Family Socio-Economic Factors and Female Students’ Academic Achievements in Day Secondary Schools in Rwanda: A Case of Rubavu District

Abstract

The research explored the impact of family socio-economic factors on the academic achievements of female students in day secondary schools in Rubavu District, Rwanda. The study aimed to identify the specific socio-economic factors affecting academic performance, assess the academic achievement levels, and analyze the relationship between these factors and student success. The study involved 243 respondents, including 150 students (both males and females),90 teachers, and 3 headteachers from Bugeshi, Busasamana, and Gisenyi Sectors. Data was collected through questionnaires for primary sources, while interviews and observations provided secondary data. Sampling methods included purposive, stratified, and simple random sampling. The research utilized both quantitative and qualitative methods, with IBM SPSS version 21.0 employed for data analysis. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlation and regression analysis) were used. Key findings include that 75.3% of respondents strongly agreed that parental education,83.9% noted parental income, and 79.6% mentioned peer groups as critical socio-economic factors influencing academic performance. For academic achievement,72% identified improved exam scores,81.7% highlighted active class participation, and 64.5% pointed to increased confidence and promotion to the next level. The study found no significant correlation between socio-economic factors and academic performance, as most results exceeded the 0.05 significance level. The research recommends that the Ministry of Education review teacher allocation, develop ICT curricula, strengthen adult literacy campaigns, and improve resource provision in day schools. Future research should further investigate socio-economic factors influencing academic outcomes.