THE IMPACT OF SOCIO-ECONOMIC FACTORS ON ENGLISH SECONDARY EDUCATION IN SRI LANKA (WITH SPECIAL REFERENCE TO HALDUMMULLA DIVISIONAL SECRETARIAT)

Abstract

This study investigates socio-economic factors affecting English secondary education in Sri Lanka's rural Haldummulla Divisional Secretariat, where economic challenges lead to educational disparities. Focusing on students in Grades 12 and 13, this research explores how socio-economic status, such as family income, parental education, and community resources, influences educational access, quality, and outcomes. A case study approach with mixed methods was used, incorporating structured questionnaires from 250 students and secondary data from governmental records. The findings reveal that lower-income families face significant barriers in accessing educational resources, leading to reduced academic performance and increased dropout rates. Family size and peer influence also impact students' engagement, with larger families having fewer resources per child and academic motivation influenced by peers. Statistical analysis through descriptive statistics and chi-square tests revealed that key subjects like Mathematics and English are particularly affected by economic hardship. The study suggests targeted interventions to close rural education gaps, including enhanced school infrastructure, financial support for low-income families, and improved access to transportation and affordable tuition. Teacher training programs aimed at practical, interactive teaching methods are also recommended to boost student engagement in critical subjects. This research underscores the importance of comprehensive policies to bridge socio-economic barriers, supporting a more equitable education system that promotes better educational outcomes and long-term socio-economic mobility for rural students. In conclusion, this research underscores the complex interplay between socio-economic factors and educational outcomes, emphasizing that educational improvement in rural regions like Haldummulla requires a multi-faceted approach. By addressing both economic and social barriers, there is potential to foster a more equitable education system.