The Relationship of Family Socio-Economic Status on Student Achievement at School

Abstract

This study aims to analyze the relationship between family socio-economic status and student achievement in elementary school. By using a quantitative approach, this research questions whether family economic factors influence children's academic achievement. This research is quantitative research that is descriptive and correlative.

The research results found that the academic achievement of students from high social status was

better than students from low social status. As many as 40% of students from the high social status group are in the high academic achievement category, while only 36% of students from the low social status group are. Differences in facilities and parental participation in supporting learning activities are factors that support the academic achievement of students from high social status groups which tend to be higher than students from low socio-economic status groups. Therefore, there is a relationship between family socio-economic status and student academic achievement at school. A person's socio-economic status certainly plays a role in the development of their children, including their education. Parents with high economic status will not have difficulty meeting their children's educational needs, parents with low economic status will face difficulties in providing education for their children, especially in achieving better academic achievement. This research aims to determine the relationship between parents' economic status and student learning achievement. This research is quantitative research that is descriptive and correlative in nature. Researchers used the instrument of parents' economic status. This research also found that there is no significant relationship between parents' economic status and student learning achievement. The conclusion of this research is that parents' economic status is not significantly related to student learning achievement.