Abstract: Background: Examining the impact of families' socioeconomic status on the mathematical skills of students at Rwandan public day secondary schools, particularly in the Burera region, was the researcher's aim. This study specifically sought to determine the socioeconomic status of families that influence students' academic performance in mathematics classes in the public day secondary schools of Burera District, examine the academic performance that results from the socioeconomic status of families in Burera District, and assess the relationship between the socioeconomic status of the families and students' academic performance in mathematics courses in the public day secondary schools of Burera District.
Methods and Materials: By combining descriptive and correlational techniques, the study used a hybrid strategy. 163 respondents made up the study's population, while 106 pupils and 10 math professors made up the sample size. Stratified sampling of the respondents was valued in the deliberate and random selection of these.
Results: Regarding the first goal, the findings show that 74.5% strongly agreed and 13.4% agreed that a family's ability to pay for school supplies reflects their socioeconomic status; 64.2% strongly agreed and 12.3% agreed that a family's ability to meet their basic needs reflects their socioeconomic status; and 82.1% strongly agreed and 8.2% agreed that a family's ability to resolve conflicts reflects their socioeconomic status. Additionally, 3.8% agreed and 89.6% strongly agreed that a family's capacity to pay for education reflects their social standing. Regarding the second goal, the study's findings showed that 70.7% strongly agreed and 19.0% agreed that your parents' educational attainment influences your mathematical performance, and 63.8% strongly agreed and 17.2% agreed that your parents' background—whether literate or not, wealthy or impoverished—affects your mathematical performance. 76.7% strongly agreed and 23.3% agreed that family conflicts have an impact on your math performance, 90.5% strongly agreed and 9.5% agreed that your math performance is impacted by the teacher's ability and motivation, and 60.3% strongly agreed and 20.7 agreed that having enough resources for instruction has an impact on your math performance. The study found that higher student collaboration based on historical principles is positively correlated with the number of students in the class (.250), with student test and exam results for the history subject (.029) and student competition results for the history topic (.093). The study discovered a high correlation between kids' test and exam results, creativity and invention, and problem-solving skills, and their capacity to pay for school supplies. Higher test and exam scores were linked to the ability to meet human fundamental needs, whereas lower test and exam scores, creativity and invention, and problem-solving skills were linked to the ability to resolve conflicts. Since the degree of linkage was less than 0.05, significant correlations were found.
Conclusion: According to the report, schools should be able to offer low-income pupils extra help and resources like digital access and tutoring programs. Teachers can get training to identify the particular difficulties these pupils encounter and create plans to help them in the classroom. By offering tools and assistance, parents may also be active in their children's education.
Keywords: Socio-Economic Status, Student’s Academic Performance, Mathematics, Secondary Schools, Rwanda.
Title: Effects of Socio-Economic Status of Families on the Student’s Academic Performance in Mathematics Subject in Secondary Schools Rwanda: A Case of Burera District
Author: Mr. BYIRINGIRO Jean de Dieu, Dr. Hesbon Opiyo Andala
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 1, January 2025 - March 2025
Page No: 196-210
Research Publish Journals
Website: www.researchpublish.com
Published Date: 03-March-2025
