Bridging The Gap: Examining The Impact Of Socioeconomic Factors On Elementary School Students' Academic Performance In Haryana, India

Abstract

This study investigates the elements that influence the academic performance of elementary school children (ages 5 to 12) from diverse socioeconomic backgrounds in the state of Haryana, India. In spite of the progress India has made in education, there still exists a wide gap between children of diverse social classes when it comes to academic achievements. This study seeks to establish how socio-economic status, parental education, and student efforts influence levels of learning using a mixed methods approach. Data were collected from four districts namely Jhajjar, Sonipat, Rohtak, and Gurugram where 80 students and 8 teachers were sampled through a stratified random sampling technique to ensure representation from various social strata. Statistical data analyses also revealed that family income, parental education, access to resources, parental involvement, and student attendance significantly affect learning outcomes. In contrast caste and family size showed no significant impact, challenging some traditional assumptions. The study found that children from higher-income families and those with educated, engaged parents tend to perform better academically. It was also observed that even students from lower-income backgrounds could perform better if they were provided with educational resources, whether through government support, NGOs, or social networks indicating the importance of resource accessibility in bridging educational gaps. The research also highlighted that  Parents who attended parent-teacher meetings helped with homework, and were available after school hours significantly contributed to their children's academic success, regardless of their own educational background. This insight suggests that encouraging parental engagement could be a powerful lever for improving learning outcomes.