Family Background and Academic Achievement Among Learners with Learning Disabilities in Integrated Secondary Schools in Kakamega County, Kenya

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@article{1709922,
      author = {Helen Mihegwa, Stanley Ngome Mutsotso, Rose Mutende},
      title = {Family Background and Academic Achievement Among Learners with Learning Disabilities in Integrated Secondary Schools in Kakamega County, Kenya},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {1},
      pages = {1625-1629},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709922.pdf},
      abstract = {Family background significantly influences academic achievement among learners, particularly those with learning disabilities who face additional educational challenges in integrated secondary schools. This study aimed to determine the influence of family background on achievement in classroom assignments among learners with learning disabilities in integrated secondary schools in Kakamega County, Kenya. A descriptive survey design was employed involving 84 respondents (12 principals and 72 teachers) from 12 integrated secondary schools. Data were collected using structured questionnaires and analyzed using descriptive statistics. The study revealed that family background significantly influences academic achievement, with 83.3% of principals agreeing that education is rooted in institutional family arrangements, while 75% acknowledged that family cultural resources determine academic achievement. However, 76.4% of teachers agreed that poor families cannot adequately invest in their children's education, negatively affecting academic performance. Socio-economic status emerged as a critical determinant of educational opportunities and outcomes. The study concludes that family background, particularly socio-economic status and cultural resources, plays a pivotal role in determining academic achievement among learners with learning disabilities, necessitating comprehensive educational interventions that address family-level factors to enhance learning outcomes in integrated secondary schools.},
      keywords = {Family Background, Academic Achievement, Learning Disabilities, Integrated Schools},
      month = {July},
  }