Impact of Socioeconomic Status on Academic Achievement among Elementary School Students in Ghana
DOI:
https://doi.org/10.47672/ajep.1900Keywords:
Socioeconomic Status, Academic Achievement, Elementary School StudentsAbstract
Purpose: The aim of the study was to assess the impact of socioeconomic status on academic achievement among elementary school students in Ghana.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Research on the impact of socioeconomic status (SES) on academic achievement among elementary school students reveals significant correlations between SES and various educational outcomes. Lower SES is consistently associated with lower academic performance, as evidenced by standardized test scores, grades, and overall academic attainment. Factors contributing to this disparity include limited access to educational resources such as books, technology, and extracurricular activities, as well as inadequate healthcare, nutrition, and housing stability, all of which can affect students' cognitive development and ability to concentrate in school. Additionally, lower SES often correlates with higher levels of stress and fewer opportunities for parental involvement in education, which are crucial for academic success. Interventions aimed at mitigating these disparities include targeted support programs, increased funding for schools serving economically disadvantaged communities, and efforts to address systemic inequalities in education and society at large. Despite these challenges, research also highlights the resilience and potential for academic achievement among students from lower SES backgrounds when provided with adequate support and resources.
Implications to Theory, Practice and Policy: Social-cultural theory, structural functionalism and cognitive load theory may be used to anchor future studies on assessing the impact of socioeconomic status on academic achievement among elementary school students in Ghana. Implement targeted interventions aimed at addressing the specific needs of students from low SES backgrounds. Advocate for equitable funding distribution in education to ensure that schools serving students from low SES backgrounds receive adequate resources and support.
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