Household Income and Academic Performance in Kibera, Nairobi County, Kenya
DOI:
https://doi.org/10.54536/ajet.v4i3.5635Keywords:
Academic, Household, Income, PerformanceAbstract
This study examines the link between household income and student academic performance. It focuses on Kibera, Nairobi, Kenya. The research fills a gap in quantitative data for disadvantaged areas. It used a descriptive design with both qualitative and quantitative methods. All 22 students and 5 teachers at Baraka Za Ibrahim Secondary School were included. Key findings show a strong link between income and schoolwork. 63.6% of students strongly agreed that family income affects their performance. Demographic data revealed serious issues. These included a high dropout rate in upper classes, with only 4.55% of students in Form 4. There was also a gender imbalance, with 68.2% of students being male. 40% of teachers were underqualified. Despite this, 90.9% of students felt their parents were very supportive. Based on these findings, the study makes four recommendations. It suggests financial support through targeted bursaries. These would help students in higher grades stay in school. It also calls for promoting girl child education to address early marriage and pregnancy. The study recommends improving teacher development by hiring qualified teachers and training current staff. Finally, it advises strengthening community engagement to build better school-parent relationships.
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Copyright (c) 2025 Judith Atieno Magare
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