DOI: 10.36347/sjahss.2017.v05i01.006

Pages: 32-36

The aim of this present study was to examine the relationship between home background and academic achievement of Grade seven pupils in Mount Darwin District in northern Zimbabwe. The quantitative methodology was used and a population of all the Grade seven teachers in the district. A sample of 100 teachers randomly selected was used. Data were collected through the use of a questionnaire. The study revealed that the majority of the children came from economically sound home backgrounds with parents who had high levels of literacy. The parents were also able to provide educational and material support to their children and thus the children performed very well. The study recommends that parents should be more involved in the education of their children.