Comparison of Socioeconomic Status and Academic Achievement between Mainstream and Special Needs College Students

Abstract

The current study examined the influence of socioeconomic status on the academic achievement of mainstream and special needs college students. The major aims of this study were to determine the SES of both student groups and to analyze the relationship between SES and academic achievement in each group. It was descriptive survey research in which students’ latest academic results were used to evaluate their academic achievement, and a 22-item questionnaire was used to assess their SES. A total of 120 students, including both mainstream and special needs students, were selected through random sampling. Data collected was analyzed using SPSS. Findings of the study revealed that students belong to different levels of SES and were grouped into three categories: high class, middle class, and poor class. Furthermore, results displayed a significant relationship between SES and academic achievement for both groups; however, the strength of this relationship varied. While high-class and middle-class students in both groups showed a positive relationship with academic performance, poor-class students exhibited a negative relationship. Additionally, the impact of SES on academic achievement was found to be more pronounced among special needs students. Therefore, it is recommended that families, institutions, and policymakers work collaboratively to improve the SES of students, particularly those with special needs, to enhance their academic success.