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چکیده
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Abstract This research paper delves into the correlation between the social class of students and their engagement levels within the classroom environment, utilizing data gathered from two distinct educational institutions characterized by differing socio-economic backgrounds. School A, which serves a predominantly higher social class, demonstrated a notable trend where students engaged promptly and were proactive in seeking clarifications by posing questions. Conversely, School B, located in a suburban setting that primarily accommodates a lower social class, exhibited a tendency among students to display shyness and opt for non-traditional methods of support when encountering academic challenges. These observations highlight the complex ways in which socio-economic status influences student interaction and participation in the learning process. The contrast between the assertive engagement seen in students from a higher social class and the more reserved behavior of students from a lower social class underscores the importance of considering a broad array of factors, including cultural background, parental engagement, and the dynamics between teachers and students, in understanding these behaviors. This study illuminates the profound impact that socio-economic factors can have on educational engagement and suggests that a holistic approach to educational strategies is necessary.
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