@article{education20153114,
author={{Muandu, Josephine Nthenya and Parsitau, Damaris and Wambugu, Patriciah W.},
title={Influence of Parents Economic Status on GirlsĄŻ Academic Performance in Mixed Day Secondary Schools},
journal={American Journal of Educational Research},
volume={3},
number={11},
pages={1359--1363},
year={2015},
url={http://pubs.sciepub.com/education/3/11/4},
issn={2327-6150},
abstract={The study sought to investigate the influence of parentsĄŻ economic status on academic performance of girls in mixed day secondary schools in Njoro Sub-County Nakuru County, Kenya. Survey research design was used. Data was collected from 176 form four girls who were randomly selected from 10 mixed day secondary schools in Njoro Sub-County. In addition, 18 form four parents and 10 form four class teachers were purposively selected and involved in the study. ParentsĄŻ questionnaire (PQ), form four girls questionnaire (GQ) and class teachersĄŻ questionnaire (TQ) were used to collect data. Data was analyzed using percentages, frequencies, means, standard deviation and inferential statistics namely, Pearson product moment correlation. The findings of the study showed that parentsĄŻ economic status influenced girlsĄŻ academic performance in mixed day secondary schools. The findings of the study are significant to stakeholders in education on issues of economic status that influence academic performance of girls in mixed day secondary schools. It is hoped that this study will equip the education stakeholders with information on how to enhance the academic performance of girls not only in mixed day secondary schools but throughout the education system.},
doi={10.12691/education-3-11-4}
publisher={Science and Education Publishing}
}