Single Parenting and Children’s Academic Performance in Primary Schools in Embu East Sub County, Kenya

Abstract

Most single parents are ostracized by their communities, and this has profound impacts on their children’s academic performance. This study is based on the effect of single parenting on the children’s academic performance in primary schools in Embu East Sub County, Kenya. Specific objectives include: investigating the effect of a single parent’s income on the children’s academic performance; examining the effect of a single parent’s educational level on the children’s academic performance; and determining the effect of a single parent’s social support on the children’s academic performance in primary schools in Embu East Sub-County in Kenya. The study was guided by human development theory. The study applied a descriptive survey research design, and 388 respondents were selected using cluster and simple random sampling techniques. Furthermore, 34 key informants, mainly teachers, government officials, and local leaders, are also integrated into the study using purposive and convenient sampling in order to provide in-depth information. Descriptive data analysis was carried out in the form of frequencies and presented in frequency distribution tables, while inferential analysis was also done in the form of correlation and regression. The correlation analysis findings showed that income had a +0.853, education level had a +0.832, and social support had a +0.737 strong and statistically significant correlation with academic performance. Regression analysis also showed that all the social and economic factors had a positive effect on the academic performance of the children. It is recommended that the stakeholders focus on increasing income levels, encouraging educational prospects and accomplishments, and nurturing robust social support systems.