizes individual agency: The theory places a strong emphasis on individual agency and
assumes that academic success is primarily the result of individual effort and motivation.
However, social and economic factors such as poverty and discrimination can limit the
opportunities available to students, regardless of their effort.
Ignores other factors influencing academic success: The theory focuses on cultural resources as
the primary factor influencing academic success, but it overlooks other important factors such as
student motivation, teacher quality, and peer influence. Secondary school students may be
influenced by a range of factors that go beyond their family background.
Limited applicability to diverse cultures: The theory assumes that cultural resources are
universally valued across cultures, but different cultures may have different values and beliefs
about education. The theory may not apply to diverse cultural contexts, where family background
may have different meanings and implications for academic success.
2.3 Academic Performance
16
Schooling is a fundamental need in today's society, and as a result, academic achievement is high
on the national agenda, with educators and policymakers focusing on testing accountability and
other related issues (Mark 2003). In Kenya, schooling is examination-oriented, hence the only
means available to assess overall performance is through examinations (Maiyo, 2009).
2.4 Family Background and Academic Performance of Students
It is critical to investigate the various aspects of educational achievement within a specific family
background knowledge. Family conditions, on the other hand, cannot be divorced from society
values, customs, attitudes, and the home environment. Lumsden (2004), for example, identified
the influence of enormous others (parents and home environment) in students' academic overall
achievement as a main factor that shapes the preliminary way in which students' attitudes toward
learning strengthen. He is adamant that "when children are raised in a home that fosters a sense of
self-worth, competence, autonomy, and self-efficacy, they will be more likely to accept the risks
inherent in learning." (P.2). According to Fleming and Gottfried (2004), parental motivating
approaches have a causal influence on children's educational intrinsic motivation and school
accomplishment. . As a result, there was a desire to teach parents motivational behaviors such as
encouragement of persistence, effort, mastery of concern area, curiosity, and exploration, which
are likely to act on the student's educational overall performance (Gottfried et al., 2004). Some of
this research found that interactions with classmates and household members have a complex
impact on social and educational integration. External negative factors such as threats, deadlines,
directions, forced evaluations, and imposed demands have been shown in studies to reduce
intrinsic drive. As a result, equal studies found that adolescents raised by autonomy-supportive
parents are more intrinsically motivated than those raised by controlling parents (Ryan and Deci,
2000).
17
2.5 Family Financial Situation
The family's financial status is one of the critical factors that can affect the academic performance
of secondary school students. This is because the economic status of the family can impact several
aspects of a student's education, including their access to resources, their ability to focus on their
studies, and their overall motivation. In this response, these examples of research studies will
provide support for this claim.
Firstly, a study conducted by UNESCO in 2017 found that students from low-income families are
more likely to have limited access to educational resources such as textbooks, computers, and
internet connectivity, which can negatively impact their academic performance (UNESCO, 2017).
This lack of access to resources can lead to difficulties in completing homework assignments,
studying for exams, and keeping up with classroom instruction.
Secondly, a study by Reardon and colleagues (2013) found that students from low-income
families are more likely to experience chronic stress, which can impact their cognitive
development and academic achievement. The researchers found that children from low-income
families had elevated levels of cortisol, a stress hormone, which can impair memory, attention,
and learning (Reardon et al., 2013).
Finally, a study by Sirin (2005) found that students from low-income families are more likely to
have lower levels of motivation and self-esteem, which can negatively impact their academic
performance. The study found that students from low-income families were more likely to believe
that their academic success was due to external factors such as luck, rather than their abilities and
effort (Sirin, 2005).
2.6 Parental Marital Status
Due to its effect on student's academic achievement, parental marital status has drawn attention
to research on education. The legal status of a couple's relationship—which can be married,
divorced, separated or single is referred to as the marital status of the parents. The impact of
18
parents' marital status on secondary school pupils' academic achievement will be covered in this
essay.
According to numerous research, parents' marital status has a big impact on the academic
achievement of their children. Children from single-parent households are more likely than
children from two-parent families to face financial difficulties, family conflict, and parental stress,
according to a study by McLanahan and Sandefur (1994). These elements may result in less
parental involvement, which can have a detrimental effect on children's academic achievement.
These elements may lead to less involvement from parents and supervision, higher absenteeism,
and lower achievement in school, all of which can have a negative effect on children's academic
performance (Amato & Keith, 1991). In a similar vein, Hetherington and Clingempeel's study
from 1992 discovered that children of divorced parents have more academic issues than children
of non-divorced parents. The study also discovered a relationship between the quality of the
parents' post-divorce relationship and the academic performance of children of divorced parents.
On the other hand, children from two-parent homes typically perform better in school than
children from one-parent families. Children from intact homes tend to have higher grades, higher
test scores, and higher educational attainment than children from broken families, according to a
study by Amato and Keith (1991).
Additionally, parent-child relationships have an impact on children's academic success. According
to research, children with healthy parent-child relationships do better academically than children
with poor relationships with their parents. For instance, Astone and McLanahan (1991) found that
children with high levels of parental conflict performed worse academically than children with
low levels of parental conflict. Similarly, study by Davis-Kean (2005) discovered that parental
disagreement was unfavorably related to kids' academic success.
Academic achievement can also be impacted by the degree of parental involvement in their child's
education. According to studies, children who have interested parents in their education tend to do
better academically than children who don't have involved parents. For instance, a study by Fan
19
and Chen (2001) discovered a favorable correlation between parental involvement and kids'
academic success. Similar findings were made by Jeynes in 2005, who discovered that parental
participation improved students' academic performance independent of the socioeconomic status
of the family.
2.7 Parental Education Level
Parental educational level is a crucial impact in secondary school pupils' academic achievement.
The highest level of education attained by a student's parents is referred to as the parental
educational level. This might range from informal schooling to postgraduate degrees. The
educational level of a student's parents might have a major impact on his or her academic
achievement.
According to research, pupils whose parents have greater levels of education outperformed
students whose parents have lower levels of education (Hossain & Tariq, 2015). One reason for
this is because more educated parents are more interested in their children's education. They are
more likely to read to their children, give educational tools, and encourage their children to learn.
This involvement can improve a child's academic performance (Desforges & Abouchaar, 2003).
Furthermore, parents with greater levels of education have better career opportunities and higher
earnings, allowing their children to have better access to educational resources. They may be able
to afford private tuition, educational resources, or sending their child to a better school, for
example. This can have a big impact on a child's academic progress because they are given
additional support and resources to help them study better (Gorard & See, 2010).
Parents with lower levels of education, on the other hand, may not have the same resources
available to them. They may not be able to provide the same degree of assistance to their child.
They may be unable to provide the same degree of support to their child owing to a lack of
expertise or resources. Furthermore, they may not have access to the same educational materials,
such as books or computers, which can harm their child's academic performance (Gorard & See,
2010).
20
The culture of the family can also have an impact on the impact of parental educational level on
academic success. Higher-educated families place a higher value on education and place a larger
emphasis on academic accomplishment. This can foster a culture of high expectations and
academic success, which can improve a child's academic performance (Baker & Stevenson,
1986).
Families with lower educational levels, on the other hand, could not place the same value on
education, which could lead to reduced expectations for academic success. A child's academic
performance can decline as a result of a lack of support for academic success (Baker & Stevenson,
1986).
2.8 Family Size
The family size of a student can have a significant impact on their academic performance, as it
can influence the number of resources, support, and attention a student receives at home.
Larger families often have fewer resources available to each child. This can include financial
resources, such as money for educational materials or after-school programs, or time and attention
from parents. According to a study conducted by the National Bureau of Economic Research,
larger families have been found to spend less time with each child individually, due to the
demands of caring for multiple children (Black, Devereux, & Salvanes, 2008). This lack of
individual attention can have a negative hurts academic performance, as they may not receive the
support and guidance they need to succeed.
In addition, larger families may also have less space and privacy in the home, which can make it
difficult for students to focus on their schoolwork. A study conducted by the Journal of Family
Issues found that overcrowding in the home was negatively associated with academic
achievement, particularly in math and reading (Huang & Smaldone, 2017). This suggests that
students from larger families may struggle to find a quiet and distraction-free space to study,
which can hinder their ability to perform well academically.
21
Several studies also have found a negative relationship between family size and academic
performance. For example, a study conducted by Khan and Khan (2013) found that students from
larger families tended to have lower academic performance compared to students from smaller
families. The authors suggest that this could be because larger families have to divide their
attention and resources among more children, which can result in lower levels of parental
involvement in their children's education. This lack of parental involvement, in turn, can
negatively affect the academic performance of their children.
However, it is important to note that these positive effects are not always universal, and may
depend on other factors such as family income and parental education levels. For example, a study
conducted by the American Sociological Review found that larger families hurt the academic
performance of low-income students, but did not affect the academic performance of higher-
income students (Crosnoe & Schneider, 2011).
22
CHAPTER 3
3.0 RESEARCH METHODOLOGY

3.1 Introduction
The research design, target population, sample process, data collection tools, data analysis
techniques, and the validity and dependability of the research tools and data analysis techniques
are all covered in this chapter.
3.2 Research Design
A descriptive survey design was utilized to answer the study's research questions. Given that the
descriptive survey structure seeks to define the features of the variables in the study (Mugenda &
Mugenda, 2003). According to Robson (2002), qualitative descriptive studies have the advantage
of being able to collect data that can be generalized from the entire community and of providing a
really simple and quick way to learn about values, attitudes, beliefs, and motives.
3.3 Target Population
Many secondary school students who attend Kipsuter mixed-day school will be the study's target
demographic. Parents will also be the focus of the investigation. The target demographic for this
study will be made up of students as well as parents because it was assumed that every student has
a guardian therefore, the target demographic will be distributed as shown in Table 2;
Table 2: population distribution
Population Number Percentage%
students 35 56.45
parents 27 43.55
23
total 62 100
3.4 Sampling Procedures and Sample Size
A stratified random selection will be used in this study to select a sample of individuals. A 10%
sample, according to Mugenda & Mugenda (2003), provides a suitable representation of the target
demographic. Children will be proportionately chosen from the school, but convenience sampling
will be used to select the parents.
3.5 Data Collection Instruments and Procedure
Information from parents and pupils was once gathered via a questionnaire that no longer required
individuals to reveal their identities. Every unstructured and structured question for each child and
parent was included in the questionnaire. To protect the privacy of the data, the researcher also
employed questionnaires. The machine for recording collection will operate as follows:
The school will be asked for proof that the research is for educational purposes before granting
permission.
The respondents will be told not to disclose their identities, and they will be assured that any
information they provide will be used just for research purposes and won't affect them personally.
3.6 Reliability and validity of the instruments
Reliability of the devices was carried out to discover whether or not the measures of the study
instrument yielded identical outcomes on other occasions (Mugenda and Mugenda, 2008).
As a result, triangulation will be used in this study to ensure dependability. With triangulation,
additional information sources will agree on the study's goals, facilitating a more accurate and
dependable interpretation of the results. According to Orodho (2003), the idea behind
triangulation is that the more valid the interpretation of the data is, the more sources of data there
are on a given topic.
24
Validity is the amount to which an instrument measures what it is designed to measure based on
the researcher's subjective assessment (Nachmias & Nachmias, 2007).
Validity deals with the instrument's adequacy; for example, the researcher must have enough
questions in the written challenge to get the necessary data for analysis that may be utilized to
draw conclusions. The created questionnaire for this study was presented to the two academic
advisers to determine their eligibility in order to assure the validity of the instrument utilized.
According to Frenekel (1993), the person who is expected to make a reasonable judgment
regarding the suitability of the gadgets should be given the units before the actual research is
carried out.
3.7 Data Analysis Techniques
The SPSS program version 21 will be used to modify and analyze the acquired data.
The data will be analyzed using descriptive and inferential statistics, and the results will be
displayed in tables and figures.
25
CHAPTER 4
4.0 PRESENTATION, INTERPRETATION, AND DISCUSSION
4.1 Introduction
This chapter provides a summary of the information that was acquired using questionnaires for
both parents and students. It is separated into two parts: the first segment is for parents and
contains data on the response rate; the second section contains the goals and conclusions of the
study; and the third section is for students. Figures and tables containing the results are used to
explain the data using descriptive and inferential statistics.
4.2 Respondents’ Return Rate
Figure 2: respondents’ return rate
26
The study gave out 40 questionnaires to parents and 27 of them returned, which represents a
response rate of 43.55%. Additionally, the study gave out 40 questionnaires to students and was
able to receive 35 responses, representing a response rate of 56.45%, as detailed in Figure 2.
According to the standards outlined by Diliman in 2000, the analysis determined that this rate of
return was adequate.
4.3 Demographic information
The research concluded that this rate of return met the criteria established by Dilliman in 2000.
4.3.1 Gender
The study's objectives were to identify the respondents' gender distribution,
Table 3: Students' gender distribution table
Gender Frequency percent

17 48.6
Male
18 51.5
Female
Total 35 100
According to the statistics, 48.6% were male and 51.5% were

female.
Table 4: parents' gender distribution
Gender frequency percent
male 13 48.1
Female 14 51.9
Total 27 100
27
According to the statistics, 48.1% were male and 51.9% were female.
4.3.2 age- brackets
Figure 3: age- bracket for parents
The results showed that most of the parents were between the age of 31-40.
28
Figure 4: age- bracket for students
The findings showed that most of the students were between the age of 16-20.
4.4.1 Effects of Parents’ marital status on academic performance
The researcher aimed at finding how parents’ marital status affects students’ performance. The
findings obtained from parents’ respondents are shown in Figure 5.
29
parents’ view
According to the data analyzed, the majority of the parents (37.04%) responded that parental
involvement has affected the student’s academic performance in that children from intact families
may have more access to their parents and receive more support in their education. Parents who
are divorced or separated may have less time and resources to invest in their children's academic
pursuits. Chen (2001) found that parental involvement had a significant positive effect on
students' academic achievement across multiple studies. This is likely because parental
involvement can provide students with additional support and motivation to succeed
academically, while 33.33% believed that family structure affects students’ performance those
children of divorced or separated parents may experience more disruption in their home life,
which can affect their academic performance. This can be due to changes in living arrangements,
30
financial instability, and emotional stress. According to a study by Fomby and Cherlin (2007),
children in single-parent families have lower levels of academic achievement compared to
children in two-parent families. This is due in part to the fact that single-parent families often
have fewer resources and less parental involvement in their children's education and 29.63%
responded that parental marital status has also caused emotional stress in that Children whose
parents are experiencing marital problems may experience emotional distress, which can impact
their ability to concentrate and perform well in school. A study by Flouri and Buchanan (2002)
found that children who experience high levels of emotional stress at home have lower levels of
academic achievement. This is due in part to the fact that emotional stress can interfere with a
student's ability to focus and concentrate on their schoolwork.
The researcher also agreed that family structure, parental involvement, and emotional stress affect
students’ academic performance.
The researcher aimed at finding how parents’ marital status affects students’ performance. The
findings obtained from student respondents are shown in Figure 6:

students’ views
31
According to the data, the majority of students (51.43%) believe that family structure influences
their academic success. Due to the pressures connected with these family patterns, students from
single-parent households or combinations of parents may encounter more challenges in their
academic achievement. According to studies, family structure has a substantial impact on
students' academic success. Due to the pressures connected with these family configurations,
children from single-parent households or families experiencing financial difficulty may
experience more hurdles in their academic progress (Gennetian & Magnuson, 2014). Some
research, however, imply that the quality of family ties and parenting techniques may be more
important than family structure itself in predicting academic accomplishment (Crosnoe et al.,
2007), While 28.57% of students reported that emotional stress had an impact on their academic
performance, students who experience stress and anxiety are more likely to struggle with
32
motivation and engagement in school, as well as trouble concentrating and retaining information.
According to research, students who are emotionally stressed are more likely to have poor
academic outcomes, such as lower grades and diminished motivation (Hampel & Petermann,
2006). Some studies, however, suggest that social support from family and friends can buffer the
negative effects of stress on academic performance (Compas et al., 2001), and 20% responded
that parental involvement also affects their academic performance, indicating that students
generally view parental involvement as a positive influence on their academic performance.
Students who believe their parents care about their education are more likely to achieve higher
grades and have a favorable attitude about school. Students with interested parents had greater
grades, better attendance, and are more likely to participate in higher education, according to
studies (Fan & Chen, 2017). Furthermore, the quality of parental involvement, such as academic
assistance and fostering a positive learning environment at home, is more significant than the
quantity (Dearing et al., 2006).
The researchers also agreed that family structure, parental involvement, and emotional stress
affect students’ academic performance
4.5.1 Effects of family financial status on academic performance
The results of the independent variable, the family's financial situation, are presented in this
section. The findings obtained from parents’ respondents are shown in Figure 7.
33
Parents’ Views
The majority of the parents, according to the findings, 43.48% of respondents stated that family
financial status influences access to educational resources in the sense that children from higher-
income homes may have access to more educational materials, such as books, computers, and
tutoring services, which can improve their academic performance. Access to educational
resources, such as school quality and teacher experience, has a considerable impact on children
performance in school, according to a study by Reardon et al. (2018). The study discovered that
students who attended schools with more resources performed better academically than those who
attended schools with fewer resources, While 30.43% of respondents indicated that financial
position causes stress and anxiety among children from low-income homes, financial uncertainty
can induce tension and worry for both parents and children, affecting a student's ability to focus
and perform well in school. According to a study conducted by Levecque et al. (2017), high levels
34
of stress and anxiety among students are connected with worse academic attainment. The study
also discovered that students who reported higher levels of stress and anxiety were more likely to
have lower grades and drop out of school, and 26.09% revealed that family financial status affects
nutrition and health in lower-income families may struggle to provide healthy meals and access to
healthcare, which can impact a child's health and ability to learn. Taras and Potts-Datema (2005)
discovered that pupils who are well-nourished and physically well have greater academic
performance.
The researcher agreed that access to educational resources, nutrition and health, and stress and
anxiety affect the student’s academic performance.
The researcher also aimed at finding how family financial status affects students’ performance.
The findings obtained from student respondents are shown in Figure 8;
35
performance according to students’ views
According to the data, the majority of the students 42.86% responded that family financial status
affects access to educational resources which in turn affects their academic performance for
example, having a computer and internet access at home can allow students to complete
assignments, research topics, and communicate with teachers and classmates. However, some
students may not have access to these resources, which can create disparities in academic
performance. Additionally, some students may not feel comfortable asking for help or using
resources available to them due to stigma or lack of support. A study by the National Center for
Education Statistics found that students who had access to more educational resources, such as
books, computers, and internet access, tended to have higher academic achievement (National
Center for Education Statistics, 2017). Similarly, a study by the Organization for Economic Co-
36
operation and Development (OECD) found that students who had access to educational resources
at home, such as a desk or a quiet study space, tended to perform better academically (OECD,
2016) while 37.14% responded that family financial status affects nutrition and health which
affects their academic performance in that they may recognize that eating a healthy diet and
getting enough sleep can improve concentration and energy levels, which can enhance their
ability to learn. However, some students may face barriers to accessing healthy food or may
struggle to balance academic demands with self-care practices. Mental health is also a concern for
many students, as stress and anxiety can negatively impact academic performance. Research has
shown that good nutrition and physical health can have a positive impact on academic
performance. A study by the APA found that children who eat a healthy breakfast tend to perform
better academically than those who do not (APA, 2010). Another study found that students who
participate in regular physical activity tend to have better academic performance and cognitive
function (Hillman et al., 2009) and 20% showed that stress and anxiety affect their academic
performance in that students often report experiencing stress and anxiety related to academic
demands, social pressures, and personal challenges. These factors can make it difficult to
concentrate, complete assignments, and perform well on exams. Some students may also feel
pressure to perform well academically to achieve future goals or meet expectations from family
and society. Many students express a need for more support and resources to manage stress and
anxiety. A study by the APA found that stress was the top factor that negatively impacted
students' academic performance (American College Health Association, 2019). Another study
found that students who experienced high levels of anxiety tended to have lower academic
achievement (McLaughlin et al., 2012).
The researchers also agree that access to educational resources, nutrition, health, and stress and
anxiety affect students’ academic performance.
37
4.6.1 Effects of Parents’ education level on the academic performance of Students.
The study looked into how students' academic performance is impacted by their parent’s
educational attainment. This part concentrated on the respondents' opinions regarding the impact
of parents' educational backgrounds on their children's academic achievement.

parents’ views
According to the result, the majority of the parents 64.71% responded that parents’ educational
level leads to over-involvement in that highly educated parents may become over-involved in
38
their child's academic pursuits, which can result in a lack of independence and autonomy for the
child. A study by Chao (1994) found that over-involvement can lead to lower academic
achievement due to a lack of autonomy and control in the learning process. While 29.41% showed
that unrealistic expectations affect students’ academic performance in that highly educated parents
may have unrealistic expectations for their children's academic performance, which can lead to
stress and anxiety for the child. A study by Pomerantz and colleagues (2002) found that parents
who have high academic expectations for their children can increase the pressure on them to
succeed, leading to lower academic achievement and 5.88% responded that parents’ educational
level leads to pressure to succeed which affects students’ academic performance in that children
of highly educated parents may feel pressure to succeed academically and may experience
negative consequences such as anxiety and depression. A study by Leondari and Gialamas (2002)
found that students who experience high levels of pressure from their parents to succeed
academically have higher levels of academic stress and lower academic achievement.
The researcher agreed that over-involvement, unrealistic expectations, and pressure to succeed
affect the student’s academic performance.
The researcher also aimed at finding how parents’ educational level affects students’ performance.
The findings obtained from student respondents are shown in Figure 10.
39
students’ views
According to the results, the majority of the students 42.86% showed that over-involvement has a
major effect on their academic performance in that while many students value parental
involvement in their academic pursuits, some students may feel that over-involvement can be
detrimental to their academic performance. They may feel that over-involvement can lead to
feelings of pressure, anxiety, and a lack of autonomy in their learning experience. Additionally,
students may feel that over-involvement can detract from their ability to develop independent
problem-solving skills and critical thinking abilities. According to the researchers, when parents
become too involved in their child's academic pursuits, they may inadvertently send the message
that the child's worth is tied to their academic performance, leading to anxiety and pressure to
succeed (Bempechat & Shernoff, 2012). Over-involvement can also lead to a lack of
independence and autonomy in learning, which can negatively impact academic performance
40
while 31.43% responded that pressure to succeed also affects their academic performance in that
any students feel that there is a significant amount of pressure to succeed academically, whether
from parents, peers, or themselves. This pressure can lead to feelings of stress, anxiety, and
burnout, as students may feel that they are not meeting the expectations that have been set for
them. Students may also feel that the pressure to succeed can detract from their learning
experience, as they may feel that they are not able to explore their interests and passions outside
of academic pursuits. Pressure to succeed can come from external sources, such as parents, peers,
or academic institutions, as well as internal sources, such as personal aspirations or self-doubt.
This pressure can lead to increased stress, anxiety, and a fear of failure, which can ultimately
hinder academic performance (Anderman & Anderman, 2018). Students who feel a strong
pressure to succeed may also engage in unhealthy behaviors, such as cheating, to meet
expectations and 25.71% showed that unrealistic expectations affect their academic performance
in that students may feel that unrealistic expectations can lead to feelings of stress, anxiety, and a
sense of failure. They may feel that the pressure to achieve perfect grades can be overwhelming
and that it can detract from their learning experience. Additionally, students may feel that
unrealistic expectations can negatively impact their mental health and overall well-being, as they
may feel that they are not meeting the expectations set for them. Researchers show that when
students are faced with unrealistic expectations from themselves, parents, teachers, or society,
they may experience anxiety, stress, and a sense of inadequacy. This can lead to a lack of
motivation, decreased self-esteem, and poor academic performance (Bembenutty & Karabenick,
2019). For example, if a student feels that they must achieve perfect grades in every subject, they
may become overwhelmed and struggle to focus on learning and understanding the material.
The researchers also agreed that unrealistic expectations, over-involvement, and pressure to
succeed affect students’ academic performance.
41
4.7.1 Effects of Family Size on Students’ academic performance
The study's goal was to see how family size affected a child's academic achievement. This part
included the number of children in each respondent's family, its composition, and the respondents'
thoughts on whether or not family size had an impact on pupils' academic success.
Figure 11: effects of family size on academic performance on students’ academic

Performance according to Parents’ views
42
According, to the analyzed data, the majority of the parents 48.15% responded parental resources
affect students’ academic performance in that larger families may have more limited resources,
including time, attention, and finances, which can result in less individualized support for each
child's education. In a study published in the Journal of Family Issues, researchers found that
parental resources, including education and income, have a positive effect on children's academic
achievement. The study showed that children from families with higher parental resources were
more likely to achieve higher grades and have better educational outcomes (Kim & Rohner,
2002). While 29.63% responded that siblings’ resources affect in that siblings can have a
significant influence on each other's academic performance. In larger families, siblings may
compete for attention and resources, which can create a more competitive and less supportive
environment for academic achievement. A study published in the Journal of Educational
Psychology found that having older siblings who are high academic achievers can positively
impact a student's academic performance. The study showed that siblings who model high
academic achievement can serve as a source of motivation and support for their younger siblings
(Upadyaya & Eccles, 2015). And 22.22% showed that birth order affects in that students who are
firstborn or only children tend to have higher academic achievement, while later-born children
may have more difficulties due to less parental attention and resources. A study published in the
Journal of Educational Psychology found that firstborn children tend to have higher academic
achievement than later-born children. The study suggested that this could be due to the increased
parental attention and resources that firstborn children receive (Sulloway, 1997).
I disagreed that birth order affects the student’s academic performance because it all matters on
the student’s attitude toward learning.
The researcher also aimed at finding how family size affects students’ performance. The findings
obtained from student respondents are shown in Figure 12
43
According to the results, the majority of the students 40% responded that parental resources affect
their academic performance in that many students recognize the importance of parental resources,
such as income, in shaping academic opportunities and outcomes. Some may feel that having
parents who are financially secure and well-educated can provide them with access to better
schools, resources, and support systems. Others may feel that parental resources can provide them
with the stability and security they need to focus on their studies. Research suggests that parental
resources, such as income, education, and social status, can have a significant impact on a
student’s academic performance. Parents with higher income and education levels are often able
to provide their children with better educational opportunities, such as access to high-quality
schools, tutors, and educational materials, which can improve academic outcomes (Sirin, 2005).
Additionally, parents with higher social status may be able to provide their children with more
44
opportunities for cultural and intellectual enrichment, which can also positively impact academic
performance while 37.14% responded that siblings’ resources affect their academic performance
in that some may feel that having older siblings can be beneficial, as they can provide guidance
and support. Others may feel that having younger siblings can be distracting or can take away
from their academic resources and opportunities. Research has shown that having older siblings
can be beneficial for academic performance, as they can provide mentorship and guidance, while
younger siblings may be able to benefit from older siblings' experiences and resources (Sulloway,
1997). However, having multiple siblings can also lead to competition for resources and attention,
which may negatively impact academic performance and 17.14% responded that birth order can
also affect their academic performance in that Some students may believe that birth order can play
a role in shaping academic performance, while others may not see it as a significant factor. Those
who believe in the importance of birth order may feel that being the oldest or youngest child in
the family can shape their academic experiences and expectations. Others may feel that birth order
is less important than individual motivation, effort, and access to resources. For example, research
has shown that first-born children tend to perform better academically than later-born children,
potentially due to factors such as greater parental attention and resources (Black, Devereux, &
Salvanes, 2008). However, other studies have shown mixed results, and the relationship between
birth order and academic performance is still a subject of debate.
The researcher also agreed that parental resources and sibling resources affect students’
academic performance except for birth order.
45
CHAPTER 5
5.0 SUMMARY OF THE FINDINGS, DISCUSSION OF THE

FINDINGS,CONCLUSIONS, AND RECOMMENDATIONS
5.1 Introduction of the Summary
This chapter summarizes and examines the findings of the research. The chapter concludes the
investigation based on the findings and recommendations. The study's objectives were to assess
the impacts of parental marital status, family financial situation, parental education level, and
family size on Kipsuter Mixed Day Secondary School students' academic performance.
5.2 Summary of the Findings

This section summarizes the findings of the researcher. The section focuses on the study's
objectives, which were to investigate the effects of parental marital status, family financial status,
parental education level, and family size on academic achievement.
5.2.1 Effects of Parental marital status on academic performance

According to the statistics, parents showed that parental marital status has affected the academic
performance of students by affecting parental involvement, while students believe that the family
structure has a major effect on their academic performance. As a result of these discoveries, Mc
Leod, Kruttschnitt, and Donfeld (2004) discovered that children from two-parent households
perform better academically..
5.2.2 Effects of family financial status on the academic performance of Students
According to the report, the majority of students and parents responded that the financial status of
the families affects their access to educational resources and this shows that many families have
low income since the performance of the Kipsuter mixed-day secondary school has been constant.
These findings confirm Kim's (2002) hypothesis that there was a direct association between
46
parents' financial condition and students' academic performance. He did, however, emphasize that
this aspect is a significant driver of the child's academic achievement.
5.2.3 Effects of Parents’ education level on the academic performance of Students
According to the findings of this study, both parents and students confirmed that over-
involvement affects academic performance parents who have tertiary level tend to put so much
pressure on students, and therefore students can involve themselves in bad behaviors to meet the
expectations of the parents. According to Pamela and Kean's (2010) finding that students whose
parents have a tertiary education perform much better than others thus deviating from the
opinions. This backs up Gottfried et al (2004).'S observed that the mother's education was a key
predictor of parental warmth, which in turn influenced children's academic achievement.
5.2.4 Effects of family size on the academic performance of Students
According to the study, respondents feel that family size has an impact on students' academic
achievement by saying that family size affects parental resources, with children competing for
those resources in big family sizes. Furthermore, 17.14% of students and 22.22% of parents
agreed that the child's birth position influenced academic progress. According to the data,
respondents who stated that a student's birth position affected academic achievement reported that
first-born children performed better than last-born children. when Seigal (2007) notes, when the
number of siblings increases, parental attention by parents reduces.
5.3 Conclusion
The study discovered that family structure, such as single parenthood, has an impact on academic
performance and that family quality functions have a highly positive impact on children's
academic performance, as well as students' educational attainment and other health-related
difficulties.
47
On the question of parental educational level, it was determined that parents' educational level had
an impact on their children's academic achievement. It was also determined that the educational
level of parents had a constant direct association with the cognitive and behavioral results of their
children.
It was established that parental financial and human capital had an impact on their children's
successful learning experience and academic success, and that low income of parents had a
negative academic performance expectation on their children.
In terms of family size, it was determined that the size of the family had a detrimental impact on
the academic performance of their children, with children from large families performing worse in
school than children from small families.
5.4 Recommendations
Based on this research, the following recommendations were made:
The researcher suggested that the school should provide support to students from non-intact
families by providing additional support and resources to students from non-intact families, such
as counseling services or academic support programs. This can help mitigate the negative effects
that family background may have on academic achievement.
The researchers also highlighted that the school should promote parental involvement by
providing regular communication with parents, hosting parent-teacher conferences, and involving
parents in school activities.
The study also suggested that the school should increase awareness and education for parents by
providing education and resources for parents on the impact of family background on academic
performance, as well as strategies for supporting their children's education.
It also recommended that further research should be conducted on the impacts of family
background on academic performance. Future studies can explore the role of additional factors
such as socioeconomic status, in shaping academic outcomes.
48
REFERENCES
Amato, P. R., & Keith, B. (1991). Parental divorce and the well-being of children: A meta-
analysis. Psychological Bulletin, 110(1), 26–46.
Bank, B., Slaving’s, R. and Biddle, B. (1990). Effects of Peer, Faculty and Parental Influences on
Students’ Persistence. Journal of Sociology of Education Vol 63 (4). pp 208-225.
Baron, A. R. & Byrne, D. (1997). Social Psychology, 8th Ed., Allyn and Bacon Boston.
Crosnoe, R., & Schneider, B. (2011). Family structure, family processes, and academic outcomes.
American Sociological Review, 76(4), 599-624.
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and
low-income children's literacy: Longitudinal associations between and within families.
Journal of Educational Psychology, 98(4), 653-664.
Demo, D. H., & Acock, A. C. (1988). The impact of divorce on children. Journal of Marriage and
Family, 50(3), 619–648.
Downey, D. B., Ainsworth, J. W., & Thayer, K. (2017). Does family size predict children’s
educational attainment? Evidence from Sweden. Journal of Marriage and Family, 79(3),
633- 649.
Fan, X., & Chen, M. (2017). Parental involvement and students' academic achievement: A meta-
analysis. Educational Psychology Review, 29(2), 475-501.
49
Iverson, B. K. & Walberg, H. J. (1982). Home Environment and School Learning: A Quantitative
Synthesis. Journal of Experiential Education. Vol 50, p.144- 151.
James McIntosh (2008). Family background, parental involvement, and academic achievement.
Journal of economic literate classification. Vol 12 no 2 pp 114-210.
Julio, A. G.; Jose. Carlos, N.; Soledad, G. P.; Luis, A.; Cristina, R.; Marta, G. (2002). A structural
Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and
Academic Achievement. The Journal of Experimental Education, vol. 70 p257 (31).
Kim, E. (2002). The Relationship between Parental Involvement and Children's Educational
Achievement in the Korean Immigrant Family. Journal of Comparative Family Studies,
vol. 33 (4) p p529 (15).
Lisa Barrow and Cecilia Rouse (2006).How family background affects educational attainment.
Journal of opportunities in America. Vol 116 no 2 pp120-130.
Upadyaya, K. & Eccles, J. S. (2015). The Role of Parents, siblings, and Peers in young adolescents’
academic achievement. Journal of Educational Psychology, 107(2), 268-280.
Weiss, H. B. (2006). Family involvement in school and low-income children's literacy:
Longitudinal associations between and within families. Journal of Educational
Psychology, 98(4), 653-634.
50
APPENDICES
Appendix 1: letter of informed consent
TANGAZA UNIVERSITY COLLEGE,

P.O BOX 15055,
NAIROBI KENYA.
Dear respondents,
Tangaza University College, a Constituent College of The Catholic University of Eastern Africa
(CUEA), is where I am currently enrolled. I am conducting research on the effects of family
background on academic performance among students at Kipsuter mixed-day secondary school in
Bomet County. This research is one of the requirements for the Bachelor of Education degree.
You are kindly asked to answer all questions truthfully. Your information will not be shared with
anybody and will be kept strictly confidential. You are not required to write your name(s) or any
other personal or sensitive information on this Questionnaire. Your assistance in completing this
questionnaire will be highly appreciated.
Kindly if you agree to respond to my questionnaire please sign
Signature Date
Yours faithful
Mercy Cheronoh
51
Appendix2: Questionnaires for parents
i) The answers provided on this questionnaire will be kept in the strictest confidence and used
only for the investigation.
ii) You are not required to respond if any of the questions don’t apply to your situation.
PERSONAL INFORMATION
Kindly tick once
1. Gender?
Female [ ]
Male [ ]
2. Age bracket?
Below 30 [ ]
31-40 [ ]
41-50 [ ]
51-60 [ ]
Above 60 [ ]
Information on family background
3. What are the effects of parents’ marital status on students’ academic performance?
4. What is the family financial status that affects students’ academic performance?
5. How does the parent’s level of education affect students’ academic performance?
6. How the family size affect students’ academic performance?
52
Appendix 3: questionnaire for students
Kindly respond by ticking once
PERSONAL INFORMATION
1. Gender?
Female [ ]
Male [ ]
2. Age- bracket?
0-9 [ ]
10- 15 [ ]
16-20 [ ]
Above 20 [ ]
3. In which class are you?
Form 1 [ ]
Form 2 [ ]
Form 3[ ]
Form 4 [ ]
Information on family background
4. What are the effects of your parent’s marital status on your academic performance?
5. What is the family’s financial status that affects your academic performance?
6. How does the parent’s level of education affect your academic performance?
7. How does the family size affect your academic performance?
53
Appendix 4: Permission letter for collection of data
Appendix 5: Plagiarism report
54
55
BUDGET
DESCRIPTION ITEMS COST

Printing Questionnaires/ project 1400
Binding Project 2000
Transport 2000
Others 1200
Total 6600
56
GRANT TIME FRAME
Activities Month
Selection of the research topic September 2022
Submission of Chapter 1 September 2022

Submission of Chapter 2 October 2022
Submission of Chapter 3 November 2022
Submission of research proposal December 2022
Completion of a research project May 2023
57

Impact of Family Background On Child Academic Performance

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IMPACT OF FAMILY BACKGROUND ON ACADEMIC PERFORMANCE OF

KIPSUTER MIXED DAY SECONDARY SCHOOL IN BOMET COUNTY, KENYA

A RESEARCH PROJECT PROPOSAL SUBMITTED TO THE SCHOOL OF

EDUCATION -CHRIST THE TEACHER INSTITUTE FOR EDUCATION IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE BACHELOR

OF EDUCATION OF THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

TANGAZA UNIVERSITY COLLEGE

have been duly cited and acknowledged in full.

Mercy Cheronoh Date

Dr. Shem Mwalwa Date

technical support, guidance, and advice while writing this report.

Thank you very much.

I wish to thank my brother for their encouragement and assistance

throughout the project writing.

Finally, I wish to thank the authors of journals, books, research papers

ACKNOWLEDGMENT ......................................................................................................... iii

LISTS OF FIGURES ............................................................................................................. viii

LISTS OF TABLES ................................................................................................................. ix

ABBREVIATIONS AND ACRONYMS .................................................................................. x

CHAPTER ONE ....................................................................................................................... 1

1.0 INTRODUCTION .............................................................................................................. 1

1.1 Background of Study ........................................................................................................... 1

1.2 Statement of the Problem ...................................................................................................... 2

Table 1: grading table ................................................................................................................. 3

1.3 The Purpose of Study ........................................................................................................... 3

1.4 Research Questions ............................................................................................................ 4

1.5 Significance of the Study .................................................................................................. 5

1.6 Scope and Delimitation of the Study .................................................................................. 5

1.7 Theoretical and conceptual framework ................................................................................ 6

Figure 1: Conceptual framework ................................................................................................. 8

1.8 Operational Definition of Terms ........................................................................................ 9

2.1 Introduction ........................................................................................................................ 10

2.2 Theoretical review: ............................................................................................................. 10

2.3 Academic Performance ....................................................................................................... 16

2.4 Family Background and Academic Performance of Students............................................... 17

2.5 Family Financial Situation .................................................................................................. 18

2.6 Parental Marital Status ........................................................................................................ 18

2.7 Parental Education Level .................................................................................................... 20

2.8 Family Size ......................................................................................................................... 21

3.0 RESEARCH METHODOLOGY ..................................................................................... 23

3.1 Introduction ........................................................................................................................ 23

3.2 Research Design ................................................................................................................. 23

3.3 Target Population................................................................................................................ 23

Table 2: population distribution ................................................................................................ 23

3.4 Sampling Procedures and Sample Size ................................................................................ 24

3.5 Data Collection Instruments and Procedure ......................................................................... 24

3.6 Reliability and validity of the instruments ........................................................................... 24

3.7 Data Analysis Techniques ................................................................................................... 25

4.0 PRESENTATION, INTERPRETATION, AND DISCUSSION ..................................... 26

4.1 Introduction ........................................................................................................................ 26

Figure 2: respondents’ return rate.............................................................................................. 26

4.3 Demographic information ................................................................................................... 27

4.3.1 Gender ............................................................................................................................. 27

Table 3: Students' gender distribution table ............................................................................... 27

4.3.2 age- brackets .................................................................................................................... 28

Figure 3: age- bracket for parents.............................................................................................. 28

4.4.1 Effects of Parents’ marital status on academic performance............................................. 29

Figure 5: effects of parental marital status on students’ academic performance according to

Figure 6: effects of parental marital status on students’ academic performance according to

4.5.1 Effects of family financial status on academic performance............................................ 33

Figure 8: effects of family financial status on academic performance on students’ academic

Figure 9: Effects of parents’ educational level on students’ academic performance according to

4.7.1 Effects of Family Size on Students’ academic performance .............................................. 42