Analysis of the Impact of Selected Economic and Social Factors on Students’ Educational Performance Using Discriminant Analysis A Field Study in Schools of Tartous Governorate

Abstract

The study aimed to analyze the effect of classroom density, family size, and monthly household income on the educational performance of lower and upper secondary students in Tartous Governorate. The sample included 150 male and female students, and performance was classified into three levels: acceptable, good, and excellent. The study adopted a quantitative descriptive approach. Data were collected through a field questionnaire and analyzed in SPSS27 using multiple linear discriminant analysis. The results showed clear differences among educational performance groups in the examined variables. Higher classroom density was associated with lower performance, indicating that an increase in the number of students per classroom reduces opportunities for individual attention and negatively affects academic achievement. The findings also showed that family size did not have a simple linear relationship with educational performance, but rather emerged as a variable that differentiated among groups to varying degrees. Monthly household income, however, did not show a direct positive relationship with academic excellence, reflecting the limited explanatory value of this variable in its nominal form under current economic conditions.