Influence of Parental Educational Background on Student Academic Performance in Selected Schools in Makindye Division, Kampala Uganda

 Ttendo Enock and Ounyesiga Living

College of Education, Online and Distance Learning, Kampala International University, Uganda

ABSTRACT

This study investigates the influence of parental educational background on student academic performance in Makindye Division, Kampala District. The research aims to elucidate the relationship between parents’ educational levels and their children’s academic success, focusing on both public and private primary and secondary schools. The study employed a case study research design, selecting a sample of 240 students and their parents from five schools in Makindye Division. Data was collected through questionnaires and interviews, complemented by Focus Group Discussions (FGDs) to gather comprehensive insights. The sample was chosen using stratified random sampling, and data was analyzed using Microsoft Excel to present findings in tables, graphs, and charts.The study revealed a strong correlation between parental education and students’ academic performance. A significant majority of students (66.7%) perceived that their parents’ educational background significantly influences their academic performance. The data indicated that higher parental education levels often result in better academic outcomes for students. Conversely, students whose parents had lower education levels were more likely to experience academic challenges, partly due to limited parental support with homework and academic activities. Parental involvement emerged as a critical factor in academic success, with only 33.3% of students receiving regular homework assistance from their parents. The study also highlighted that a substantial proportion of parents (58.3%) were not actively involved in their children’s education, including a low attendance rate at parent-teacher conferences. Financial constraints were identified as a significant barrier to academic success, with 54.2% of parents reporting difficulties in paying school fees, leading to frequent student absenteeism. The research concludes that parental educational background is a key determinant of students’ academic performance. Educated parents tend to provide better academic support and instill the value of education, leading to improved student outcomes. Inadequate parental involvement, negative attitudes towards education, and financial constraints are significant challenges affecting academic success. The study recommends implementing parental education programs to equip parents with the skills to support their children’s education. Schools should enhance parental involvement through flexible meeting schedules and regular performance updates. Financial assistance and scholarships should be provided to alleviate the burden of school fees. Additionally, community engagement efforts should focus on raising awareness about the importance of education and changing attitudes toward academic success. Further studies should explore additional factors influencing academic performance, such as household income, school infrastructure, teacher quality, and peer influence. Expanding research to other regions could provide a broader understanding of how parental education and socioeconomic factors impact student performance across different contexts.

Keywords: Parental educational background; Student academic performance; Parental involvement; Financial constraints; Education programs

CITE AS: Ttendo Enock and Ounyesiga Living (2025). Influence of Parental Educational Background on Student Academic Performance in Selected Schools in Makindye Division, Kampala Uganda. NEWPORT INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION 5(1):27-37. https://doi.org/10.59298/NIJRE/2025/51273700