Influence of Single Parenthood Family Structure On Pupils Academic Achievement in Primary School in Egbeda Local Government, Oyo State (Published)
The purpose of this research was to assess how the family structure, specifically single parenthood, impairs the performance of primary school age children in the area of Egbeda Local Government in the Oyo State. The study was a descriptive survey which assisted in the collection of data from 200 students drawn randomly from each of four schools. The study compiled all gathered data from both sets of materials – structured questionnaire and schools’ files – and appropriate statistical treatments in terms of analysis were conducted. Results revealed that academic achievement of majority of pupils could be classified as moderate level of performance and mean girls’ performance was better than boys. Hence, the study demonstrated that academic performance of pupils whose parents lived separately was less than that of the students from nuclear families. However, an analysis of some pupils from reconstituted family revealed that they scored very high in their performance inclusive of the aspects like poverty, resilience, parental involvement, and school inclination. It is thus the case that the learning culture of single paternity has adversely affected the learners’ scholastic achievement. Part of the recommendations that can be made therefore is to suggest strategies that inherently exist within school teaching programs, which are focused on the child. They can be as ways of solving the problem – first, strategies that place the welfare of the child and issues of gender in particular, in the course of why children go to school, second, strategies that actively involves parents in the learning experiences of their child, third, and pushing for better legislation and/or working policies that support singlehanded families. This study aims at advancing knowledge in the field of the topic of family pattern as a contributor to the grade of attainment in education in Nigeria, more specifically, in primary school therefore calling the educationist and all the stakeholders as one.
Keywords: Academic Achievement, Gender differences, Single Parenthood, educational support, primary school pupils