Family structures and parenting influence on academic performance of pupils in public primary schools in Ng'ombeni-Waa Zone, kwale county, kenya
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Date
2025-06
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Kenyatta University
Abstract
Family structures have changed tremendously over the last 50 years, several variations on the intact nuclear family which was regarded highly by the society as being the ideal family in which to bring up children, have been created. For instance, today we have the single parent family, the extended family, childless family, step families and grandparent families. Some of these families are as a result of the rising cases of divorce and separation, yet the family is the most important social structure that provides social and economic security to its members especially children. The purpose of this study was to determine the influence of family structures on the academic performance of pupils in public primary schools in Ng'ombeni Waa Zone in Kwale County. The objectives were; to examine the influence of broken family structure on academic performance of pupils in public primary schools, to establish the influence of nuclear family structures on academic performance of pupils in public primary schools in and to find out the nature of parental involvement in the academic performance of pupils in public primary schools in Ng’ombeni Zone. The study employed a descriptive survey design that utilized both quantitative and qualitative research approaches. The sample population included 300 pupils, 32 teachers, 32 head teachers, and 1 Quality Assurance and Standards Officer from Ng’ombeni Waa Zone, in Kwale County. Structured questionnaires and interview schedules were among the data collection tools used in the study. The reliability of the instruments was determined using the Pearson Correlation Coefficient. The data was analyzed using descriptive statistics such as frequency distribution tables, pie charts, and bar graphs. Qualitative data were analyzed using themes and sub-themes identified throughout the study. The findings revealed that students from singleparent families or those facing family upheavals such as divorce or separation have worse academic attainment. The study suggests that students from broken family structures have more obstacles in their academic achievement than those from intact homes. Broken homes causes emotional and psychological stress in children, affecting their attention, behaviour, and general academic ability. The report suggests that the Ministry of Education create extensive counselling services within schools to give emotional and psychological assistance to students from broken households. These programs may assist to reduce the detrimental effects on academic achievement by providing a stable and supportive setting.
Description
A research project submitted in fulfilment of the requirement for the award of degree of masters of education (educational administration) in the school of education and lifelong learning of Kenyatta University, June 2025
Supervision:
Dr. Daniel Mange Mbirithi