Socio-economic Factors Influencing Grade 12 Accounting Learners’ Performance in the Eswatini General Certificate Secondary Examination

Abstract

This study examined the influence of socio-economic factors on Grade 12 Accounting learners’ performance in the Eswatini Accounting General Certificate Secondary Examination (GCSE). An explanatory sequential, mixed-methods design was used. For the quantitative component of the study stratified random sampling was used to obtain a sample of 400 Accounting learners and 80 Accounting teachers. Questionnaires were used to collected quantitative data, which was analysed using Statistical Package for Social Sciences (SPSS) version 27.  Purposive sampling was used to select 12 Accounting learners and 8 Accounting teachers for the qualitative component. Interviews were used to generate quantitative data which was analysed thematically. The study found that socio-economic factors that negatively influenced learners’ performance in Grade 12 Accounting GCSE in Eswatini included parents’ lack of interest and involvement in their children’s learning, as well as the family’s socio-economic status (income and background), with poverty and overcrowded living conditions playing a role. The study raises awareness of the socio-economic factors that are likely to influence learners’ academic performance in Grade 12 Accounting in emerging economies. To mitigate these factors, the researchers recommend that parents or guardians allocate a regular time and dedicated space at home for their child to do their homework and discuss their child’s progress regularly with their child’s teacher as strategies to support their child’s learning.