Exploring Academic Performance Among First- And Second-Generation Students: A Comparative Perspective

Abstract

This study compares the academic and behavioral performance of first‑generation and second‑generation students in public higher secondary schools of District Bhakkar, Pakistan. First‑generation students are those whose parents have no formal education, while second‑generation students have parents with at least secondary education. A descriptive research design was used, with data collected through validated questionnaires from 15 principals and 120 teachers across 18 schools selected through stratified random sampling. The study examined ten variables: discipline, classroom behavior, study habits, emotional stability, peer relations, teacher‑student interaction, co‑curricular involvement, parental involvement, communication skills, and academic achievement. Data were analysed using descriptive statistics (mean, percentage, standard deviation) and inferential statistics (independent samples t‑test). Results showed that second‑generation students consistently outperformed first‑generation students across all domains. Teachers reported statistically significant differences between the two groups (p = 0.02), while principals' perceptions, though positive, were not statistically significant. The findings highlight the critical role of parental education, family support, and home learning environment in shaping student success. The study recommends parental awareness programs, targeted mentoring for first‑generation students, and equitable learning opportunities in schools. Future research should include larger samples, student perspectives, and longitudinal designs to further explore generational differences in academic performance.