Effects of Poverty on Pre-School Children’s Academic Performance

A Case Study of Nzaui Sub-County, Makueni County, Kenya

Abstract

The purpose of this study was to establish the effects of poverty on the academic performance of preschoolers in Nzaui Sub County. Five research questions were formulated to guide the study. The study employed a descriptive survey research design, and data was collected through the use of questionnaires. It was found that parents were unable to provide their children with learning resources, which affected their academic performance. It was also revealed that children who came from poor families had a learning environment that was not conducive, thus affecting their learning. The findings revealed that children were at times forced to be absent from school to do other jobs at home, such as looking after their siblings or performing other tasks, which affected their academic performance. It was also found that parents' economic standards were low, and they were unable to support their children's education, which also had an impact on their academic performance. Additionally, it was discovered that the living environment was not suitable to support children's education such as adequate space for homework. Based on the  findings, it was concluded that family conditions, influenced by poverty, affected children's academic performance. Given the above findings, it was recommended that there is a need to support pre schools by providing the necessary resources that are not accessible to parents. It was also
recommended that the government make pre-school education free, enabling more children to access it. Furthermore, based on the findings, the research recommended conducting a study on how parents' economic activities contribute to the academic performance of their children. Since  this study was conducted in one area, it is suggested that the same study be replicated in other areas.