Examining the Nexus: Socioeconomic Status and Access to Educational Resources Among Secondary School Students in Sri Lanka

This research, delves into the intricate relationship between socioeconomic status and access to educational resources among secondary school students in Sri Lanka. The study recognizes the fundamental role of educational resources in shaping the academic journey and overall well-being of students and aims to address the existing knowledge gap regarding equitable access across diverse socioeconomic backgrounds. The research employs a survey-based, quantitative research design, focusing on the impact of parental income and education on students’ access to essential educational resources. The study’s target population comprises 1350 secondary schoolchildren selected through a stratified random sampling method to ensure representation from various socioeconomic backgrounds. A structured questionnaire serves as the primary data collection instrument, comprising sections dedicated to assessing parental income, parental education, and students’ perceptions of their access to educational resources. Utilizing a Likert Scale, the questionnaire evaluates students’ satisfaction with resources such as classroom infrastructure, ICT facilities, library services, science laboratories, guidance and counseling services, home study space, and parental provision of educational materials. The data analysis involves both descriptive and inferential statistical techniques, including means, standard deviations, and Multivariate Analysis of Variance (MANOVA). The Statistical Package for the Social Sciences (SPSS) version 23 software ensures a comprehensive examination of student access to educational resources, specifically considering parental income and educational backgrounds. Key findings reveal significant variations in access based on parental education levels, with father’s education showing notable distinctions. However, the study does not identify similar distinctions based on the mother’s highest educational level, potentially reflecting evolving societal norms. Importantly, the research underscores the pivotal role of parental income, emphasizing a hierarchical pattern of access among different socioeconomic classes. In conclusion, the study provides valuable insights into the multifaceted nature of factors influencing students’ access to educational resources in Sri Lankan secondary schools, offering implications for policymakers and stakeholders to address resource gaps and foster a more inclusive educational environment. The research contributes to the broader discourse on educational inequalities and highlights the need for targeted interventions to uplift disadvantaged students.