The Examination of Poverty Effect on Student Performance in Low-Income Countries

Abstract

Education is generally understood to have a crucial part in decreasing poverty and is allied with improvement results such as enhancing productivity. There’s broad recognition that it is central to breaking through the generational connection of poverty. Academic achievement can be anticipated by socio-economic status. This study argues that the procedures by which education affects poverty are inadequately agreed upon, especially concerning intergenerational poverty connections. This research will be conducted to examine the effects of the low-economic status of parents as a factor in the academic output of school-going children in low-income countries. A qualitative research methodology has been used, and an open-ended questionnaire was distributed for the collection of data. Participants of the study, teachers, guidance and administrators were selected randomly in the four countries Sierra Leone, Liberia, Somalia, and Afghanistan.  The result of the study students raised in low-income countries is more likely to experience cognitive lacks due to substantial changes in their physiological behavior in areas related to memory and emotion. Low income makes it difficult for parents to buy educational tools and books to help their academic achievement for their children, thereby triggering the children to have a lesser vocabulary and a more focused speech. Developmental delays are dominant for students raised in low-income countries as opposed to those raised in affluent homes. Low performance of students when asked to show their knowledge, behavioral problems in the classroom, concentration problems, low academic achievement, and emotional problems are also viewed more frequently in those students who have been raised in a lower socio-economic home.