CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The family as an integrated and functional unit of society has for a

considerable period of time captured the attention and imagination of researchers.

A commonly used definition is that of the Census Bureau, “a person and one or

more other persons living in the same household who are related to the

householder by birth, marriage, or adoption” (Census 1990). Desai (2011), defined

the family as a unit of two or more persons united by marriage, blood, adoption, or

consensual union, in general consist of a single household, interacting and

communicating with each other. Similarly, The United States Census Bureau

(2007) defines the family as a relatively permanent group of two or more people

who are related by blood, marriage or adoption and who live under the same roof.

Stephen (1999) defines the family as a social arrangement based on marriage

including recognition of rights and duties of parenthood, common residence for

husband, wife and children are reciprocal economic obligations between husband

and wife.

1
 A traditional family unit consists of parents and their children, all living

together. This is often referred to as a "nuclear family". Obviously, real families

come in many configurations. Parents may be married, or not. they may be a man

and woman, or a single parent. Pauline Kolenda (2012) identity four types of

family, they include nuclear family, supplemented nuclear family, Sub-nuclear

family and supplemented sub-nuclear family. In other words Obi (2013) categories

family into nuclear family and extended family, monogamous family and

polygamous. The type of family that a child comes from either monogamous or

polygamous family usually has impact on the child academic performance..

Over the past 20 years single parent families have become even more

common in the nuclear family. A single parent is a parent who parents alone. It

means there is an absence of the other parent as opposed to a co-parent, meaning

that the parent is not the only parent regardless of whether or not they are a couple.

The death of a partner is a major cause of single parenting. Single parenting can

also result from the breakup or divorce of coupled parents who leave and choose to

not co-parent, thus leaving one parent to raise and support the child on their own

(Encyclopedia, 2011).

The demographics of single parenting show a general increase worldwide in

children living in single parent homes (Jayson, 2009).

2
1.2 Statement of the Problem

Education is assumed to be the great equalizer in our society. There are

inspirational stories of women and men who, after a tough childhood or adulthood

complete their education become successful members of society and are held as

role models. The growth in the number of single-parent families implies that many

children are confronted with the negative effects of single-parenthood every year,

such as economic deprivation, a decrease in the quality and quantity of parental

contact, and a decline in parental support. Not only divorce itself and the period

following it have negative consequences for children, but also already prior to the

divorce such families are often characterized by a smaller amount of resources and

more conflicts. Obviously, this has a detrimental on children’s well-being and

development and, accordingly, on their performance at school.

This study is timely as the performances of pupils at the basic school levels

are declining in recent times. This prompted the researcher to investigate the

prevalence and influence of single parenting on academic performance of

adolescent in primary school. In order to help the research carry out this study, the

following questions were raised

3
1.3 Research Question

For the purpose of the present study, the following questions were raised.

1. What is the prevalent rate of single parents among the pupil of primary

schools?

2. Is there any significant difference between the academic performance of

pupils from single parent homes and those from two parent homes?

3. Is there any relationship between truancy behaviour of pupils from single

parents and children of intact homes?

4. Is there any significant difference between in academic performance of

pupils from single parent home according to gender?

5. Is there any significant difference between in academic performance of

pupils from single parent home according to socio economic status of

parents?

6. Is there any significant difference between in academic performance of

pupils from single parent home according to literacy level of parent?

7. Is there any significant difference between in academic performance of

pupils from single parent home according to location whether rural or urban?

4
1.4 Research Hypotheses

Hypotheses 1

H0: There is no significant difference between the academic performance

of pupils from single-parent homes and those from intact homes.

1.5 Purpose of the Study

The purpose of this study is to find out if there any significant difference in

academic performance of pupils from single parent home according to gender,

socio economic status of parents, location whether rural or urban and literacy level

of parent. The study also wants to know the relationship between truancy

behaviour of pupils from single parents and children of intact homes in the pupil of

primary schools.

1.6 Significance of the Study

This research work will give proper understanding about the effect of single

parenthood on children’s academic performance of primary school pupils in

Oshimilli South Local Government Area, and prevent them from developing

attitude that may affect the child or children academically.

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 It will also enable the government to understand and be able to face the

danger and problem of single parenthood and find ways of curbing this danger that

is eating deep into the fabric of our society.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Concepts Framework

2.1 What is Family?

Desai (2011), defined the family as a unit of two or more persons united by

marriage, blood, adoption, or consensual union, in general consulting a single

household, interacting and communicating with each other. Similarly, The United

States Census Bureau (2007) defines the family as a relatively permanent group of

two or more people who are related by blood, marriage or adoption and who live

under the same roof. Stephen (1999) defines the family as a social arrangement

based on marriage including recognition of rights and duties of parenthood,

common residence for husband, wife and children are reciprocal economic

obligations between husband and wife. A traditional family unit consists

of parents and their children, all living together. This is often referred to as

a "nuclear family". Obviously, real families come in many configurations. Parents

may be married, or not. They may be a man and woman, or a single parent.

7
2.2 Types of Family

Though family is a universal institution, its structure or form varies from one

society to another. Sociologists and anthropologists have mentioned about different

types of families found in different cultures. Classification of families is generally

done on the basis of organization (nuclear and joint), forms of marriage

(monogamous or polygamous), authority (matriarchal or patriarchal) and residence

etc. Classification of families on different basis is given below.

(i) Nuclear Family:

The nuclear family is a unit composed of husband, wife and their unmarried

children. This is the predominant form in modern industrial societies. This type of

family is based on companionship between parents and children.

While discussing the nature of nuclear family in India, Pauline Kolenda

(2012) has discussed additions / modifications in nuclear family structure. She has

given the following compositional categories.

(a) Nuclear family refers to a couple with or without children.

(b) Supplemented nuclear family indicated a nuclear family plus one or more

unmarried, separated or widowed relatives of the parents, other than their

unmarried children.

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(c) Sub-nuclear family is defined as a fragment of a former nuclear family, for

instance a widow/ widower with her/his unmarried children or siblings (unmarried

or widowed or separated or divorced) living together.

(d) Supplemented sub-nuclear family refer to a group of relatives, members of a

formerly complete nuclear family along with some other unmarried, divorced or

widowed relative who was not a member of the nuclear family.

The size of the nuclear family is very small. It is free from the control of

elders. It is regarded as the most dominant and ideal form of family in modern

society. The nuclear family is based on conjugal bonds. The children supposedly

get maximum care, love and affection of the parents in nuclear family. The nuclear

family is independent and economically self-sufficient. The members of nuclear

family also enjoy more freedom than the members of joint family.

(ii) Extended / Joint Family:

The term extended family is used to indicate the combination of two or more

nuclear families based on an extension of the parent-child relationships. According

to Murdck (2011), an extended family consists of two or more nuclear families

affiliated through an extension of the parent-child relationship … i.e. by joining the

nuclear family of a married adult to that of his parents.

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 In an extended family, a man and his wife live with the families of their

married sons and with their unmarried sons and daughters, grand children or great

grant children in the paternal or maternal line. Different types of extended family

are still common in Asia, says Bottomore(2007).

The patrilineally extended family is based on an extension of the father-son

relationship, while the matrilineal extended family is based on the mother-daughter

relationship. The extended family may also be extended horizontally to include a

group consisting of two or more brothers, their wives and children. This

horizontally extended family is called the fraternal or collateral family.

In India, the family weather extended vertically and/or horizontally is called

the joint family. Strictly speaking it is a property-sharing unit. The joint family

consists of a man and his wife and their adult sons, their wives and children and

younger children of the paternal couple, says M.S. Gore (2013). The size of joint

family is very large. Generally, the eldest male is the head of the family. The rights

and duties of the members in this type of family are laid down by the hierarchy

order of power and authority. Children of the joint family are children of all the

male members in the parental generation. Emphasis on conjugal ties (between

husband and wife) is supposed to weaken the stability of joint family. The father-

son relationship (filial relationship) and the relationship between brothers (fraternal

10
relationship) are more crucial for the joint family system than the conjugal

relationship (husband-wife relationship).

(iii) Monogamous Family

A monogamous family is one which is consisted of one husband and one

wife. In this type of family one man has one wife or one woman has one husband

at a given time. Hence a husband and a wife living together constitute a

monogamous family. It is an ideal form of family prevalent widely.

(iii) Polygamous Family

When one man marries several woman or one woman marries several men

and constitute the family, it is polygamous family. Again polygamous family is

divided into two types such as polygynous family and polyandrous family.

(a) Polygynous Family

It is a type of family in which one man has more than one wife at a given

time and lives with them and their children together. This kind of family is found

among Eskimos, African Negroes and the Muslims, Naga and other tribes of

central India.

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(b) Polyandrous Family:

In this types of family one wife has more than one husband at given time and

she lives with all of them together or each of them in turn. Polyandrous families

are found among some Australians, the Sinhalese (Srilankans), the Tibetans, some

Eskimos and the Todas of Nilgiri Hills in India.

2.3 Reason for Have a Family

Davidson (2000) gave 9(nine) reason for have family:

i. Family is your support system

ii. Family loves you in a way no one can

iii. Family gives you a sense of belonging

iv. Your family helps you take decisions

v. Family protects and comforts you

vi. Family lets you grow and learn

vii. Family helps you to celebrate

viii. Family helps pull through failures and makes sure that you’re never lonely

ix. Family is reliable and dependable

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2.4 Family Background and Pupil’s academic performance

No doubt, that it is important to investigate the different aspects of academic

achievement within a specific family situation. However, the family situations

cannot be detached from the general culture (example, societal values, traditions,

attitudes and home environment). Accordingly, one applied aspects of this study is

secondary school students’ performance as influenced by family structure,

functions, values and other psychological dimensions such as parent beliefs.

Lumsden (2004), for example, stated the role of the significant others (parents and

home environment) in students’ academic performance as a main factor which

shapes the initial constellation of students’ attitudes they develop toward learning.

He stressed that “When children are raised in a home that nurtures a sense of self-

worth, competence, autonomy, and self efficacy, they will be more apt to accept

the risks inherent in learning”. Fleming and Gottfried (2004) supported this trend

and emphasized that their study “strongly suggest that parental motivational

practices are causal influences on children’s academic intrinsic motivation and

school achievement”. Accordingly, there was a need to instruct parents on

motivational practices such as encouragement of persistence, effort, mastery of

subject area, curiosity and exploration that are likely to impact on the academic

performance of the student (Gottfried et al., 2004).

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 In fact, the impact of family on students’ motivation and school achievement

is an old issue that was stresses by since 1953. Recent studies in Australia, for

example, had pinpointed the role of social integration in academic integration

(McInnwas, Hartley, Polesel & Teese, 2000). Some of these studies showed that

experiences with peers and family members do influence social and academic

integration in complex ways. The demands, for example, of family and friends

outside the academic institution can limit opportunities for social integration

(Chrwastie and Dinham, 2001). Ryan etal (2000) stressed that despite the fact that

humans are liberally endowed with intrinsic motivational tendencies, the evidence

was now clear that the maintenance and enhancement of this inherent propensity

requires supportive conditions, as it can be fairly disrupted by various unsupportive

conditions.

2.5 Family Financial Situation

Family background can be analytically separated into at least three distinct

components as raised by Coleman (2008). These are: financial (physical) capital

(family income or wealth), human capital (parent education), and social capital

(relationship among actors). With respect to children's educational achievement,

Kim (2002) maintained that, there is a direct relationship between parental

financial and human capital and the successful learning experience of their

children. However, he stressed that while both of these factors are important
14
determinants of children educational success, there remains a substantial

proportion of variation in educational success, which was unaccounted for by these

variables alone. Kim (2002) explained that this variance by what he called the

“social capital” which mediates the relationship between parents' financial and

human capital, on the one hand, and the development of the human capital of their

children on the other. A research conducted using a sample of low-income

minority families, found that mothers with higher education had higher

expectations for their children’s academic achievement and that these expectations

were related to their children’s subsequent achievement in math and reading (Kim,

2002).

The economic deprivation perspective has been given enormous attention by

researchers of African family processes, specifically with regard to single-mother

homes (McLanahan, and Wilson, 2009). Fifty percent of African female-headed

families live below the poverty line, which makes them the most impoverished

group in Africa (Taylor et al., 2000). The proponents of the economic deprivation

perspective argued that the potential effects of single parents is not due to the

physical absence of one parent but to the absence of the economic resources

generated by the absent parent. Therefore, the effects of marital status on child

well- being will be reduced when income is statistically controlled or when

families are matched on income level. For instance, McLeod et al. (2004) argued

15
that parents who experienced income loss became more rejecting of their children

and that their children were at risk for developing feelings of inadequacy

associated with parental rejection. However, the empirical research on the effects

of income has not been adequately tested (Amato & Keith, 2001) nor has it

consistently supported these assumptions for African children.

2.6 Influence of Effective Parent-Teacher Relationship

Parental - teacher involvement has been defined and measured in multiple

ways, including activities that parents engage in at home and at school, plus the

positive attitudes parents have towards their child's education, school, and

teacher. (Epstein 1996). The distinction between the activities parents partake in

and the attitude parents have towards education was highlighted by several recent

studies. Several studies found that increased frequency of activities was

associated with higher levels of child misbehavior in the classroom. (Fendrich,

Izzo, Weissberg Izzo, 1999). Whereas positive attitudes towards education and

school were associated with the child's increased academic performance. This is

according to Bradley & Cox,Rim-Kaufman & penta (2003). Specifically Izzo et

al. (1999) reported that an increase in the parent's school activities, such as

increased number of parent-teacher contacts, was associated with worsening

achievement, as increased contacts may have occurred to help the teacher

16
manage the child's existing behavior problems. The significance of parent

attitudes toward education and school is less well understood, although attitudes

are believed to comprise a key dimension of the relationship between parents and

school (Eccles & Harold, 1996). Parents convey attitudes about education to

their children during out-of-school hours and these attitudes are reflected in

the child's classroom behavior and in the teacher's relationship with the child and

the parents (Kellaghan, Sloane, Alvarez& Bloom 1993). Parent involvement in a

child's early education is consistently found to be positively associated with a

child's academic performance (Hara & Burke, 1998). Specifically, children

whose parents are more involved in their education have higher levels of

academic performance than children whose parents are involved to a lesser

degree. The influence of parent involvement on academic success has not only

been noted among researchers, but also among policy makers who have

integrated efforts aimed at increasing parent involvement into broader

educational policy initiatives. Coupled with these findings of the importance of

early academic success, a child's academic success has been found to be

relatively stable after early elementary school. (Entwisle & Hayduk1988).

Based on previous research, Entwisle & Hayduk (1988) hypothesized that

parents who have a positive attitude towards their child's education, school, and

teacher are able to positively influence their child's academic performance by

17
 two mechanisms: (a) by being engaged with the child to increase the child's self-

perception of cognitive competence and (b) by being engaged with the teacher

and school to promote a stronger and more positive student-teacher relationship.

However, all the studies have not been able to appropriately address the question

of parent- teacher relationships in urban informal settlements. That is where the

researcher will pick their gap and study the hardships faced by parents residing in

the slums and the factors that hinder them from engaging in effective parent –

teacher consultations.

2.7 Family size and Pupil’s Academic Achievement

The family is the basic unit of any society and a stable and well developed

childhood can be guaranteed by a stable family (Olayinka, 2009). The studies by

Eamon,(2005) and Erist whistle,(1986) have come to a consensus that a child

coming from a small family size has higher chances of greater educational

attainment than a child coming from a bigger family and those from single parent

families are likely to be more delinquent because they may be deprived of security,

protection and love that are normally associated with both parents. It is therefore

assumed that absence of either of them is likely to affect the academic success of

the child (Billings, 2011). In a family of many girls, the parent may not be in a

position to provide sanitary towels to all the girls and this may keep them away

18
from school during the menstrual period for fear of spotting their clothes with

menstrual blood. On the other hand, boys are likely to join child labour so as to

cater for the family needs; this in turn may lower their concentration level in turn

affecting their academic achievement.

The family is the first agent of socialization, thus parents are the first role

models of the child, meaning that a child’s character and behavior may be shaped

by the family background (Bysenk & Locksoh, 2011). In a single parent family it

can be quite a challenge with respect to monitoring and getting involved fully in

the academic progress of the child. Lankard (1995) argued that a parent who does

not involve himself or herself in the learning activities of their child contributes a

lot to the destruction of motivation and the ability of their children as a result of

neglect and indifference to their achievements.

Parents of different sex by and large play complimentary roles in raising their

children, which in turn may impact positively on the child during the school going

years. The deprivations experienced by children with single parents have usually

been associated with anti-social behaviors and negative academic records (Ortese,

1998).

The six major categories of parental involvement in education according to

Joyce Epstein, (2002) include parenting skills and child rearing. This is where

there is provision of basic needs. Another one is effective interaction between

19
school and home and home and school. It also involves encouraging learning

activities of school at home by assisting their children with homework and

participating in educational activities and decision making as members of Board of

Management and the Parents Teachers Association.

Parental involvement in whatever form it may take is likely to bring about

positive results (Dixon, 1992). The level of commitment of a parent is very crucial

thus it is better if both parents are committed to the needs of their children

(Vandergrift & Greene, 1992). Diminishing parental involvement has been

attributed to the type of families that we have such as single parent family (Wanat,

1992).The single parent family is often times struggling to deal with many factors

such as shortage of time to accomplish everything and financial constraints. Thus it

is the duty of schools to find out why parents are not participating in the school

activities and advise them appropriately about the importance of their participation

in their children’s academic work (Wanat, 1992).

2.8 Parent’s Level of Education and Pupil Academic Achievement

The parent’s level of educational is an important indicator of a child’s

education and behavioral outcomes (Davis-Kean, 2005). Research also indicates

that the education of the mother is linked positively to children’s academic

outcomes even after controlling for a variety of other social-economic status

indicators such as household income (Duncan and Brook-Gunn, 1997).

20
 If a parent’s educational level is low, it could affect family interaction patterns

and child behavior that might contribute to low academic achievement over time

(Stipek,1998). In addition Davis-Kean, (2005) found out that there is a positive

relation between parent’s level of education and parents’ expectations for their

children’s success. This appears to suggest that parents who are highly educated to

some extent encourage their children to develop high expectations in academic

achievement (Stephen, 1999). The literature reviewed seem to lack information

directed towards parents not appearing supportive towards encouraging their

children to participate in co-curricular activities.

2.9 Parent’s occupation and Pupil’s academic achievement

The parent’s interest, encouragement and occupation have an influence on

student’s performance in the school. According to Yee and Eccles (1988), career

modeling from parents could have an impact on children’s academic development.

For instance mothers who engage in menial jobs are more likely to have less

contact hours with their children and as a result might influence the academic

development of the child. The children of young mothers seem to be at risk due to

the fact that their state may warrant them to leave their children to their

grandparents who may not understand much about education (Frazer, Brockert &

Ward, 2004). Similarly, McLoyd (1989) has observed that, parents who have

financial constraints have children who are living in fear about the future of their

21
education. This may be attributed to the fact that they lack the assurance that fees

will be available for their education as they move to higher levels which often

demand more finance.

2.10 The Concept of Single Parenthood

Single-parenthood can be defined as when one out of two people who is

responsible for the nurturing and child rearing is not available, and the work meant

for two people, is now been carried out by only one person. According to the

Longman Dictionary of Contemporary English, single-parenting is been defined as

a mother or father who looks after children on their own, without the other partner.

Single-parenting can be defined as a situation in which one of the two individuals

involved in the conception of the child is being responsible for the upbringing of

the child (Whitting and Child, (1993); Eshleman, (1981) &Henslim (1985)].

Single-parenthood may arise when either the male or the female decides to produce

and rear a child or children outside wedlock (Ortesse, 1998).

In Nigeria, the existence of single-parenthood was unknown and where they

existed they are ignored as exceptional cases. However, nowadays, they are fast

growing family patterns both inside and outside Nigeria. In Nigeria, among

Yoruba’s, the parental roles are culturally determined and distributed. The

maternal roles are that of child-rearing, home training and playing of

complimentary roles, while the paternal roles are that of economic responsibilities
22
and disciplines of children. The child is morally, mentally upright and emotionally

balances when the caring responsibilities are carried out by both parents. Sociology

of education makes us to know that the family is the first primary social group that

the child first belongs to, come in contact with, and this group has a greater

influence on the child’s physical, mental and moral development. The family lays

the foundation of education before the child goes to school and the personality that

the child takes to school is determined by the home(family), (Maduewesi and

Emenogu, (1997). What makes up a family is the father, mother and kids, not

father and mother alone.

Fadeiye(1985) pointed out that both parents have their own roles to play in

child’s education. The father is to provide every necessary tools for the educational

advancement while the mother is expected to supplement the efforts of the father.

But in the case where the father is absent and the mother is not privileged enough

to cater for all the necessary and basic needs as well as supervising the academic

performance of the child, by checking the academic records of the child or by

going through their class and lesson notes or books everyday. Also giving of

counselling supports when needed, these will affect the educational state or level of

the child. So also, if a child is not well nurtured and mentally assisted, it will also

affect his/her educational outcome. If it were to be a male child, it’s likelihood for

23
the child to be anti-social in nature by joining gangs, also, if it were to be a female

child, there is likelihood for her to become wayward.

According to Nwachukwu (1998), children from single parent homes are

more hostile, hyperactive and aggressive in nature. Many of the problems that

single parents have, are similar as those for two parents family, but these problems

seem more difficult to bear or manage when the home is being tutored by only one

person. For example, all children feel hostile towards their parents as they grow-up

and try to be independent. But in a situation, where the anger and rebellion are all

directed towards one person, it may seem worse, if there is only one to bear it, not

for the two to share. There are some problems that are exceptional, which are only

faced by the single-parents, which make it somewhat difficult to raise children.

These problems include: bitterness towards the absent spouse, loneliness, poverty

and insecurity about raising children alone without a help. For these and some

other reasons, single parents sometimes cling to their children or over-indulge

them.

It is widely believed that children from broken homes have higher incidence

of academics, emotional and behavioural problems than other children from intact

homes. An analysis of data by NAEP(1986)(National Association of Educational

Procurement) data indicated that third graders living with one parent score

considerably lower than third graders living with both parents (Natriello,
24
McDilland Pallas, 1990). Ekstrom et al (1987) cited in Education Reforms and

students at Risk: A Review of the state of the Art – January 1994, find a significant

correlation between single-parent homes and drop out rates for whites and

Hispanics (but not for blacks).

2.12 Theorical Framework

Family theory is concerned with the description and prediction of family

functioning, especially in the face of life’s changes and challenges. Since the death

of a parent typically results in a period of major transitions for families, this

theoretical framework provides cues as to what aspects of family functioning may

play crucial roles in bereaved families. Family theory comprises a number of

different approaches, among the most influential are systems theory, social

exchange theory, symbolic-interactionist theory, family development theory, and

family stress and coping theory (Epstein, Baldwin, & Bishop, 1983). The models

discussed below were selected from this variety of theories because they constitute

the most general approaches. Furthermore, among the family theories, they seem

the most helpful in trying to grasp how families with dependent children deal with

a no normative event such as the death of a parent.

Family systems theory is an adaptation of general systems theory as it

applies to the family system. As a framework, it provides concepts necessary for

25
describing and explaining structural changes in roles, rules, and boundaries. One

crucial assumption of systems theory is that transactional patterns of the family

system shape the behavior of family members and the openness of the family

system (Epstein, Bishop, & Baldwin, 1983). Unfortunately, definitions of openness

that appear in this context often seem to reflect "armchair thinking" rather than

realistic standards for "real families". For example, Herz Brown (1988) defined

openness of the family system as the "ability of each family member to stay

nonreactive to the emotional intensity in the system and to communicate his or her

feelings to the other without expecting the others to act on them" (p. 472). Another

assumption implicit in systems theory is that systems strive to maintain systems

processes as they were (homeostasis) and to maintain the systems structure as it

was (morphostasis). However, Wertheim (1975) suggested that family theory

should put more emphasis on a family’s potential to develop and grow as a system

(morphogenesis).

26
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with the methods and steps used by the researcher to carry

out this study. The methods and procedures adopted in carrying out this study are

described and discussed under the following heading as:

- Design of the study

- Population of the study

- Sample and sampling technique

- Instrument for data collection

- Validation of the instruction

- Reliability of the instruction

- Method of data collection

- Method of data analysis

3.1 Design of the Study

The design for this research work is basically a descriptive survey research

which aims at investigating the effect of single parenthood on the academic

performance of pupils in Oshimili South Local Government Area.

27
3.2 Population of the Study

The total population is publics and privates school pupils and their parent, in

Oshimili South Local Government Area, Delta State. There are 200 Primary

Schools (30 public primary schools and 170 private primary schools).

3.3 Sampling Technique/Sample Size

In this study, the researcher considered simple random sampling technique

as most suitable means of obtaining data. The researcher sampled only 10 percent

of total of number of schools which is 20 schools. For the parent sample the

researcher sampled only two hundred (200) respondent ten (10) respondents for

each school.

3.4 Research Instrument

The instrument used is questionnaire. The questionnaire is structured open-

ended. The advantage of this set of questions is that it enables the respondents to

give straight forward and precise answers. Besides, structured question makes for

easy recording and coding of data. The questionnaire was divided into two parts:

Part A of the questionnaire contained questions on the demography of the

respondent and Part B answered the research questions.

28
3.5 Validity of the Instrument

Validity of data was fortified by allowing experts in statistical analysis to

make useful inputs on the research instruments. The questionnaire construct was

also given to experts in education to scrutinize so as to ensure that the research

instruments were consistent with variables raised in the hypotheses and that they

actually measure the issues under study by the researcher. This therefore improved

without doubt the validity of the research instruments.

3.6 Reliability of the Instrument

In an attempt to measure reliability of the research, the questionnaire was

subjected to a pilot test by distributing 200 copies of the instrument to parents,

teachers and pupils in the selected primary schools in Oshimili South Local

Government Area based on convenience method. The Cronbach Alpha for internal

consistency of the items of the questionnaire was conducted using the reliability

procedure in statistical package. The value ranged from 0-1 hence, the closer the

value of a to 1, the more accepted the reliability of the data.

3.7 Method of Data Collection

Data was collected by administering the questionnaire to the respondents

who are parents and pupils of the selected primary schools in Oshimili South Local

Government Area. It was administered face to face by the researcher to the

29
respondents out of 200 copies of questionnaire distributed to respondents, 200

were retrieved.

3.8 Method of Data Analysis

The data collected was presented in a tabulated form with focus on the

major research questions in order to enable the researcher determine the

results. Data collected for research question were analyzed by use of simple

percentage analysis. The following formular was applied.

f x 100

n 1

Where f = frequency of response

n = number of respondents

The chi-square (x2) were used in testing the hypothesis. The chi-square (x2) is one

of the standardized statistical distribution used in hypothesis testing. It was

developed in 1930 by Karl Person. It enables one to know whether the discrepancy

between the actual outcomes and the expected out-comes could be observed

reasonably. This is to determine if the observed outcome can be attributed to

chance. The formula for chi-square is represented as:

X2 = Σ (0-E)

30
E

Where x2 = Chi-square

E = Expected value

O = Observed value

The degree of freedom is gotten from the rows and columns of a contingency table.

It is given by the number of rows minus one, multiplied by the number of columns

minus one.

DF = (R-1)(C-1) or n–1 as the case maybe. The hypothesis will be at the 95% level

of confidence that is 5% error limit which is 0.05.

Decision Rule

If the calculated chi-square value (x2) is greater than the value gotten from

the chi-square distribution table (x2), then reject Ho which is the null hypothesis

and accept Hi which is the alternative hypothesis. But if the chi-square distribution

table value is greater than the calculated value, then reject Hi which is the

alternative hypothesis and accept Ho which is the null hypothesis.

31
 CHAPTER FOUR

DATA PRESENTAION AND ANALYSIS

4.1 Description of the Sample

Two hundred copies of questionnaires were purposively distributed to the

public and privates school teachers, pupils and their parent, within Oshimili South

Local Government Area, Delta State. However, the two hundred copies of

questionnaire were successfully retrieved. This therefore represents a success rate

of 100%, adequate enough to represent the sample size.

32
4.2 Data Presentation and Research Question Analysis.

Question 1: Is there poor communication between single parent and primary

school pupils?

Table 4.2.1: Poor Communication Between Single Parent and Primary School

Pupils

Nature of Respond Frequency Percentage %

Yes 140 70

No 60 30

Total 200 100

Source: Researcher’s Fieldwork, 2018

The above table reveals that a majority of 140 (70%) of 200 respondents said

‘Yes’ that there is poor communication between single parent and primary school

pupils. While 60 respondents (30%) said ‘No’ that there is no poor communication

between single parent and primary school pupils. Thus, it can be affirmed that

there is poor communication between single parent and primary school pupils.

33
Question 2: Does single parenthood have any effect on the academic performance

of pupils?

Table 4.2.2: Effect of Single Parent and Academic Performance of Pupils

Nature of Respond Frequency Percentage %

Yes 122 61

No 78 39

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the above, it can be observed that a majority of respondents, 122

(61%) said ‘Yes’ that single parenthood have effect on the academic performance

of pupils, while, while 78 (39%) said ‘No’ that single parenthood does not have

effect on the academic performance of pupils. Therefore, it can be asserted from

the responses that majority of respondents (school teachers, pupils and their

parent), within Oshimili South Local Government Area are of the view that single

parenthood has effect on the academic performance of pupils. However, it can

further be deduced from their responses that it is not all pupils from single parent

home are affected by the status of their parent.

34
Question 3: Is there any difference between truancy behavior of children from

single parents and children of intact homes?

Table 4.2.3: Truancy Behavior of Children From Single Parents and Children of

Intact Homes

Nature of Respond Frequency Percentage %

Yes 166 83

No 34 17

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the above table, an overwhelm majority 166 respondents, representing

83% said ‘Yes’ that there is difference between truancy behavior of children from

single parents and children of intact homes, while only 34 (17%) of respondents

said No’ that there is no difference between truancy behavior of children from

single parents and children of intact homes.

35
Question 4: Is there any difference between the academic performance of pupils

from single-parent homes and intact homes?

Table 4.2.4: Academic Performance of Pupils From Single-Parent Homes and

Intact Homes

Nature of Respond Frequency Percentage %

Yes 151 75.5

No 49 24.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the table above, 151 respondents representing 75.5% majority said

‘Yes’ that’ there is difference between the academic performance of pupils from

single-parent homes and intact homes, while 49 respondents representing 24.5%

said ‘No’ that there no difference between the academic performance of pupils

from single-parent homes and intact homes. Thus, it can be affirmed according to

the majority of the respondent’s pupils from intact home are more active and more

responding in learning than single single-parent home.

36
Question 5: Is there relationship between single parenthood and the academic

performance of primary school pupils?

Table 4.2.5: Relationship Between Single Parenthood and Academic Performance

of Primary School Pupils

Nature of Respond Frequency Percentage %

Yes 101 50.5

No 99 49.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

From table 4.3.5 above, 101 respondents representing 50.5% said ‘Yes’ that’

there is a relationship between single parenthood and the academic performance of

primary school pupils, while 99 respondents representing 49.5% said ‘No’ there is

no relationship between single parenthood and the academic performance of

primary school pupils.

37
Question 6: Does parent economic status have any impact on the academic

performance of primary school pupils?

Table 4.2.6: Parent Economic Status and Academic Performance of Primary

School Pupils

Nature of Respond Frequency Percentage %

Yes 182 91

No 18 9

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the above table, an overwhelm majority 182 respondents, representing

91% said ‘Yes’ that parent economic status have impact on the academic

performance of primary school pupils, while only 18 (9%) of respondents said No’

that parent economic status does not impact on the academic performance of

primary school pupils.

38
Question 7: Does single parenthood have more effect on the academic

performance of male pupils than female pupils?

Table 4.2.7: Single Parenthood Effect on the Academic Performance of Male

Pupils and Female Pupils

Nature of Respond Frequency Percentage %

Yes 79 39.5

No 121 60.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the table above, 79 respondents representing 39.5% said ‘Yes’ that

single parenthood have more effect on the academic performance of male pupils

than female pupils, while a simple majority of 121 respondents representing 60.5%

said ‘No’ that single parenthood does not have more effect on the academic

performance of male pupils than female pupils. Thus, it has been affirmed,

according to the majority of the respondent’s female pupils are more academically

effected by single parenthood.

39
Question 8: Does pupils from single parent home involve in extra curriculum

activities?

Table 4.2.8: Pupils From Single Parent Home and extra curriculum activities

Nature of Respond Frequency Percentage %

Yes 61 30.5

No 139 69.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

From the table above, 61 respondents representing 30.5% said ‘Yes’ that

pupils from single parent home involve in extra curriculum activities, while a

simple majority of 139 respondents representing 69.5% said ‘No’ that pupils from

single parent home does not involve in extra curriculum activities.

40
Question 9: Are single parent dedicated to the welfare of their children?

Table 4.2.9: Single Parent and Welfare of Their Children

Nature of Respond Frequency Percentage %

Yes 91 45.5

No 109 54.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

Data shown in table 4.3.9, above indicate that an overwhelming majority of

the respondents (200) representing 54.5% believe that single parent are not

dedicated to the welfare of their children. The above majority position was

however, not shared by the remaining 91 respondents or 45.5% who said ‘no’ that

single parent are dedicated to the welfare of their children.

41
Question 10: Does single parenthood have psychological effect on primary school

pupils?

Table 4.2.10: Single Parenthood and Psychological Effect on Primary School

Pupils

Nature of Respond Frequency Percentage %

Yes 140 70

No 60 30

Total 200 100

Source: Researcher’s Fieldwork, 2018

Data shown in table 4.3.10, above indicate that an overwhelming majority of

the respondents (200) representing 70% believe that single parenthood have

psychological effect on primary school pupils. The above majority position was

however, not shared by the remaining 60 respondents or 30% who said ‘no’ that

single parenthood does not have psychological effect on primary school pupils.

42
4.3 Testing of Hypotheses

This section entails the testing of the different hypotheses that has been

stated earlier in this research work.

The significance of this test is to validate the hypotheses that are found to be

true with both independent and dependent variable having a relationship and

resulting into their acceptance while those tested to be untrue are thereby rejected.

Hypothesis One

H0: There is no significant difference between the academic performance

of pupils from single-parenting homes and those from intact homes.

In order to test this hypothesis and to identify relationships among the data, a

correlation analysis is performed on the relationship between academic

performance of pupils from single-parenting homes and those from intact homes.

43
 TABLE 4.3 .1

Contingency table

Nature of Respond Frequency Percentage %

Yes 49 24.5

No 151 75.5

Total 200 100

Source: Researcher’s Fieldwork, 2018

TABLE 4.3 .2

Computation of x2 for hypothesis one

RESPONS OBSERVE EXPECTE (O-E) (O-E)2 (O-E)2/E

E D D

Yes 49 100 -51 2601 26.01

No 151 100 51 2601 26.01

Total 200 52.02

Source: field survey2018

D.F = (R – 1)(C –1)

44
 = (2 – 1)(2 –1)

= 1X1 = 1

D.F = 1, calculatedx2 = (O-E)2 = 52.02

Criticalx2 = 52.02 at 0.05 error limit less than the calculated value of 7.879

therefore, we REJECT the null hypothesis and ACCEPT the alternative (HI)

hypothesis which state there is a significant difference between the academic

performance of pupils from single-parenting homes and those from intact homes

Numerous studies have found similar results.

4.4 Discussion of the Findings

Findings from this study reveal that there is relationship between single

parenthood and the successful learning experience of their children and the

academic success; it was observed that majority of the respondent agree that there

is significant difference between academic performances of pupils from single

parent home according to socio economic status of parents. Based on responses of

the respondents, it can be argued that single parenthood has more effect on the

academic performance of female pupils than male pupils. Data above show that

there is significant difference between the academic performance of pupils from

single-parent homes and intact homes. The study also reveal that pupils from

single parent home involve in extra curriculum activities.

45
The study reveal that there is a significant different on academic performance of

pupils from single parent home according to gender, socio economic status of

parents, location whether rural or urban and literacy level of parent.

Further it was found that the level of education of parents had a direct and

positive relationship on the academic achievement of their pupils (Ryan and Deci

2000). The education level of parents according to Murray and Fairchil (2009) had

a consistence direct relationship on the pupils cognitive and behavioural outcomes.

On the same line, Iverson and Walberg (2002) concurred that school aged pupils

on a systematic research on educational, psychological and sociological aspects

had the ability and achievement more closely linked to the social – psychological

environment and intellectual stimulation in the home.

46
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

This study on the effect of single parenthood on the academic performance

of pupils in primary school has been ‘carefully’ examined through the collection

and analysis of quantitative data. The finding of the study is that there is direct

relationship between single parenthood and the successful learning experience of

their children and the academic success. These findings supports the claim made

by Kim (2002) when he pointed out that there was a direct relationship between

single parenthood and academic performance of the students. On the other hand

Lacovou (2001) had revealed that children from large families were families were

found to do worse in schools than children from small families. Smith et al (2007)

observed that there was more significantly outstanding academic performance

among the first born children in large families.

5.2 Conclusion

The study found out that single parenthood had a negative relationship with

academic performance and families quality functions had a very supportive

achievement on the children’s academic performance both scholastic educational

attainment and other healthy related issues.

47
 On the issue of socio economic background of parental is was concluded

that the level of education of parents had an impact on their children’s academic

performance. It was also concluded that the educational level of parent had a

consistent direct relationship on the children’s cognitive and behavioral outcomes.

The research revealed that the interaction between the truancy behaviour of

students from single parent homes and those from intact parent homes are

significantly difference from each other. This implies that, there is difference

between the truancy behaviour of students from single parent homes and those

from intact parent homes. It can also be stated as, type of home has significant

influence on truancy behaviour of students.

The research revealed that there is a direct relationship between parental

financial and human capital on the successful learning experience of their children

and their academic success and equally low income of parents had a negative

academic performance expectations on their children.

On matters of family size it was concluded that in most big families the size

of the family had no relationship with the academic performance of their children

but on the other hand it was revealed that children from large families were found

to perform poorly in schools than children from small families.

48
5.3 Recommendation

In view of the findings discussed in this study, the following

recommendations were made;

i. Students of single parenthood should be encouraged on the three basic

dimensions of self-concepts, namely; sense of belonging, sense of worth and

sense of competence. They need a positive identity or an enhanced self-

concept for the overall adjustment.

ii. The researcher recommended that the families should be structured on a

functionality level to avoid single parenthood if academic performance has

to be achieved.

iii. The researcher recommended that parents should endeavour to be also

academically sound if they have to influence their children’s academic

performance.

49
 REFERENCES

Ahuja, G. D. (2000). The impact of family structure on university students'

academic performance.OlabisiOnabamijo University, Ago-lwoye.

Amato, M. (2003), The Effect of Socio-Economic background on the academic

performance of secondary school students.

Amato, P. R., (2007), Effects of Delinquent Environment on Academic

Achievements of Primary six pupils in Army children’s school, The

Nigerian Teachers Today (TNTT).

Battle, D. Butterworth (2005)., Are Fathers Really Necessary to the Family Unit in

Early Childhood? International Journal of Early Childhood, 26(1).

F. J. Nwachukwu (2008), Single-parent Family – An Emerging Family in

Nigeria,Thecounsellor 16(1).

Fadeiye, A. (2015). Influence of single-parenting on the academic achievement of

adolescents in secondary schools: Implications for counseling. Department

of Guidance and Counseling University of Ibadan, Ibadan.

G. Natriello, E. McDill and A. Pallas (2010), Schooling disadvantaged children:

Racing against catastrophe.

50
Henslim, V. (2007). Parental involvement: A sine qua non in adolescents’

educational achievement. Unpublished Doctoral Dissertation, Ludwig-

Maximilians University.

J. Gray and D. Jensen, (2008) Truancy in Secondary Schools Amongst fifth year

pupils QQSE Research Group Educational Research Center, Sheffeild

University, Farring.

Maduewesi, N. and Emenogu, G. 2005)., Single-parenting in Nigeria; Counselling

Concerns and Implications, The Counsellor, 16(1).

Murkey, O., Mumuni, A. and Bowan, A.P. (2004). Demographic factors and

students’ academic achievement in tertiary institutions in Ghana: A study of

Wa Polytechnic. Journal of Education and Practice, 4(20), 76-80.

NAEP(National Association of Educational Procurement) data, (2009).

Nyarko, K. (2011). Parental school involvement: The case of Ghana. Journal of

Emerging Trends in Educational Research and Policy Studies, 2(5), 378-

381.

Ortesse, A.K. (2010). Parental Involvement in Education in Nigeria: The Case of a

Private Elementary School. International Journal about Parents in Education,

4(1), 23-38.

51
Similes, F.Lee H. and Zool N. (2003).Achievement and intellectual functioning of

children in one-parent households.In J. Spence. (Ed.), Achievement and

achievement motives: Psychological and sociological approaches (pp. 205-

284). San Francisco: W.H. Freeman and Company.

Tenibiaje, M. O., (2011). Educational attainment of children from single-parent

families: Differences by exposure, gender, and race. Demography, 25, 221-

234.

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Adapting family policies to global changes in family life.

52
 APPENDIX

Department of Primary Education

National Open University of Nigeria,

Asaba Study Centre
12th May, 2018

Dear Sir/Madam
RE: Erebholo Ezighode Cindy

The above is a student of the Department of Primary Education, Faculty of

Education, National Open University of Nigeria, and currently conducting a

research on the analysis of the effect of single parenthood on the academic

performance among pupils in primary schools.

Please we request that you give him/her all the necessary assistance to elicit

information for the said purpose. Any information given will be treated strict

confidentiality.

Thanks you.

Yours faithfully

H.O.D.

53
 QUESTONNAIRE

INSTRUCTION: Please endeavor to complete the questionnaire by ticking the 

correct answer(s) from the options or supply the information required where

necessary.

This questionnaire is designed to look into the above topic. All information given
will be treated as confidential.
Tick the information you feel is appropriate to you.
SECTION A
PERSONAL DATA OF RESPONDENTS
Tick () any of the boxes that correspond with your status.
1. Sex: male ( ) female ( )

2. Age: 18 below ( ) 19-28 ( ) 29-30 ( ) 40 and above ( )

3. Marital Status: Married( ) single ( ) Divorced ( )

4. Religion: Christianity ( ) Islam ( ) Others ( )

5. Educational Qualification: OND or NCE ( ) HND or B.Sc ( ) M.Sc/

MBA/ PhD ( )

6. Respondent: Parent( ) Teacher( ) Pupil( )

54
SECTION B: Questions on the effect of single parenthood on the academic

performance of pupils in primary school.

NO QUESTION YES NO

1. Is there poor communication between single parent and

primary school pupils?

2. Does single parenthood have any effect on the academic

performance of pupils?

3. Is there any difference between truancy behavior of

children from single parents and children of intact homes?

4. Is there any difference between the academic performance

of pupils from single-parent homes and intact homes?

5. Is there relationship between single parenthood and the

academic performance of primary school pupils?

6. Does parent economic status have any impact on the

academic performance of primary school pupils?

7. Does single parenthood have more effect on the academic

performance of male pupils than female pupils?

8. Does pupils from single parent home involve in extra

curriculum activities?

55
9. Are single parent dedicated to the welfare of their

children?

10. Does single parenthood have psychological effect on

primary school pupils?

56