ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The relationship between socioeconomic factors and educational outcomes among Grade 6 learners is a critical area of study, as it highlights the impact of economic and social conditions on academic performance. This research examined the various socioeconomic determinants, including family income, parental education levels, and access to educational resources, and their influence on the academic achievements of Grade 6 students. This study employed a descriptive quantitative method of research. Findings indicated that learners from higher-income families tend to perform better academically due to access to more educational resources, such as private tutoring and extracurricular activities. Additionally, parental education levels play a significant role, with children of more educated parents often receiving greater academic support at home. Conversely, students from lower socioeconomic backgrounds face numerous challenges, including limited access to learning materials and less parental involvement in their education, which can hinder their academic progress. The study also explored the role of school environments and community support systems in mitigating the effects of socioeconomic disparities. Schools with robust support programs and community engagement initiatives show improved educational outcomes for disadvantaged students. The test of null hypothesis was Rejected. The research underscored the need for targeted interventions and policies aimed at reducing educational inequalities and promoting equitable access to quality education for all learners, regardless of their socioeconomic status. These disparities are addressed to educators and policymakers to work towards ensuring that every child can succeed academically and reach their full potential. Keywords — Readiness; HUMSS Students; Ex-post-Facto; Performance; Career Goal; Potential Challenges