The Influence of Family Socio-Economic Status and Contextual Factors in the Academic Achievement of Pupils in a Public Elementary School

Family background and contextual factors play a primordial role in the academic performance of pupils. This study aimed to determine the influence of family socio-economic status and contextual factors in relation to the academic achievement of the pupils in a public elementary school. The respondents were the Grade 6 pupils of District 9, Schools Division Office of Bayawan City, Negros Oriental. A self-made questionnaire validated by experts in the field of management was used. A descriptive-correlational design was employed using descriptive statistical techniques such as frequencies, percentages, means, and standard deviation, and inferential statistics such as bivariate correlation, one-way ANOVA and stepwise multiple regression. The study found that female pupils outnumbered male pupils. The family monthly income ranged from 10,000 pesos and below. Majority of the parents’ highest educational attainment is secondary level. The family has a small number of family members. The pupils fully agree that the school environment and motivation substantially influenced their educational experience. Results indicate a consistently high level of academic achievement across subjects in English, Math, Filipino, Araling Panlipunan, and Science. There was no significant difference between the academic achievement of pupils and their sex, family monthly income and family size. However, a significant difference was found in the parents’ level of education. There is no correlation between contextual factors, such as environmental factors and the academic achievement of pupils. There was a small positive correlation found between academic achievement and motivation. Hence, there is a need to create an intervention plan to support the education of the pupils.