Effects of Family Structure on the Academic Performance of Children: A Case Study of Ayeduase R/C Junior High School in the Kumasi Metropolis, Ghana

Abstract

In today’s competitive global setting, pupil’s performance is an important element of the school’s achievement. Pupil’s performance can significantly be affected by range of variables. Researches depict family structure as a salient variable. This study looked at the family structure of Junior High School pupils in Ayeduase Sub-Metro of Kumasi and their academic performance. The objectives were to assess the difference in relationship between the academic performance of children from single-parent families and two parent families and also to determine the difference in parental involvement in children’s academic performance. The research utilized a case study of 80 J.H.S. students in Ayeduase Sub-Metro, Kumasi between the ages of 12–18 years who were sampled by using stratified sampling technique. The sample consisted of all J.H.S 1, J.H.S 2 and J.H.S 3 students in order to maintain reliability. Chi-square test of independence was used in testing the first research hypothesis which was to determine the relationship between children in single-parent families and two parent families (family structure) and the dependent variable (academic performance). The result of the study indicated that, there was no significant difference in relationship between children from single-parent and two parent families (family structure) as independent variable and academic performance of pupils (p=0.791) as the dependent variable. The finding of this study provided evidence that family structure indicated no significant effects on academic performance of children. The study recommends that further studies should be carried out to include other family factors. Chi-square test of independence was used in testing the second hypothesis which was to determine the difference in parental involvement in children’s academic performance. The result of the study also indicated that, there was a significant difference in parental involvement in children’s academic performance (p=0.223).