Author(s)

Jacqueline Mukanziza^1*, Edouard Singirankabo²

¹Department of Education, Protestant Institute of Arts and Social Sciences, Huye, Rwanda.
²Department of Mathematics Science and Physical Education, University of Rwanda, College of Education, Rukara, Rwanda.

With an emphasis on Groupe Scholaire Saint Leon Nyarusange and Groupe Scholaire Nsinda, Muhazi, this study investigated the relationship between socio-economic status and students’ performance in Rwanda’s nine-year and twelve-year basic education programs. A sample of 91 respondents was selected from the 921 students who made up the targeted group. The necessary data was gathered via interviews and questionnaires. The findings showed that although 9.4% of respondents disagreed and 5.8% strongly disagreed with the statement, 47% of respondents strongly agreed and 37.6% agreed that having a high socioeconomic position aids students in performing well in school.

Socio-Economic, Students’ Performance, Basic Education, Teacher, Student, Rwanda

Mukanziza, J. and Singirankabo, E. (2024) Link between Socio-Economic Status and Students’ Performance in Nine and Twelve Years Basic Education in Rwanda: Groupe Scholaire Saint Leon Nyarusange and Groupe Scholaire Nsinda. Open Access Library Journal, 11, 1-13. doi: 10.4236/oalib.1111610.