ASSESSING THE RELATIONSHIP BETWEEN HOUSEHOLD FINANCIAL STABILITY AND THE ACADEMIC PERFORMANCE OF PUPILS IN PRIMARY SCHOOLS IN DONHOLM AND MUKURU KWA NJENGA WARDS IN NAIROBI, KENYA
Abstract
Purpose of the Study: The study examined the socio-economic factors affecting primary school students’ academic performance in Donholm and Mukuru Kwa Njenga Wards, Nairobi County, Kenya.
Statement of the Problem: Socio-economic inequalities continue to influence academic performance among learners in urban areas. Students from economically disadvantaged households, particularly in Mukuru Kwa Njenga, may experience financial constraints, inadequate educational resources, poor school facilities, and limited parental support.
Methods: The study used a sequential explanatory mixed methods design, sampling 372 students, five head teachers, and five parents, with quantitative data analysed statistically and qualitative data thematically.
Findings: Household financial stability significantly improved academic performance (β = .248, p < .001), while school infrastructure, parental participation, teacher capacity, and the learning environment showed positive but statistically insignificant effects.
Conclusion: The study concludes that household financial stability was the most influential socio-economic factor affecting primary school students’ academic performance.
Recommendation: The study recommends supporting vulnerable households, improving school infrastructure, strengthening teacher development, and enhancing parental involvement to promote equitable academic achievement.
Keywords: School safety standards; physical infrastructure; water and sanitation; school community well-being; public secondary schools; West Pokot County; Kenya.
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