4.

1 Background information on respondents

General information comprised data on the sex of the respondents, age, class and
responsibilities at school as per Section A of the questionnaire (Appendix I).
4.1.1 Respondents by sex
Table 4.1 shows the distribution of respondents by sex.
Table 4.1: distribution of respondents by sex

male
female
Total

Frequency
18
21
39

Percentage
46.2
53.8
100.0

Table 4.1 illustrates that out of the total of 39 respondents, the female students had the highest
representation of about 53.8% and the male had 46.2%. Actually, according to the The
highest 21 number of female respondents would mean that there might have been some form
of bias in the selection of respondents by the researcher or the girls were more cooperative.
4.1.2 Respondents by age
Table 4.2 shows the distribution of respondents according to age:
Table 4.2: distribution of respondents according to age

Frequency

Percentage

below 13 years

7
24
8
39

13-14 years
above 14 years
Total

17.9
61.5
20.5
100.0

Table 4.2 illustrates that the highest percentage of respondents, 61.5% were aged between 13
14 years. About 20.5% of the respondents were aged above 14 years and the least number
of respondents 17.9% were below 13 years meaning that respondents between 13 14 age
groups are more honest than those of 13 years and above 14 years old, or children between 13
14 years are more knowledgeable than those above 14 and those below 13 years old or they
might be more cooperative.
4.1.3 Respondents by class
Table 4.3: The distribution of respondents according to class

Frequency
Class seven
Class eight
Total

10
29
39

Percentage
25.6
74.4
100.0

Table 4.3 illustrates that the highest percentage of respondents came from class Eight (over
74.4%) followed by class Seven pupils (about 25.6%). This could be that class Eight were
more cooperative than class seven, or they were more knowledgeable in answering the
questions than class Seven pupils.
4.1.4 Respondents According to Responsibility
Table 4.4 shows the distribution of respondents according to responsibility held at school.

prefect
class monitor
club official
none
Total

Frequency
8
5
3
23
39

Percentage
20.5
12.8
7.7
59.0
100.0

Table 4.4 shows that the highest percentage of respondents were those pupils who did not
hold any responsibility in school activities (59%), while the least percentage of respondents
were the club official (with 7.7%). The respondents have little interest in holding
responsibilities in schools for the reasons known by themselves.
4.2.1 The Influence of The Level of Education of Parents on Students Education
In order to determine the influence of the level of education of parents on pupils education
in primary schools Langas, the researcher asked the respondents (pupils) to rate the level of
education of their parents accordingly, conceptualized as: father, mother and Guardian, using
a Likert scale where one represented none (no education); two presenting Primary; three
representing Secondary and four representing Above secondary. Descriptive statistics on
respondents rating on the same is given in Table 4.5.

Level of education of:

Father
mother
guardian

Frequency

Mean
35
35
3

Standard
deviation
3.3143
2.7714
3.3333

0.93215
0.94204
0.57735

Table 4.5 illustrates that pupils rated the education levels of their guardians to be highest
followed by those of their fathers, trailed by those of their mothers.

4.2.2 The Influence of The Level of Parents income on Students Education

In order to determine the influence of the level Parents income on pupils education in
primary schools Langas, the researcher asked the respondents (pupils) to rate the level of
education of their parents accordingly. Parents were conceptualized as father, mother and
Guardian, whose level of income was scaled using a Likert scale where one represented
low; two representing middle and three representing high. Descriptive statistics on
respondents rating on the same is given in Table 4.6.
Table 4.6: level of income of parents
Level of income of:
Father
mother
guardian

Frequency

Mean
33
34
4

Standard
deviation
1.9091
1.8824
2.0000

0.52223
0.537370
0.816

Table 4.6 illustrates that pupils rated the level of family income of their guardian to be higher
than of their fathers while of the mothers is the lowest in that order.

4.2.3 Pupils' Response on Factors That Affect Their Education

Table 4.7: Pupils' response on factors that affect their Education

strongly
disagree
%
does curriculum system affect
education
does culture affect your education
does political instability affect
education
does alcoholism and drugs affect
education
does poverty affect your education
does prolonged teachers strike affect
education
does HIV/AIDS affect your education
does parental education affect
education

your

your
your

your

your

Disagre
e

Neutra
l

Agre
e

strongly
agree
%

5.1

12.8

17.9

35.9

28.2

20.5

17.9

10.3

15.4

33.3

30.8

10.3

28.2

12.8

17.9

28.2

17.9

20.5

30.8

35.9

5.1

15.4

43.6

28.2

25.6

7.7

5.1

33.3

33.3

17.9

10.3

17.9

20.5

12.8

12.8

7.7

51.3

15.4

Table 4.7 shows that, majority (43.6%) of the pupils felt that poverty affects their education,
33.3% felt culture affect your education was a factor that their education, 28.2% reported that
curriculum system had an influence in education. The respondents reported that Political
instability and HIV/AIDS did not affect their education as 30.8% and 33.3% respectively
strongly disagreed that these two factors influenced their education.