DOI: 10.36347/sjahss.2022.v10i06.010

Pages: 314-317

This scientific study examined the contribution of socio-economic status on quality education in Uganda while focusing on Ntungamo district in Uganda. The focal study utilized a descriptive survey research design with mixed approaches. A sample of 352 respondents out of 3430 target population were chosen using Sloven’s formula. Data was gathered using survey questionnaires and interview guides and analyzed utilizing Descriptive statistics and Pearson Linear Correlation Coefficient (PLCC) for quantitative data and thematic analysis was employed for summarizing qualitative data .The research study findings came up without a significant correlation between socio-economic status and quality education, a case of secondary schools in Ntungamo district in Uganda. It was therefore concluded that the level of family socio-economic status does not affect the quality of education among students in Ntungamo District. High performing students come from both high and low socio-eco¬nomic status families and similarly low performing students also come from both high and low socio-economic status families. The systematic research study recommended that the political leadership of Ntungamo District needs to be informed to spearhead sensitization of house¬holds to embrace socio-economic transformation through education and agricultural produc-tion. Generally, the parents and community need to be made to appreciate the need to ad¬dress the socio-economic status that would enable their children to attain quality education in second¬ary schools.