The influence of socio-economic status on mathematics performance in secondary schools: The case of Ubungo and Temeke, Dar es Salaam, Tanzania

Johnson Nason Katabwa

doi:10.51867/AQSSR.2.4.57

Authors

Johnson Nason Katabwa Tanzania Institute of Accountancy (TIA), Tanzania Author

DOI:

https://doi.org/10.51867/AQSSR.2.4.57

Keywords:

Education, Mathematics Performance, Socio-Economic, Secondary School

Abstract

Despite numerous efforts to improve mathematics performance, results have continued to decline. Little has been done to examine the influence of socio-economic factors on mathematics performance, highlighting the need for this study to fill the knowledge gap. This study employed a quantitative research approach under a cross-sectional survey design. The study was guided by Bronfenbrenner’s Ecological Systems Theory, which posited the unique interrelationship between home, school, and community environments and students’ learning outcomes. The theory suits the study as it develops the framework for understanding disparities in mathematics achievement among students from various socio-economic backgrounds. Through random sampling technique, a semi-structured questionnaire was used to collect data from a sample of 360 students considered as 10% of the whole Form Four student population from 12 public secondary schools with poor national examination results from 2018 to 2023 in the Ubungo and Temeke districts, Dar es Salaam region, Tanzania. Additionally, 60 teachers from the same schools were sampled and interviewed to obtain a thematic qualitative analysis of the study. Quantitative data were analyzed using multiple linear regression models using SPSS packages. The findings showed a statistically significant relationship at the 5% level between students’ performance and key SES variables, including family income, parents’ education level, and parental influence on students’ educational matters. Higher parental income, involvement, and positive influence were linked to better student performance in basic mathematics, while lower SES factors were associated with poorer outcomes. The study concluded that SES factors, especially parental income, education level, and occupation, play a critical role in students’ success in mathematics education. The findings recommended that secondary schools could establish a Parents-Teachers’ Association (PTA) to strengthen collaboration between the school and community to improve learning quality and better academic results. The government and other stakeholders should allocate funds to build hostels and dormitories around day schools and support children from low-income families.

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