Influence of family structure on students' academic performance

European Journal <strong>of</strong> Educational Studies 4(2), 2012 


© 2012 Ozean Publication 

INFLUENCE OF FAMILY STRUCTURE ON STUDENTS’ ACADEMIC 

PERFORMANCE IN AGEGE LOCAL GOVERNMENT AREA, 

LAGOS STATE, NIGERIA 

USHIE, M. A.*; EMEKA, J. O., ONONGA, G. I.** OWOLABI, E. O.*** 

Dept. <strong>of</strong> Sociology, University <strong>of</strong> Calabar, Nigeria 

**Dept. <strong>of</strong> Guidance and Counseling, Osun State University, Nigeria 

***Dept. <strong>of</strong> Sociology, University <strong>of</strong> Ibadan, Nigeria 

*E-mail address for correspondence: ushiemike@yahoo.com 

___________________________________________________________________________________ 

Abstract: The home has a great influence on the child’s psychological, emotional, social and economic 

state. This is because the home in the context <strong>of</strong> a child affects his reaction to life situations and his 

level <strong>of</strong> performance. This study examined the influence <strong>of</strong> <strong>family</strong> <strong>structure</strong> on the academic 

performance <strong>of</strong> students in public secondary schools in Agege Local Government Area, Lagos State. 

The stratified sampling technique was used to select 114 students from five public schools, while the 

simple random sampling technique was used to administer the questionnaire. Also, data on students’ 

academic performance was obtained from their scores in four selected subjects <strong>of</strong> English, 

Mathematics, Economics and Biology. Data obtained was analysed using crosstabulation, tables, 

simple percentages, independent samples test and multinomial logistic regression (MLR). The t-test 

result showed that that there is no significant difference in the academic performance <strong>of</strong> students from 

single parent families and those from two parent families (p>0.05), while the MLR result revealed that 

parental socioeconomic background significantly influenced students’ academic performance 

(p


INTRODUCTION 

Academic attainment is an important parameter in measuring success in students. Observations and 

reports have shown that success or high academic achievement has become a herculean task to 

accomplish by students in recent times. Poor academic performance were recorded both at the 

secondary and tertiary levels <strong>of</strong> education in Nigeria (Tenibiaje, 2009). The performance <strong>of</strong> students at 

all levels in educational institutions in Nigeria has attracted much criticisms from all and sundry from 

time immemorial. The decline in the academic performance <strong>of</strong> students in Nigerian Universities had 

been observed by Soyinka (1999), when he observed that University system in Nigeria needed 

restructuring. He went further to say that academic standard had fallen drastically and the quality <strong>of</strong> 

graduates being produced by the nation’s universities is questionable and subject to re-examination. 

Poor academic performance <strong>of</strong> students has been <strong>of</strong> great concern to educationists, guidance and 

counsellors in particular. Despite, all guidance programmes and counseling strategies mounted in 

schools to improve students’ academic performances yet poor performances are recorded yearly. 

Family background is the foundation for children’s development, as such <strong>family</strong> background in terms 

<strong>of</strong> <strong>family</strong> <strong>structure</strong>, size, socio-economic status and educational background play important role in 

students’ educational attainment and social integration (Osunloye, 2008). However, reviewed literature 

indicated that there is an awareness <strong>of</strong> the importance <strong>of</strong> the home environment or <strong>family</strong> on siblings or 

children academic performance. The home has a great influence on the child’s psychological, 

emotional, social and economic state. In the view <strong>of</strong> Ajila and Olutola (2000), the state <strong>of</strong> the home 

affects the individual since the parents are the first socializing agents in an individual's life. This is 

because the <strong>family</strong> background and context <strong>of</strong> a child affect his reaction to life situations and his level 

<strong>of</strong> performance. Family <strong>structure</strong> in terms <strong>of</strong> single and two parent families has been noted in the 

literature to have a significant influence on students’ performance and mental development (Tenibiaje, 

2009; Eweniyi, 2005). This is because providing a supportive learning environment at home requires 

parents’ time as much as financial resources. 

According to Salami and Alawode (2000), the existence <strong>of</strong> single - parents in Nigeria is formerly 

unknown and where they existed they are ignored as exceptional cases. However, nowadays, they are 

fast growing <strong>family</strong> patterns both inside and outside Nigeria. Although there are no available statistics 

<strong>of</strong> single-parent families in Nigeria (Salami and Alawode, 2000), practical experience and newspaper 

reports show that there is an increase <strong>of</strong> single parents in Nigeria. In the western countries, there is a 

growing increase in the percentage <strong>of</strong> adults and children living in single parent households 

(Nwachukwu, 1998). Single-parent families have on average lower income than two-parent families 

and are thus more constrained in ensuring adequate financial resources to meet their children’s learning 

needs. In addition, since single parents must cope with the double responsibility <strong>of</strong> work and childrearing, 

it may be more challenging for them to provide and maintain a supportive learning 

environment for their children (OECD/UNESCO, 2003). Such families according to Children's 

Defence Fund (1994) are faced with the challenges <strong>of</strong> diminished financial resources, assumptions <strong>of</strong> 

new roles and responsibilities, establishment <strong>of</strong> new patterns in intra-familial interaction and 

reorganization <strong>of</strong> routines and schedules (Agulanna, 1999). These conditions are not conducive for 

effective parenting. This is because when the single parent is overburdened by responsibilities and by 

their own emotional reaction to their situation, they <strong>of</strong>ten become irritable, impatient and insensitive to 

their children's needs which may affect children performance in school (Nzewunwah, 1995). This paper 

examines the impact <strong>of</strong> <strong>family</strong> <strong>structure</strong> (i.e. single and two parent families) on the academic 

performance <strong>of</strong> students in public secondary schools in Agege Local Government Area <strong>of</strong> Lagos State. 

In particular, it examines parental socioeconomic background on students’ academic performance as 

well as compares the academic performance <strong>of</strong> students from single parent homes with students from 

two parent homes. 

Theoretical construct <strong>of</strong> the study 

This study anchors firmly on the theory <strong>of</strong> Family Deficit Model (Donahoo, 2003), which sees nuclear 

or two-parent <strong>family</strong> as the ideal <strong>family</strong> <strong>structure</strong> and single parent <strong>family</strong> as a deviant from the ideal 

<strong>family</strong>. According to this model, single-parent families have a negative impact on the child in that it is 

bad for the child’s upbringing and cognitive development. Indeed, children from single-parent families 

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are at greater risk than children in two parent families; even when they have the same academic 

abilities, Thiessen (1997) posited that children from single-parent families are three times more likely 

to drop out <strong>of</strong> high school than children from two-parent families. Likewise, Amato and Keith (1991) 

and Lauer and Lauer (1991) found that children in single-parent families may be at greater risk than 

children <strong>of</strong> two-parent families. Because they are the primary and frequently sole source <strong>of</strong> financial 

support for the <strong>family</strong>, single parents have less time to help children with homework, are less likely to 

use consistent discipline, and have less parental control, and all <strong>of</strong> these conditions may lead to lower 

academic achievement (Astone & McLanahan, 1991; Mulkey et al., 1992). 

The implication <strong>of</strong> this theory to the present study lies on the fact that students’ performance in school 

is mediated by their upbringing which perhaps is influenced by their <strong>family</strong> background. According to 

Fadeiye (1985) in two parent homes, both parents have roles lo play in child education. The father is to 

provide the necessary tools for the educational advancement, while the mother is supposed to 

supplement the father's efforts in this regard. When the father is absent and the mother is not privileged 

enough to cater for all the basic needs as well as supervised the academic performance <strong>of</strong> the child, the 

child will be backward or withdrawn. In similar view, Ortese (1998) noted that when the mother is 

absent and the father is not privileged enough. A single parent faces doubled responsibilities requiring 

time, attention and money <strong>of</strong> the parent. A child from homes where the father and the mother are 

present will be well taken care <strong>of</strong> and socialized in the best way possible. This is due to the fact that the 

process <strong>of</strong> socialization depends on both parents playing complimentary roles in bringing up the child. 

Such a child is likely to achieve self-actualisation later in life; but children from single-parent homes 

are likely to suffer deprivation and denial <strong>of</strong> some rights and opportunities which may have tremendous 

influence on their performance in real life situations. 

MATERIALS AND METHODS 

Research design 

This study made use <strong>of</strong> the survey design which enabled relevant information to be collected from the 

respondents through the use <strong>of</strong> a <strong>structure</strong>d questionnaire and scores in four subjects. 

Sampling procedure 

The study employed the stratified and simple random sampling techniques. The stratified sampling 

technique was used to select one hundred and twenty students both males and females from five 

existing public schools, twelve students were sampled in each class (SS2 and SS3) in each school. This 

meant that in each school, twenty four students (12 males and 12 females) in SS2 and SS3 were 

selected; after which, the simple random sampling technique was used to administer the questionnaire. 

In each selected school and class, permission was taken from head/class teachers to randomly select the 

names <strong>of</strong> the students that would represent the population <strong>of</strong> study from the class register. In all, a total 

<strong>of</strong> 120 copies <strong>of</strong> questionnaire were administered to students in the five selected schools, out <strong>of</strong> which 

114 <strong>of</strong> the questionnaires were properly filled and used for analysis. The scores <strong>of</strong> students were 

provided in line with students randomly selected to fill the questionnaire. 

Data collection procedure 

The study made use <strong>of</strong> both primary and secondary data. The primary data included data on <strong>family</strong> 

<strong>structure</strong> and parental socioeconomic status; whereas, secondary data included data on the academic 

performance <strong>of</strong> students. Data on <strong>family</strong> <strong>structure</strong> and parental socioeconomic status were obtained 

through the administration <strong>of</strong> copies <strong>of</strong> <strong>structure</strong>d questionnaire to students in the five existing public 

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schools in Agege Local Government Area <strong>of</strong> Lagos State. The instrument was divided into two 

sections. Section A measured students demographic and parental socioeconomic background, while 

section B contained a number <strong>of</strong> questions designed to measure the influence <strong>of</strong> <strong>family</strong> <strong>structure</strong> and 

<strong>family</strong> socioeconomic status on students’ performance using a 4 – point likert scale with responses 

ranging from Strongly Agree= SA; Agree = A; Disagree = D; and Strongly Disagree = SD. On 

the other hand, data on students’ academic performance was obtained from their scores in four selected 

subjects <strong>of</strong> English, Mathematics, Economics and Biology examinations <strong>of</strong> first term for the 2010/2011 

academic session. The scores in four subjects were then converted to Z-scores to ensure their reliability 

and validity since they were obtained from different secondary schools (Salami, 2008). Performance 

was therefore assessed using Z-score values where 0 represented an average performance; 1 

represented good performance; 2 represented excellent performance; -1 represented a poor performance 

and -2 represented a very poor performance. The aforementioned subjects were selected because they 

represented compulsory subjects for all the classes (science, commercial, and art classes). The scores 

were collected from head teachers with the permission <strong>of</strong> the principals. 

Method <strong>of</strong> data analysis 

Data obtained from administered questionnaire as well as mean scores <strong>of</strong> students’ performance was 

analysed using tables, simple percentages, cross tabulations, charts independent samples test and 

multinomial logistic regression. The multinomial logistic regression (MLR) was used to predict the 

occurrence <strong>of</strong> student performance using parental socioeconomic variables. The multinomial 

(polytomous) logistic regression is the extension <strong>of</strong> the binary logistic regression. It is used when the 

categorical dependent outcome (in this case, academic performance) has more than two levels (Chan, 

2005; Bayaga, 2010). For example, instead <strong>of</strong> predicting only poor or good performance, we have three 

groups, namely: poor performance, average performance and good performance. In fact it is employed 

when the dependent variable has more than two nominal or unordered categories, in which dummy 

coding <strong>of</strong> independent variables is quite common (Bayaga, 2010). 

The model was however used for this study since most <strong>of</strong> multivariate analysis techniques require the 

basic assumptions <strong>of</strong> normality and continuous data, involving independent and/or dependent variables, 

for this reason, multinomial logistic regression was used where the above assumptions tend to be 

violated (Bayaga, 2010; Kayri and Cokluk, 2010). The application <strong>of</strong> multinomial logistic regression 

arises when an analyst analyses relationships between a non-metric dependent variable and metric or 

dichotomous independent variables (Chan, 2005). In this study, both the dependent and independent 

variables are non-metric or categorical. However, in order to effectively carryout this test, items in the 

questionnaire coded for descriptive analysis were transformed or recoded into dummy variables (the 

independent variables). For instance, questions like the educational background <strong>of</strong> parents (father and 

mother) with seven (7) options were transformed or recoded into two dummy variables <strong>of</strong> no education 

as 0 and educated as 1; occupation <strong>of</strong> parents with four options was transformed into two dummy 

variables <strong>of</strong> skilled as 1 and unskilled as 0; students’ academic performance with five (5) Z-score 

options was transformed into three categorical variables <strong>of</strong> poor performance as 0, average 

performance as 1 and good performance as 2 and so on. 

RESULTS AND DISCUSSION 

Demographic characteristics <strong>of</strong> respondents 

Information on the sex, ages, religion, <strong>family</strong> type and <strong>family</strong> <strong>structure</strong> <strong>of</strong> respondents shows that out 

<strong>of</strong> the 114 respondents in public secondary schools that correctly answered the questionnaire, 19.3% 

were within the ages <strong>of</strong> 12 – 15 years; 65.8% <strong>of</strong> the respondents were within the ages <strong>of</strong> 16 – 19 years, 

while 14.9% were within the ages <strong>of</strong> 20 -23 years. No student was above 23 years. This implies that 

85% <strong>of</strong> the respondents are adolescents within the ages <strong>of</strong> 12 -16. In addition, information on the 

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religion indicated that respondents were more <strong>of</strong> Christians, that is, 64.9% were individuals borne <strong>of</strong> 

Christian parents, while 35.1% emanated from Muslim parents. Furthermore, the <strong>family</strong> size (in terms 

<strong>of</strong> number <strong>of</strong> children) <strong>of</strong> the respondents implied that majority emanated from homes <strong>of</strong> 3 – 5 children 

(77.6%). It also showed that 16.7% came from homes with 6 children, while 9.6% came from homes 

with children above 6. This implies in essence that majority <strong>of</strong> the respondents are from medium size 

families. The <strong>structure</strong> <strong>of</strong> families revealed that 28.1% were from single parent families comprising <strong>of</strong> 

either only the father or mother, while 71.9% constituted two parents families that is families where 

both parents are still together. This therefore implies that majority <strong>of</strong> the studied population are from 

families with both parents. Family type showed that 70.2% <strong>of</strong> the respondents were from monogamous 

families, while 29.8% were from polygyny families. 

Parental socioeconomic background 

Information on the socioeconomic (SES) background <strong>of</strong> parents (both father and mother) in terms <strong>of</strong> 

level <strong>of</strong> education, occupation and income is displayed in table 1. The table shows that 4.4% <strong>of</strong> the 

fathers had no formal education, while 795.6% had formal education. Also, the educational levels <strong>of</strong> 

mothers indicated that 6.1% were illiterate, that is they had no formal education, while 93.9% were 

literates. This information implies that over 95% <strong>of</strong> both parents are literates. Information on the 

occupation <strong>of</strong> father and mother showed both parents were more <strong>of</strong> skilled workers. The result further 

revealed that mothers comprised a greater proportion <strong>of</strong> the unskilled workforce. The income 

distribution <strong>of</strong> parents’ implied that 72% <strong>of</strong> both parents earned above N100, 000 monthly, which 

perhaps can be said was to be connected to their educational qualifications and nature <strong>of</strong> occupation. 

Academic performance <strong>of</strong> students 

The performance <strong>of</strong> students as depicted in the fig. 1 revealed that 4.4% <strong>of</strong> the respondents performed 

badly; 32.5% had poor performance; 31.6% had an average performance; 21.1% <strong>of</strong> the respondents 

across the five schools had good performance, while 10.5% performed excellently. In general, the 

information showed that respondents in the five schools performed above average with 63.2%. 

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Family <strong>structure</strong> and academic performance <strong>of</strong> students 

The performance <strong>of</strong> students between two types <strong>of</strong> <strong>family</strong> <strong>structure</strong>s that is single parent families and 

two parent families is presented in table 1. A single parent <strong>family</strong> according to Tenibaije (2005) and 

Eweniyi (2005) is one that is composed only <strong>of</strong> father or mother due to various reasons <strong>of</strong> death <strong>of</strong> a 

parent, divorce, separation and dissertation, while a two parent <strong>family</strong> is the direct opposite. The table 

indicated that out <strong>of</strong> the 36.8% respondents who performed poorly, 11.4% were from single parent 

families, while 25.4% were from two parent families; information on above average and good 

performances showed that 8.8% and 5.3% were from single parent families, while 22.8% and 15.8% 

were from two parent families respectively. Respondents with excellent and brilliant performances 

revealed that 2.6% and 7.9% came from single parent and two parent families respectively. This 

therefore indicates that respondents from two parent families have better performance than their 

counterparts from single parent families. The reason for this is not far-fetched, as these category <strong>of</strong> 

respondents enjoy the company and assistance <strong>of</strong> both parents, as such are mentally stable than their 

counterpart from single parent families who may lack the necessary parental assistance mostly if the 

<strong>family</strong> is that <strong>of</strong> father. This result corroborates those <strong>of</strong> Nzewunwah (1995) when he observed a 

significant difference between children from single parent families and those from two parent families 

in terms <strong>of</strong> attitude to examination malpractices, attitude to studies and academic performance. He 

attributed this to the fact that life in a single parent <strong>family</strong> can be traumatic and children brought up in 

such <strong>family</strong> <strong>structure</strong> <strong>of</strong>ten suffer some emotional problems, while those raised in two parent <strong>family</strong> 

<strong>structure</strong> are <strong>of</strong>ten stable emotionally thereby making them less anxious in the pursuit <strong>of</strong> their 

academic work. 

Family 

<strong>structure</strong> 

Table 1: Family Structure * Academic performance Crosstabulation 

Poor 

performance 

Academic performance 

Average 


Good 


Excellent 


Total 

Single parent 

<strong>family</strong> 

Two parent 

<strong>family</strong> 

13 10 6 3 32 

11.4% 8.8% 5.3% 2.6% 28.1% 

29 26 18 9 82 

25.4% 22.8% 15.8% 7.9% 71.9% 

Total 42 36 24 12 114 

Source: Fieldwork, 2011 

36.8% 31.6% 21.1% 10.5% 100.0% 

Academic performance <strong>of</strong> students from single and two parent families 

The academic performance between students from single and two parent families was tested using 

independent samples test. The t-test result in table 2 showed that calculated t-value <strong>of</strong> 1.279 was less 

than the p-value <strong>of</strong> 0.205, meaning that that there was no significant difference in the academic 

performance <strong>of</strong> students from single parent families and those from two parent families. 

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Table 2: Independent samples test <strong>of</strong> the difference in academic performance 

Variables N Mean SD t-cal Sig df 

Students <strong>of</strong> single parent families 32 0.19 0.96 1.279* 0.204 112 

Students <strong>of</strong> two parent families 82 0.10 1.11 

*Difference between means is insignificant at 5% alpha level 

Parental socioeconomic background on students’ academic performance 

Multinomial logistic regression was used to find out the effect <strong>of</strong> parental socioeconomic background 

on students’ academic performance (table 3). The result indicated that the overall test <strong>of</strong> relationship 

(between the dependent and independent variables) based on the statistical significance <strong>of</strong> the final 

model chi-square in the table 3.1 (model fitting information) showed that the probability <strong>of</strong> the model 

chi-square (66.782) was 0.001, less than the level <strong>of</strong> significance <strong>of</strong> 0.05 (i.e. p


Observed variables 

Poor 


Table 3.3: Classification 

Average 


Predicted 

Good 


Percent Correct 

Poor performance 48 3 4 87.3% 

Average performance 20 8 6 23.5% 

Good performance 13 1 11 44.0% 

Overall Percentage 71.1% 10.5% 18.4% 58.8% 

In addition, the goodness <strong>of</strong> fit result (table 3.4) shows that the model adequately fits the data with; as 

the p-values (sig) >0.05. 

Table 3.4: Goodness-<strong>of</strong>-Fit: parental socioeconomic background 

Chi-Square df Sig. 

Pearson 12.590 16 .702 

Deviance 10.848 16 .819 

The relationship <strong>of</strong> independent and dependent variables using the likelihood ratio test (table 3.5) 

revealed that among the predictor variables used in the model to predict the probability <strong>of</strong> the 

dependent variable, only father’s occupation (X 2 = 12.372, p


DISCUSSION 

Contrary to what the literature and the theory <strong>of</strong> Family Deficit Model holds, the results <strong>of</strong> this study 

have apparently shown that the academic performance <strong>of</strong> students from single parent families and their 

counterparts from two parent families does not vary. This is because most single parent families are 

able to meet up with the educational needs <strong>of</strong> their children; in such home, the father or mother could 

be more concerned about the needs <strong>of</strong> the child since the second partner is not available. This is implies 

that the performance <strong>of</strong> students depends on their individual build up and aspirations in life, as students 

from single parent families compete and even do perform better in most cases than their counterpart 

from two parent families. As such, the father or mother though over burden and under immense home 

demands, keeps to time and tries to be at home with the children mostly at their adolescents. Perhaps, 

depending on the income, most children from single parent homes are sometimes sent to boarding 

schools, and all their needs provided. This result though contradicts findings in the literature, but 

somehow confirms the findings <strong>of</strong> Uwaifo (2008) that children raised in two-parent <strong>family</strong> <strong>structure</strong> are 

<strong>of</strong>ten stable emotionally and they suffer less emotional problems thereby making them less anxious in 

the pursuit <strong>of</strong> their academic work. However, he noted that this situation might not be true all the time 

since there are some children in single parent <strong>family</strong> <strong>structure</strong>s who still perform academically better 

than children from two parent <strong>family</strong> <strong>structure</strong>. 

Furthermore, the result indicates that students’ academic performance is significantly influenced by 

parental socioeconomic backgrounds. This indeed is true as the socioeconomic status <strong>of</strong> parents in 

terms <strong>of</strong> income, education, nature <strong>of</strong> occupation and position in the society determine the type <strong>of</strong> 

attention and involvement they have with their children. The socio-economic status (SES) <strong>of</strong> parents is 

an important explanatory factor associated with health, cognitive and socio-emotional outcomes <strong>of</strong> 

students. When parents are educated, they are poised to making sure their children equally follow 

same; these categories <strong>of</strong> parents are more aware <strong>of</strong> the educational requirement <strong>of</strong> their children and 

can make sacrifices for them. Parents that earn big salaries can effectively take responsibilities <strong>of</strong> their 

children’s education compared to parents that earn meager salaries. Perhaps, the financial and moral 

support a child gets from his/her parents’ influences him psychologically, which is reflected in his 

performance in school. 

This finding also agrees with the report <strong>of</strong> OECD/UNESCO (2003) that <strong>family</strong> characteristics are a 

major source <strong>of</strong> disparity in students’ educational outcomes. More <strong>family</strong> financial resources, which 

are associated with parents’ occupation and educational attainment, <strong>of</strong>ten imply increased learning 

opportunities both at home and in school. Better-educated parents can contribute to their children’s 

learning through their day-to-day interactions with their children and involving themselves in their 

children’s school work. However, the significance <strong>of</strong> the socioeconomic variables in predicting 

changes in students’ performance identifies father’s occupation and parental income as the most 

important and significant factors. Father’s nature <strong>of</strong> occupation which indeed determines his take home 

income and time they would have with their children, impacts on students’ upbringing; as a father who 

brings home fabulous salary and has little time to spend with his children, is able to interact with them 

and in the process help children in resolving their school needs. According to Bloom (1980), children's 

academic success is influenced by the interrelationships among high parental educational and 

occupational aspirations. 

CONCLUSION/RECOMMENDATIONS 

The result <strong>of</strong> this study indicates that <strong>family</strong> <strong>structure</strong> does not determine students’ academic 

performance, but parental socioeconomic background. This is because, irrespective <strong>of</strong> the <strong>family</strong> 

<strong>structure</strong>, students whose parents have better jobs and higher levels <strong>of</strong> educational attainment and who 

are exposed to more educational and cultural resources at home tend <strong>of</strong> have higher levels <strong>of</strong> literacy 

performance. In order to improve students’ academic performance and reactions to life situations 

irrespective <strong>of</strong> their <strong>family</strong> <strong>structure</strong>, parents are encouraged to have <strong>family</strong> size they can adequately 

cater for, while government among other things is encouraged to provide schools with adequate 

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learning materials in order to breach the gap between the rich and the poor in the society so as to give 

students’ from poor homes the opportunity to learn and improve on their performances. Also, 

counsellors are advised to provide the necessary assistance and psychological support for students from 

different <strong>family</strong> background so as to overcome their emotional problems and improve academic 

performance. 

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