POVERTY AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MBARARA CITY SOUTH

Abstract:

This study investigated the impact of poverty on the academic performance of secondary school students in Mbarara City South, Uganda. The research objectives were to identify poverty indicators among students, assess their academic performance, and examine the relationship between poverty and academic outcomes. A descriptive research survey method was employed, utilizing data collected from 100 respondents, including students from various forms and teachers across three selected secondary schools. Based on the comprehensive analysis of the study objectives, the findings revealed several critical challenges and dynamics affecting secondary school students in Mbarara City South. Firstly, a significant number of students face indicators of poverty such as unreliable family income, food insecurity, overcrowded living conditions, difficulty paying school fees, and inadequate access to essential study resources and quiet study environments. These factors collectively impact students' ability to concentrate on their studies and engage effectively in academic activities. Moreover, the study revealed that many students struggle academically, with a notable proportion expressing concerns about their academic performance and limitations in accessing educational support. These challenges are exacerbated by the profound relationship between poverty and academic outcomes, where financial stress, food insecurity, and family obligations significantly hinder students' educational attainment and aspirations for higher education. Recommendations include the establishment of robust financial aid programs, implementation of school meal initiatives, improvement of housing conditions, equal access to educational resources, and promotion of inclusive classroom environments to support students from low-income backgrounds. This research contributed to understanding the complex dynamics between poverty and educational outcomes, suggesting targeted interventions to enhance educational equity and support academic success among vulnerable student populations in Mbarara City South

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