A Study on the Relation between the Family’s Socioeconomic Status and The Academic Performance of Elementary School Students

• Main Authors: Chih-Chi Tseng, 曾沚淇
• Other Authors: Jen-Sin Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/mc7x2f

碩士 === 義守大學 === 財務金融學系 === 102 === This paper aims to explore the impact causes by the socioeconomic status of the family, the structure of the family, and the resources of the family on the academic performance of elementary school children. Methodologically, our approach is to carry out questionnaire survey to the students in one of the elementary school in Kaohsiung''s Renwu District(仁武區), and by using descriptive statistics , T -test, Pearson coefficient of correlation and one-way ANOVA analysis as means of analysis. The main outcomes are as follow: Firstly, the higher the education level, the higher the occupational position and socioeconomic status of the parents, the better are their children''s performances in academic scores. Secondly, parents'' marital harmony has a positive influence on their children''s state of learning. In the cases of single-parent families or grandparent rearing families caused by divorce or the death of one spouse, the academic performance of children are comparatively unsatisfactory. Thirdly, there is no significant impact on elementary school students'' academic performances while their mothers are foreign spouses. Fourthly, the level of monthly income of the families has a highly positive relationship with children’s academic performances. Based on the result in the research, our suggestions for parents, schools and educational institutions are: Firstly, the academic performance of children from single-parent families or grandparent rearing families that caused by divorce are comparatively unsatisfactory. We suggest that parents should try to maintain the wholeness and integrity of the family in order to have better influences on children''s academic learning. Secondly, children from families with low socioeconomic status, single-parent families, grandparent rearing families, and low-income families are in a more vulnerable position, we thus suggest that the authorities, school and educational institutions would have to provide remedial teaching for students of these disadvantaged families, in order to improve their academic achievement.