The impact of family background on science performance in lower secondary schools in Uganda; A review paper
Lukwata, Gonzaga Gonza
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Many countries globally invest a lot in science education, especially in secondary schools. In Uganda, science is considered key in bringing about socio-economic, scientific, and technological development needed for the advancement of any nation. Science is considered key in contributing to the achievement of a more sustainable future for all people and the planet and thus, an impediment to science achievement by learners is considered a threat to development. Researchers in science education have continued to seek ways of improving the situation and maximizing meaningful learning of science by the students. Among the many factors that researchers have spotted as the influencers of the performance of students in science education is the family background. This review looks at the effect of family background as a factor affecting performance in science at the lower secondary level. The aspects of family background considered include family size, marital status, family socioeconomic status, parent’s level of education, and parent’s interest in the child’s education. The literature review suggests that family history, thus background, influences students' academic performance in science in Uganda.