Magara - The Influence of Single Parenting On Students' Academic Achievement in Selected Secondary Schools in Taveta Sub-County, Taita Taveta County, Kenya.

THE INFLUENCE OF SINGLE PARENTING ON STUDENTS’
ACADEMIC ACHIEVEMENT IN SELECTED SECONDARY

SCHOOLS IN TAVETA SUB-COUNTY, TAITA TAVETA COUNTY,
KENYA.
MAGARA PAULINE KERUBO
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION IN SOCIOLOGY OF EDUCATION,
UNIVERSITY OF NAIROBI.
2017
i
DECLARATION
I declare that this is my original research project work and has not been presented for a
degree, in any other university or institution.
MAGARA PAULINE KERUBO
E56/63846/2013
SIGNATURE…………………………………………… DATE……………
This research project report has been submitted for examination with my approval as a
university supervisor
PROFESSOR LUCY W. KIBERA, PhD.
SCHOOL OF EDUCATION
UNIVERSITY OF NAIROBI
SIGNATURE…………………………………………. DATE……………
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ACKNOWLEDGEMENT
I am greatly indebted to the Almighty God for giving me an opportunity to pursue this
course and the strength to undertake this project. My sincere gratitude also goes to my
supervisor Prof. Lucy Kibera, Department of Education Foundations, University of
Nairobi for her guidance and support in the development and completion of this project.
My heartfelt gratitude goes to my entire family members for their moral, emotional and
financial support. In particular I thank my father Nicholas Magara for his constant
support and encouragement. In addition, my appreciation goes to my brothers Victor
Magara, Cliff Magara, my sister Emily Magara, my son Ryan Magara, friend Ruth
Nyabwari, Eric Karua and Ben Onderi my cousin for their overwhelming support.
Special thanks are extended to my fellow students in the department of Education
Foundations class for their suggestions, advice and encouragement. In addition I thank all
the lecturers in the Department of Education Foundations, University of Nairobi for their
valuable guidance and support.
Further, I acknowledge the entire staff of Eldoro Girls high school, Timbila Boys high
school, Ngutini Secondary and Njoro Secondary and all the students who participated in
the study by responding to the questionnaire and their unwavering support.
My sincere appreciation also goes to Stanley, Faith and Eric for the assistance they gave
in typesetting my work.
Finally i praise the name of the Lord, my light, my guide, source of my knowledge and
strength.
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DEDICATION
I dedicate this research project report to my entire family members; my son Ryan Magara
my father Nicholas Magara, my brothers Victor Magara and Cliff Magara and my sister
Emily Magara for their kindness, love, prayer and support throughout my studies. May
the almighty God highly reward all of them.
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TABLE OF CONTENTS
DECLARATION ............................................................................................................................. ii
ACKNOWLEDGEMENT .............................................................................................................. iii
DEDICATION ................................................................................................................................ iv
LIST OF TABLES ......................................................................................................................... vii
LIST OF FIGURES ........................................................................................................................ ix
ABSRACT ....................................................................................................................................... x
CHAPTER ONE: INTRODUCTION .............................................................................................. 1
1.1 Background to the study ........................................................................................................ 1

1.1 Statement of the problem ....................................................................................................... 5
1.2 Purpose of the study ............................................................................................................... 6
1.3 Objectives of the study........................................................................................................... 6
1.4 Research questions ................................................................................................................. 7
1.5 Significance of the study ........................................................................................................ 7
1.6 Basic assumptions of the study .............................................................................................. 8
1.7 Limitations of the study ......................................................................................................... 8
1.8 Delimitations of the study ...................................................................................................... 8
1.9 Definition of Significant Terms ............................................................................................. 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE ....................................................... 10
2.1 Introduction .......................................................................................................................... 10

2.2 Parental involvement and academic achievement of their children. .................................... 10
2.3 Parent’s level of education and students’ academic achievement........................................ 11
2.4 Parent’s occupation and student academic achievement ..................................................... 12
2.5 Family size and student academic achievement .................................................................. 12
2.6 Theoretical framework ......................................................................................................... 13
2.7 Conceptual framework ......................................................................................................... 14
2.8 Summary of related literature review................................................................................... 15
CHAPTER THREE: RESEARCH METHODOLOGY ................................................................ 16
3.1 Introduction .......................................................................................................................... 16

3.2 Research Design................................................................................................................... 16
3.3 Location of the study ........................................................................................................... 16
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3.5 Sampling Techniques and Sample Size ............................................................................... 17
3.6 Research Instruments ........................................................................................................... 17
3.7 Instrument Validity .............................................................................................................. 18
3.8 Reliability of Instrument ...................................................................................................... 18
3.9 Data collection procedure .................................................................................................... 19
3.10 Data analysis techniques .................................................................................................... 19
3.11 Ethical considerations ........................................................................................................ 19
CHAPTER FOUR: DATA ANALYSIS, INTERPRETATION AND DISCUSSION .................. 20
4.1 Introduction .......................................................................................................................... 20

4.2 Response rate of the respondents ......................................................................................... 20
4.3 Demographic characteristics of student respondents ........................................................... 21
4.4 Family types of student respondents .................................................................................... 23
4.5 Single parents’ level of education and its influence on students’ academic
performance ......................................................................................................................... 33
4.6 The source of income of single and both parents family structures ..................................... 38
4.7 Family size of a single parent and their children’s academic achievement ......................... 47
CHAPTER FIVE: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ...................... 53
5.1 Introduction .......................................................................................................................... 53

5.2 Summary of the study findings .......................................................................................... 53
5.3 Conclusions .......................................................................................................................... 55
5.4 Recommendations ................................................................................................................ 56
5.5 Areas of Further Research ................................................................................................... 57
REFERENCES .............................................................................................................................. 58
Appendix 1: Letter of Introduction ................................................................................................ 61
APPENDIX 2: Questionnaire for form 3 students ......................................................................... 62
APPENDIX 3: Questionnaire for teachers..................................................................................... 66
APPENDIX 4: permit for data collection ...................................................................................... 69
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LIST OF TABLES
Table 1.1: Average KCSE performances in Taita Taveta County between (2012-2016) ................ 5
Table 4.1: Response rate of participants by teachers and students ................................................ 19
Table 4.2: Demographic characteristics of the students’ respondents ........................................... 20
Table 4.3: Demographic characteristics of teacher respondents and school size........................... 21
Table 4.4: Source of inspiration in students’ lifein single and both parent family ........................ 23
Table 4.4.1 Source of inspiration in student’slife………………………………………………...23
Table 4.5: Frequency of times parents assisted their children with school related activities by
family type structures ................................................................................................... 24
Table 4.6: Statements on discipline among students by family type structures ............................. 26
Table 4.7: Teachers response on parents’ attendance to academic functions in schools ............... 29
Table 4.8: Teachers’ responses on frequency of assistance given by single parents to their
children on academic work .......................................................................................... 30
Table 4.9: Educational level of parents by father and mother ....................................................... 33
Table 4.10: Statements about the support parents gave to their children with regard to
education by family type structure ............................................................................. 35
Table 4.11: Teachers’ responses on the influence of parents’ educational level on students’
academic performance ................................................................................................ 37
Table 4.12: Source of income of single and both parents family structures by type of
occupation .................................................................................................................. 38
Table 4.13: Persons who pay students’ school fees ....................................................................... 39
Table 4.14: Frequency of access to personal effects to students by family type structures ........... 40
Table 4.15: Access to learning materials by students by family type structures ........................... 42
Table 4.16: Students’ responses on strategies used by parents to motivate them .......................... 44
academically by family type structure ........................................................................ 44
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Table 4.17: Students attitude towards learning by family type structure ....................................... 46
Table 4.18: Students’ opinion on the effect of parents’ occupation on their academic
achievement by teacher respondents .......................................................................... 47
Table 4.19: Number of siblings by single and two parent family structure ................................... 49
Table 4.20: Number of relatives by single and two parent family structure .................................. 50
Table 4.21: Level of attention given to students by single and both parent family structure ........ 51
viii
LIST OF FIGURES
Figure 2:1 Conceptual framework on the influence of single parenting on children’s academic
performance ........................................................................................................................ 13
Figure 4.1: Family types of student respondents .................................................................................. 22
Figure 4.2: Student’s responses on the influence of single parenting on their involvement on
students’ academic achievement ......................................................................................... 28
Figure 4.3: Teachers’ perceptions on the effect of Single parenting and parental involvement on
students’ academic achievement ......................................................................................... 31
Figure 4.4: The influence of Two-parent family on student’s academic achievement ......................... 32
Figure 4.5: Students’ responses on the influence of learning materials on academic achievement ...... 43
Figure 4.6: Students’ responses on the influence of single parenting on motivation of students
towards academic achievement. ........................................................................................ 52
Figure 4.7: The influence of parenting by two parents on children’s motivation towards academic
achievement ....................................................................................................................... 53
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ABSRACT
This study had a purpose of finding out the influence of single parenting on students’
academic achievement in selected secondary schools in Taveta Sub-county. The
objectives of the study were to establish how single parenting affected parental
involvement in their children’s education, influence of single parent’s level of education,
parents’ occupation and family size on their children’s academic achievement. The study
employed an exploratory research design and targeted 800 Form 3 students, 115 teachers
from Taveta sub-county. A sample of 80 students from Form 3 class which formed 10%
of total population were randomly selected. Some 34 teachers out of 115 constituting
30% were also randomly selected. The researcher employed the use of questionnaires as
the main data collection instrument. The data collected was analyzed using descriptive
statistical methods. The resultant data were presented in tables, frequencies, percentages
and charts. The study found that parental involvement in students’ academic achievement
was very crucial to academic performance. For instance, 41 percent of students with a
single parent indicated that their parents were rarely fully involved in their school work
compared to 16 percent of students with both parents who said that their parents rarely
involved themselves in their academic work. Concerning discipline, 28 percent of
students with single parents agreed that their teachers always complained about their
behavior compared to 11 percent of students with both parents who also agreed that their
teachers always complained about their behavior implying that discipline and academic
achievement goes hand in hand. The results obtained revealed that parents’ level of
education had a direct correlation with students’ academic achievement. Some 65 percent
of the student respondents strongly agreed that educated parents were more involved in
their children’s education. The study found out that most single parents were most of the
time busy in their occupations thus leaving them with inadequate time to monitor their
children’s academic progress. Similarly, only 6 percent of student respondents from
single parents indicated that their parents always rewarded them for performing well
academically compared to 8 percent of students with both parents. The results also
showed that the size of the family has a direct effect on a student’s academic
achievement, the bigger the family size the lesser the level of attention given to the
children. For instance, 53 percent of students from single parents agreed that their large
family sizes contributed negatively to their academic achievement compared to 42
x
percent of students with both parents. Further, 15 percent of students with single parents
also agreed that their needs were always met compared to 26 percent of students with
both parents whose needs were always met by their parents. The study has recommended
that the school management should encourage single parents to be involved in their
children’s academic matters. Relevant bodies like the Ministry of Education should
enlighten the parents and the society on the importance of education. The Government
should educate parents on the need for proper planning of families because parents with
smaller families are more likely to give maximum attention to their children’s academic
work and overall welfare. Further, a study should be carried out to establish the influence
of single parenting on child’s development and interaction dynamics in the classroom
between teachers and children.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study

Shariff (2011) referred to education as the process by which an individual develops
knowledge, skills, habits and attitudes that are expected to enable one become a good
citizen. According to Plato, education is the transfer of knowledge from one generation to
another and it is when an individual can be said to have acquired discipline.
(Plato,428/427-348/347BC).
The Academic achievement of students at various levels of education and particularly at
basic level can be predicted through many factors such as institutional factors, social
economic factors, motivation factors and the family which is considered as a primary
agent in terms of socialization (Olayinka, 2015). Horton and Hunt (2004) define
socialization as a life learning process in which individuals or groups of people interact
and learn social norms and develop human characteristics. The agents of socialization
include the family, school, peers and the media among others. The family plays a major
role during socialization, because a baby is completely dependent on others especially
family members in order to survive. Parents in particular are responsible for teaching us
to function, care for ourselves and how to fit in the outside world from infancy and
through the years of basic education (Horton and Hunt, 2004).
This study therefore focused on the influence of the family and in particular single
parenting on academic performance of secondary schools in Taveta Sub-County. In most
cases life with only a single parent is often seen as a risk factor (Olayinka, 2009) but in
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the recent years single parenting has continued to become a common thing, thus making
it a focus of study in relation to its influence on academic performance of learners.
Studies on the role of the family on academic achievement by learners has been carried
out using two types of family models namely: family deficit model and risk factor
protective factor model (Black Family Initiative, 2015). According to family deficit
model, single parent families have a negative impact on children simply because they do
not have a nuclear family structure. The model begins with an assumption that single
parenting is bad for children thus overlooking other factors which have an influence on
academic achievement. On the other hand, the risk and protective factor model by
Schumaker, Smith Slep and Heyman (2001) have a contrary idea as it views that all
families have advantages and disadvantages.
Nevertheless, observations have shown that students from single parent families are at a
greater risk of not performing well academically compared to other types of families,
despite the fact that they may have equal intellectual abilities (Lankard, 1995). They are
likely to have higher chances of dropping out of school due to financial constraints. This
may be attributed to the fact that the single parent may not be in a position to provide all
the basic needs for the family and the child may be forced to drop out of school to assist
the parent financially (Stipek, 1998). The single parents again may not be in a position to
monitor the academic progress due to their busy schedule as they spent most of their time
trying to earn a living thus leaving them with inadequate and quality time to give their
children guidance in discipline and academic matters (McLanahan, 1994).
In the united States, the percentage of single parent families has tripled in the past 50
years and has continued to be larger among the Latino and African American families
2
when compared to the general population (US Census, 2010). In the year 2000, 27
percent of all US children were living in single parent families, the vast majority of these
single parent homes were headed by women (Sigle-Rushton and McLanahan, 2007).
Many authors have documented differences between children raised in father absent
and father present homes. Research has shown that father absent children graduate from
high school and attend college at a lower rate (Sigle-Rushton and Mclanahan, 2004). In
addition they perform worse academically and are more likely to use drugs respectively
compared to children from homes where father is present (Bain, Boersma and Chapman,
1983). Increase in the number of single parent families may mean that a large number of
children are likely to experience problems associated with single parenting due to limited
parental contact, economic deprivation, decrease in parental control and effective control
(Amato and Keith, 1991).
In Ghana and South Africa states, a study conducted by UNICEF, established that
students’ performance in school was greatly determined by the family background in
terms of single parent family, parent’s level of education and income which are
determinants of children’s attainments. In a study conducted in 1997 by the Government,
UNICEF and The Family Support Institute in 13 districts in Ghana found 45 percent of
the families had both parents present and 55 percent were headed by single parents
indicating that the rate of single parenthood is alarming.
In Kenya, single parent families are also increasing at a very rapid rate. This is due to
modernization and urbanization which in turn contribute to breakdown of traditional
structures. For instance, Kitange (2011) found out that in most regions within Kenya,
children living with one parent were less likely to be in school at age 17 compared to
3
those with both parents. Another recent study carried in Coast, Nyanza, Rift valley and
North Eastern by Otieno in 2010 found out that children living in a single parent home
had a significant risk factor to manifest violent behavior.
According to McLoyd (1989) teenage mothers face economic adversity with the
interruption of their education. Consequently, teenage mothers often move into adulthood
unemployable. In the targeted Taita Taveta County, 13 percent of girls aged 15-19 years
are teenage mothers (Kenya Demographic Health Survey,2014). In Taveta Sub-County
the case is likely to be similar in view of the fact that, poverty level of the County was at
66 percent (Kenya Interagency Rapid Assessment, 2010). In addition, World vision
(2013) observed that the rate of single parenthood in the County was at 12.1 percent. This
is much lower than that of national average which currently stands at 45 percent
(Standard Digital group, 2017).
Although studies have linked students’ family background to poor academic
achievement, there is need to establish whether this is the case is in Taveta Sub-County,
Kenya.Academic performance in the national examinations and specifically the Kenya
certificate of secondary education (K.C.S.E) has not been good in Taita Taveta. In the last
five years the County has only managed a mean score of C- plus which is way below the
minimum university entry requirement of C+. The examination results for K.C.S.E for
the last five (5) years are summarized in Table 1.1
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Table 1.1: Average KCSE performances in Taita Taveta County between (2012-
2016)
Year Average
2012 4.48
2013 4.53
2014 4.23
2015 4.34
2016 4.29
Source: The County Director’s Office Mwatate, April 2017
Some of the factors that might have contributed to poor academic performance in Taita
Taveta region include high poverty levels and family background. The poverty level of
the County stands at 66 percent compared to the natonal poverty level which is at 45
percent (Standard Digital group, 2017). This means that the county’s poverty level is
extremely high. It is generally observed that children, whose family structure has two
parents, pay more attention to their children because they share responsibilities between
themselves in helping them to grow up. On the other hand, single parent family structure
may be overwhelmed by many responsibilities of bringing a child thus creating a less
favourable condition (Eamon, 2005). The study therefore sought to find out the influence
of single parenting on students’ academic performance in Taveta Sub-County, Kenya.
1.1 Statement of the problem
Literature reviewed seemed to suggest that by and large single parent families are poorer
compared to families with two parents in terms of time, attention and financial help
assistance they give to their children and therefore children coming from single parent
families in Taveta Sub-County where poverty level is high, are more likely to face socio-
economic challenges as well as socio-emotional support. Given that literature has on the
5
whole indicated that there is a relationship between single parenting and poverty and
academic achievement of children, it is important to investigate the extent to which single
parenting has influenced academic achievement of children in Taita Taveta
County,Taveta Sub-County. The variables of investigation included the influence of
single parents’ involvement in their children’s education, level of single parents’
education, occupation and family size on children’s academic achievement.
1.2 Purpose of the study
The main purpose of the study was to investigate the influence of single parenting on
children’s academic performance in Taveta Sub-County, Kenya.
1.3 Objectives of the study
The objectives of the study sought to:
1. determine how single parenting affected parents’ involvement in their children’s
academic achievement at secondary level of education in Taita Taveta County.
2. assess the extent to which single parent’s level of education influenced academic
achievement of secondary school students in Taita Taveta County.
3. examine the level to which single parent’s occupation influenced academic
achievement of students in secondary schools in Taita Taveta County.
4. find the extent to which family size of a single parent influenced academic
achievement of students in secondary schools in Taita Taveta County.
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1.4 Research questions
The following questions guided the study:
1. How does single parenting affect parents’ involvement on students’ academic
achievement of secondary schools in Taita Taveta County?
2. How does the single parent’s level of education influence students’ academic
achievement of secondary schools in TaitaTaveta?
3. To what extent does the single parent’s occupation influence students’ academic
achievement of secondary schools in Taita Taveta?
4. To what extent does family size of a single parent influence students’ academic
achievement of secondary schools in Taita Taveta?
1.5 Significance of the study
The research findings are expected to assist the Government and policy makers in their
efforts to make effective policies in the educational sector on how to mitigate against
negative effects of single parent families on academic performance. The study on
academic achievement of secondary school students is also intended to contribute to the
body of knowledge in provision of quality, affordable secondary education by the
National and County Governments as well as all the stakeholders interested in improving
the academic performance in the secondary education sector and particularly in Taita
Taveta County.
In addition, the results are likely to be useful to Guidance and Counselling department in
coming up with strategies to help students from single parent homes in coping with life
7
challenges. Finally, the study is expected to provide areas for future research in the same
topic.
1.6 Basic assumptions of the study
The respondents would give accurate, honest and true responses without fear.
1.7 Limitations of the study
Children’s unwillingness to provide information, on independent variables like parents’
occupation and parents’ level of education. This is because family issues are very
sensitive.
1.8 Delimitations of the study
This study only focused on the influence of single parent families on students’ academic
achievement. The study was carried out in selected secondary schools in Taita Taveta.
The study was also confined to four independent variables: Parental involvement in
children’s academic work, parent’s occupation, level of education, and family size.
1.9 Definition of Significant Terms
Academic Achievement- Extent to which a student has achieved the educational goals
based on the points acquired in secondary school based on the Kenya National
Examination Council scale of 1-12 points. The higher points, above 6 points mean that
the students achievement above average.
Family Structure- Refers to the combination of relatives that comprise a family; this can
be a single parent family, two parent family or a guardian headed family.
Level of education- Refers to the highest certificate achieved according to the Kenyan
system of education.
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Parental involvement- The participation of a parent in a student’s school related
activities.
Single parent- Refers to an uncoupled individual who shoulders most or all of the day to
day responsibilities for raising a child or children.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This Chapter has presented a review of related literature on influence of single parents on
students’ academic achievement among secondary schools in Taita Taveta County,
Kenya. This chapter reviewed literature on the relationship between parents’ level of
education, type of occupation and family size and their influence on their children’s
academic achievement. The chapter has also presented a conceptual framework that
guided the study.
2.2 Parental involvement and academic achievement of their children.
The family is the first agent of socialization, thus parents are the first role models of the
child, meaning that a child’s character and behavior may be shaped by the family
background (Bysenk & Locksoh, 2011). In a single parent family it can be quite a
challenge with respect to monitoring and getting involved fully in the academic progress
of the child. Lankard (1995) argued that a parent who does not involve himself or herself
in the learning activities of their child contributes a lot to the destruction of motivation
and the ability of their children as a result of neglect and indifference to their
achievements.
Parents of different sex by and large play complimentary roles in raising their children,
which in turn may impact positively on the child during the school going years. The
deprivations experienced by children with single parents have usually been associated
with anti-social behaviors and negative academic records (Ortese, 1998).
10
The six major categories of parental involvement in education according to Joyce
Epstein, (2002) include parenting skills and child rearing. This is where there is provision
of basic needs. Another one is effective interaction between school and home and home
and school. It also involves encouraging learning activities of school at home by assisting
their children with homework and participating in educational activities and decision
making as members of Board of Management and the Parents Teachers Association.
Parental involvement in whatever form it may take is likely to bring about positive results
(Dixon, 1992). The level of commitment of a parent is very crucial thus it is better if both
parents are committed to the needs of their children (Vandergrift & Greene, 1992).
Diminishing parental involvement has been attributed to the type of families that we have
such as single parent family (Wanat, 1992).The single parent family is often times
struggling to deal with many factors such as shortage of time to accomplish everything
and financial constraints. Thus it is the duty of schools to find out why parents are not
participating in the school activities and advise them appropriately about the importance
of their participation in their children’s academic work (Wanat, 1992).
2.3 Parent’s level of education and students’ academic achievement
The parent’s level of educational is an important indicator of a child’s education and
behavioral outcomes (Davis-Kean, 2005). Research also indicates that the education of
the mother is linked positively to children’s academic outcomes even after controlling for
a variety of other social-economic status indicators such as household income (Duncan
and Brook-Gunn, 1997).
If a parent’s educational level is low, it could affect family interaction patterns and child
behavior that might contribute to low academic achievement over time (Stipek,1998). In
11
addition Davis-Kean, (2005) found out that there is a positive relation between parent’s
level of education and parents’ expectations for their children’s success. This appears to
suggest that parents who are highly educated to some extent encourage their children to
develop high expectations in academic achievement (Stephen, 1999).
The literature reviewed seem to lack information directed towards parents not appearing
supportive towards encouraging their children to participate in co-curricular activities.
2.4 Parent’s occupation and student academic achievement
The parent’s interest, encouragement and occupation have an influence on student’s
performance in the school. According to Yee and Eccles (1988), career modeling from
parents could have an impact on children’s academic development. For instance mothers
who engage in menial jobs are more likely to have less contact hours with their children
and as a result might influence the academic development of the child.
The children of young mothers seem to be at risk due to the fact that their state may
warrant them to leave their children to their grandparents who may not understand much
about education (Frazer, Brockert & Ward, 2004). Similarly, McLoyd (1989) has
observed that, parents who have financial constraints have children who are living in fear
about the future of their education. This may be attributed to the fact that they lack the
assurance that fees will be available for their education as they move to higher levels
which often demand more fiances.
2.5 Family size and student academic achievement
The family is the basic unit of any society and a stable and well developed childhood can
be guaranteed by a stable family (Olayinka, 2009). The studies by Eamon,(2005) and
12
Erist whistle,(1986) have come to a consensus that a child coming from a small family
size has higher chances of greater educational attainment than a child coming from a
bigger family and those from single parent families are likely to be more delinquent
because they may be deprived of security, protection and love that are normally
associated with both parents. It is therefore assumed that absence of either of them is
likely to affect the academic success of the child (Billings, 2011). In a family of many
girls, the parent may not be in a position to provide sanitary towels to all the girls and this
may keep them away from school during the menstrual period for fear of spotting their
clothes with menstrual blood. On the other hand, boys are likely to join child labour so as
to cater for the family needs; this in turn may lower their concentration level in turn
affecting their academic achievement.
2.6 Theoretical framework
The study was guided by the conflict theory by Karl Marx (1867). The theory argues that
society is in a state of perpetual conflict due to competition for limited resources thus
those with power and wealth try to hold on it by any means possible thus suppressing the
poor and powerless. Students of low socioeconomic status are generally not afforded the
same opportunities as students of higher status, no matter how great their academic
ability or desire to learn is (Collins,1975). The children might tend to lag behind in their
emotional and psychological wellbeing thus inevitably influencing their academic
achievement. This theory is therefore thought to be appropriate when interpreting results
of students from single parent family structures that are generally poorer compared to two
parent family structures.
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2.7 Conceptual framework
A conceptual framework is a visual presentation that explains the main things to be
studied in research including the key factors, concepts or variables and the presumed
relationship among them (Miles and Huberman,1994). The conceptual framework has
shown the relationship between the independent variables associated with single
parenting and dependent variables in terms of academic performance. The relationship of
these factors is illustrated in Figure 2:1
Figure 2:1 Conceptual framework on the influence of single parenting on children’s

academic performance
Independent variables: Characteristics associated with single parent families
Parental involvement in
children’s education in terms
of:
 Helping with school
assignment
 participating in school
Intervening
activities Dependent variables
variables
 participating in school
projects Student’s Students’
Parents’ education level attitude to academic
achievement
learning Good grades
Poor grades
Parents’ occupation
Absenteeism
Indiscipline
Family size
 Provision of basic needs,
 paying attention to the
child ‘emotional and
social needs
14
The information presented in Figure 2:1 seem to suggest that parents’ involvement in
their children’s education, educational level, occupation and family size are likely to
affect academic achievement. This is because single parent families are faced with
challenges such as, decision making as an individual on his or her children which may be
hampered by level of education and financial constraints. All these factors may contribute
to poor academic achievement of a student.
2.8 Summary of related literature review

The literature reviewed focused on the effects of parental involvement, parent’s level of
education, parent’s occupation, and family size on students’ academic achievement. The
review further looked at theoretical framework based on the conflict theory which
postulates that the society is in a state of perpetual conflict due to competition for limited
resources. Findings of the literature review indicated that living in a single parent family
was likely to be detrimental to academic achievement due to the fact that most single
parents are overburdened partly with financial responsibilities and lack of adequate time
to interact with their children among other factors. Most of the single parents too, have
low educational levels and therefore do not provide a good model for academic
achievement.
15
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter focuses on the methodology that was used to study the influence of single
parenting on their children’s academic achievement in Taita Taveta County. The chapter
sections include: Research design, location of the study, target population, sampling
technique, research instruments, data collection procedures and data analysis techniques.
3.2 Research Design
The study adopted an exploratory research design as the design establishes priorities,
improves the final research design and also determines the best data collection method
and selection of subjects (John Creswell, 2013). This design involved gathering data
mainly through described events and thereafter were organized, tabulated, depicted in
tables, charts, frequencies and percentages. The design was used to explain the research
findings without manipulating the research variables in an attempt to get the views from
the respondents on the influence of single parenting on students’ academic achievement.
3.3 Location of the study
The study was carried out in Taveta Sub-County which lies approximately 200 km
northwest of Mombasa and 360km south east of Nairobi. It is a semi-arid area. The main
land use is cattle grazing. The poverty level of Taita Taveta County is at 66 percent
(Kenya Interagency Rapid Assesment, 2010). The area provided a fertile environment for
the study as poverty level of the county is too high at 66 percent thus she wanted to
establish the impact of poverty on children from single parents and its influence on
academic achievement.
16
3.4 Target population of students of secondary schools in Taveta Sub-County
The target population consisted of principals, teachers, students from 10 secondary
schools within the sub-county. Teachers were involved in the study because they are
closely involved in monitoring students’ progress in terms of discipline, school
attendance, assessment and evaluation of students. According to the Sub-County
Education office March 2017, there were a total of 2000 students in the Sub-county but
the target population was 800 students in Form 3 class with teacher population of 115.
3.5 Sampling Techniques and Sample Size
Mugenda and Mugenda (2012), recommend a sample size of 10-30% from a target
population where there are similar characteristics. The study sampled 3 schools out of 10
which is 30% of the population. The study then used 10% sample of Form three (3)
students using systematic random sampling thus a sample of 80 students who were
divided equally among the selected schools. The study sampled 30% or 34 teachers using
random sampling technique out of 115 teachers in the County.
3.6 Research Instruments
Questionnaires were used in this study for teachers and students due to their low cost and
their ability to collect information from large samples within a short time (Kothari, 2004).
The questionnaires contained a set of questions prepared to tap information on issues
related to the research topic. The questionnaire had both the close ended or likert-type
and open ended questions. Open-ended questions allowed the respondents to express
themselves in their own words.
17
3.6.1 Piloting of research instruments
The research instruments were piloted to a selected sample similar to the sample in the
actual study. The schools used for piloting were not included in the main of study. The
piloting procedure was similar the actual data collection .The piloting was done to a
population equivalent to 10 percent of the entire sample .The piloting helped in
identifying and correcting deficiencies of the instruments (Orodho,2008).
3.7 Instrument Validity
Validity refers to the extent to which an instrument is able to measure what it is supposed
to measure (Mugenda et al,1999) in terms of accuracy and effectiveness of an instrument.
Piloting was done in two schools which were not included in the study for the purposes of
finding out if the questionnaire items were clear and able to respond to the research
problem. The unclear questionnaire items were rectified.
3.8 Reliability of Instrument
Reliability refers to the consistency of measures (Mugenda & Mugenda, 1999). Test-re-
test probability was done through pilot study in the place of study, to achieve this the
researcher administered questionnaires then re-administered them after two weeks to
check for similarities and differences, thus the internal consistent reliability was
determined by use of Cronbach alpha coefficient in the Statistical Package of Social
Science (SPSS) in the piloting stage. A reliability coefficient of 0.8 was considered high
enough for the instruments to be used for the study (Neuman, 2000).
18
3.9 Data collection procedure
The researcher was issued with an introductory letter from the School of Education,
University of Nairobi, thereafter got a research permit from NACOSTI National
Commission for Science, Technology and Innovation. The District Education officer
Taveta Sub County was contacted to issue the introduction letter to the school principals.
At school level, the researcher with the help of the principal administered questionnaires
to Form three (3) students and teachers.
3.10 Data analysis techniques
Data for the study was analyzed using descriptive statistics by use of measures of central
tendencies, with the help of Statistical Package for Social Science Software (SPSS). The
data provided summaries about the samples which then were presented in tables
frequencies, percentages and charts.
3.11 Ethical considerations
The participants were assured that the data collected was to be used for research purposes
only. All the respondents were requested not to write their names in the questionnaire as a
measure of ensuring confidentiality. The study ensured that parents of the selected
students granted permission to allow their children to respond to the questionnaire since
majority of students had not reached the legal age of eighteen (18) years of age. All
respondents were encouraged to be honest as they were protected from any harm, there
was informed consent at individual level, right to privacy and also they had a right to
withdraw.
19
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
4.1 Introduction
This chapter has presented the findings of the study and the interpretation of the results of
data analysis in relation to the influence of single parenting on students’ academic
achievement among secondary schools in Taveta Sub-County, Taita Taveta County,
Kenya. The findings have been presented in the terms of each of the specific research
objectives. These objectives sought to: determine the extent to which single parenting
affects parents’ involvement with their children’s academic work. Further, the study
sought to establish the extent to which the level of education and occupation influenced
academic achievement. Finally, the study investigated how family size of single parents
influenced their children’s academic achievement.
4.2 Response rate of the respondents

The study sampled 80 Form three students, 34 teachers drawn from 4 public secondary
schools in Taita Taveta County. The response rate is presented in Table 4.1.
Table 4.1: Response rate of participants by teachers and students
Respondents Issued Returned
Teachers 34 34
Students 80 70
Total 114 104
The results in Table 4.1 have revealed that, 34 teachers returned the questionnaires while
70 Form Three out of 80 students returned the questionnaires. This represented a 91.94%
response rate.
20
4.3 Demographic characteristics of student respondents
The study collected demographic information of the participants in terms of gender, age
of both students and teachers, the highest level of education of teachers, school size,
school type and teaching experience of the teachers. The demographic data of students by
gender, age and the school type they attended are summarized in Table 4.2
Table 4.2: Demographic characteristics of student respondents

Demographic factors Variable Frequency Percentage
Gender Male 35 50
Female 35 50
Total 70 100
Age bracket 13-15 years 18 26
16-18 years 47 67
Over 18 years 5 7
Total 70 100
Type of school Boys boarding 14 20
Mixed day 35 50
Girls boarding 7 10
Mixed day and boarding 14 20
Total 70 100
The results in Table 4.2 have shown that 35 students for each gender participated in the
study. Majority 67% of the student respondents were aged between 16-18 years. Half of
the students 50% sampled came from mixed day schools while 20% were from boys
boarding. A few girls (10%) came from girl only boarding schools. According to
UNICEF, 2016 enrollment in secondary schools of males was at 51.6% and females
48.4% nationally.
After analyzing the demographic data for students that of teachers was done with respect
to their gender, age, highest educational level, teaching experience and size of the school
where they taught. These findings are captured in Table 4.3.
21
Table 4.3: Demographic characteristics of teacher respondents and school size
Demographic factors Variable Frequency Percentage
Gender Male 19 56
Female 15 44
Total 34 100
Age bracket 21 -30 years 9 26
31-40 years 12 35
41-50 years 10 29
Above 50 years 3 10
Total 34 100
Highest education level Doctorate 2 6
Masters 4 12
Degree 28 82
Total 34 100
Length of service Less than 5 years 6 17
6 to 10 years 22 65
Above 10 years 3 9
11-15 years 2 6
16-20 years 1 3
Total 34 100
School size Single stream 3 9
Double stream 5 15
Three streams 10 29
Four and above 16 47
Total 34 100
The findings in Table 4.3 reveal that a large number (19 or 56%) of teacher respondents
were males possibly because education for girls had been under emphasized for a long
period of time. In terms of age 12 or 32% of the teacher respondents were between 31–40
years of age while. Majority 28 or 82% of the teachers had degree qualification as their
highest level of education followed by holders of masters degree at 12%. Majority 22 or
65% of the teachers had worked for between 6 to 10 years. With respect to school size
47% of the teachers came from schools which had four streams per class. These results
22
seem to suggest that 82% the teacher respondents were highly educated with a bachelor’s
degree thus would be expected to understand the likely influence of single parenting on
students’ academic achievement in selected secondary schools in Taveta Sub-County.
4.4 Family types of student respondents

Before analyzing the effect of the different types of family structures on academic
performance, student respondents were requested to indicate the type of family they came
from. The findings are captured in Figure 4.1
Figure 4.1: Family types of student respondents
18% 27%
Single parent
Two parent
Guardian
55%
The results in Figure 4.1 indicate 55% of the student respondents were from a family of
two parents while 27% were from single parents. Some 18% of the student participants
were from a guardian kind of family. The findings of this study seem to be almost similar
to the the national level percentage of single parents which is at 30% seem to correspond
with those of United States family structure (Anderson, 2002 and US Census, 2010).
23
To establish the extent to which single parents and two parents influenced students’
academic achievement, students were asked to state the source of their academic
inspiration.The results are summarised in Table 4.4.
Table 4.4 Source of inspiration in students’ life in single parent and two parent
family structures
Source of inspiration
Single parent family Father Mother Total
n % n % n %
Both parent family 18 56 14 44 32 100
20 53 18 47 38 100
The findings in Table 4.1 indicate that most students are inspired by their fathers,
meaning that fathers have a great role to play in ensuring the academic achievement of
their children therefore an absent father contributes a lot to the lowering of motivation
and ability of their chidren in academic achievement (Lankard,1995).
Further the students were asked whether they were inspired in their academic work by
their father, mother or friends.The analysis of the source of inspiration of students is
captured in Table 4.4.1
24
Table 4.4.1: Source of inspiration in students’ life
Response Frequency Percentage
Father 37 53
Mother 23 33
Friends 10 14
Total 70 100%
The findings in Table 4.4.1 reveal that (37 or 53%) of the students indicated that they got
source of inspiration from their fathers while (23 or 33%) were mothers. This means that
the fathers play a big role of providing inspiration in the family set up. Parents have the
power to shape and develop the personality of their children (Sigle-Rushton and
McLanahan, 2004).
Again students were requested to indicate how frequently parents assisted them with
school related activities. The summary findings are illustrated in Table 4.5.
25
Table 4.5: Frequency of times parents assisted their children with school related
activities by family type structures
Type of Type of family

assistance Single parents Both parents
given by
parents
Sometimes
Sometimes
from
Total %
Total %
Total n
Total n
Always
Always
Rarely
Rarely
different
Never
Never
Family
structures
n % n % n % n % n % n % n % n %
Parent(s)
assist
students in
doing
6 19 15 47 10 31 1 3 32 100 11 29 18 47 6 16 3 8 38 100
assignments
Parent(s)
participates
in school
activities 7 22 17 53 8 25 0 0 32 100 21 56 9 23 8 21 0 0 38 100
Parent(s)
provides for
students
basic needs 5 16 20 62 6 19 1 3 32 100 13 34 17 45 5 13 3 8 38 100
Parent(s) are
fully
involved in
students
school work 7 22 12 37 13 41 0 0 32 100 11 29 20 53 6 16 1 2 38 100
The results in Table 4.5 have shown that, some ( 6 or 19%) of the student respondents
with a single parent had their parents always assisting them in doing assignments while
26
11 or 29% of those from both parents indicated that they were always helped by their
parents. Other students from single parents (7 or 22%) indicated that their parents always
participated in school activities while 21 or 56% of those with both parents indicated that
their parents always participated in school activities. Some (5 or 16%) of the students
with a single parent said that their parents always provided for their basic needs while (13
or 34%) those with both parents stated that their parents always catered for their needs.
A large number (13 or 41%) of the students with a single parent indicated that the parents
were rarely fully involved in students school work while (6 or 16%) those with both
parents indicated that their parents were also rarely involved with their academic work.
This means that most single parents do not have enough time at their disposal to assist
their children in school related activities. Parental involvement in whatever form it may
take brings about positive results (Dixon, 1992). The level of parental activity and
participation is also important for example engaging in an activity that is observable
(Vandergrift & Greene, 1992).
The analysis on student discipline among students from different family structures has
been captured in Table 4.6
27
Table 4.6: Statements on discipline among students by family type structures
Statements Type of family
on discipline Single parents Both parents
Disagree
Disagree
Strongly
Strongly
Strongly
Strongly
disagree
disagree
Total %
Total %
Total n
Total n
Agree
Agree
agree
agree
n% n% n% n% n% n % n % n%
I always find
myself being
punished in
school 1 3 2 6 12 37 17 54 32 100 4 11 5 13 14 37 15 39 38 100
I often find
myself
quarreling
with almost
every student
in class 2 6 5 15 11 35 14 44 32 100 7 18 8 21 10 26 13 35 38 100
My teachers
are always
complaining
about my
behavior 4 12 9 28 9 28 10 32 32 100 4 11 4 11 10 26 20 52 38 100
I never get
along with
my parents at
home 10 31 8 26 2 6 12 37 32 100 8 21 12 32 7 18 11 29 38 100
I spend little
time thinking
about my
academic
work 3 10 5 15 10 31 14 44 32 100 5 13 11 29 4 11 18 47 38 100
I often take
actions
without
thinking
about the
consequences 5 15 4 13 11 35 12 37 32 100 7 18 6 16 8 21 17 45 38 100
The findings in Table 4.6 reveal that some (17 or 54%) of the students with a single
parent strongly disagreed that they always found themselves being punished in school
compared to 15 or 39% of students with both parents who also strongly disagreed that
they often found themselves being punished in school. A few (2 or 6%) of the students
with a single parent strongly agreed that they often quarreled with almost every student
in class compared to 7 or 18% of students with both parents who also strongly agreed
28
that they often found themselves quarrelling with almost every student in class. Some (9
or 28%) of the students with a single parent agreed that their teachers always complained
about their behavior while 4 or 11% of students with both parents also agreed that their
teachers always complained about their behavior. In addition 10 or 31% of students with
single parents strongly agreed that they never got along with their parents at home while
8 or 21% of students with both parents also strongly agreed that they never get along with
their parents while at home. In addition, 10 or 31% of students with single parents
disagreed that they spent little time thinking about their academic work compared to 4
or11% of students with both parents who also disagreed that they spent little time
thinking about their academic work. Some (4 or 13%) of the respondents with single
parents agreed that they often took actions without thinking about the consequences while
6 or 16% of students with both parents also agreed that they also took action without
thinking about the consequences. This results do not support those of Ortese, (1998)
where he found out that children with single parents have usually been associated with
anti-social behaviours and poor academic records more compared to children with both
parents as students in this study appear to be better behaved possibly because they did not
respond honestly for fear of being victimized.
The study again probed students’ opinion on the influence of single parenting on parents’
involvement with their children’s academic achievement. The findings are summarized in
Figure 4.2.
29
Figure 4.2: Student’s responses on the influence of single parenting on their
involvement on students’ academic achievement
43% Yes
No
57%
The findings in Figure 4.2 show that most (57%) of the student respondents agreed that
single parenting affected parents’ involvement on students’ academic achievement. It had
been observed that parental involvement usually declined depending on the type of
families such as single parent family compared to a family with two parents (Wanat,
1992). The single parent family is generally perceived to be struggling with many factors
that in one way or another affect every member of the family and which in return may
affect the way the parent is involved in the student’s education. The challenges involved
may include shortage of time, whereby the hours available in a day may not be enough to
accomplish everything including finances necessary for provision of school items and
personal items (Duncan and Lewis, 1992).
In order to countercheck the responses of students against the involvement of parents by
family type in students’ academic work, teachers were asked to indicate the extent to
which parents participated in school activities. Their responses concerning parents’
attendance of academic functions are illustrated in Table 4.7.
30
Table 4.7: Teachers response on parents’ attendance to academic functions in
schools
Response Frequency Percentage
Very often 4 13
Often 10 29
Less often 7 20
Rarely 13 38
Total 34 100
The findings in Table 4.7 have revealed that a number (13 or 38%) of teachers indicated
that the parents rarely attended academic functions in the schools while others (10
or29%) indicated that they often attended. These findings seem to support those of
(Wanat, 1992).
The teachers’ responses on the level of assistance that single parents give their children in
terms of academic work, participation in school activities, provision of basic needs and
guidance in discipline are contained in Table 4.8
Table 4.8: Teachers’ responses on frequency of assistance given by single parents to

their children on academic work
Type of assistance given by parents Always Sometimes Rarely Never Total Total
n %
n % n % n % n %
Most parents do a follow up of their
children’s academic performance 4 12 3 9 20 58 7 21 34 100
Most parents participate in school
activities 7 21 18 53 4 12 5 14 34 100
Most parents provide the basic needs of
their children 7 21 23 70 3 9 0 0 34 100
Discipline is determined by the type of
family that a student comes from 17 50 9 26 5 15 3 9 34 100
31
The findings in Table 4.8 have indicated that majority (20 or 58%) of the teachers
indicated that most parents rarely followed up their children’s academic performance.
Slightly more than half (18 or 53%) of the teachers indicated that most parents sometimes
participated in school activities while others (23 or 70%) indicated that most parents
sometimes provided the basic needs of their children. Half (50%) of the teachers
indicated that discipline is always determined by the type of family that a student comes
from. The six major categories of parental involvement in education according to
JoyceEpstein, (2002) include parenting skills, where there is provision of basic needs
effective interaction between school and home and encouraging learning activities of
school at home by assisting their children with homework and participatingin education
related activities and decision making .Again the study sought to probe the opinions of
teachers on the influence of single parenting and how it may affect parental involvement
on students’ academic achievement. The data are demonstrated in Figure 4.3
Figure 4.3: Teachers’ perceptions on the effect of Single parenting and parental
involvement on students’ academic achievement
20%
Yes
No
80%
The results in Figure 4.3 has indicated that a very large percentage (80%) of the teachers
agreed that single parenting affected parental involvement on students’ academic
achievement. According to family deficit model, single parent families have a negative
32
impact on children simply because they do not have a nuclear family structure (Black
Family initiative, 2015).
Further, teachers were requested to give their opinions on the influence of a two-parent
family structure on students academic achievement. The data to this question are
summarized in Figure 4.4.
Figure 4.4: The influence of Two-parent family on student’s academic achievement
8%
92% Yes
No
The results in Figure 4.4 have shown that a higher percentage (92%) of the teachers
agreed that two-parent family has an influence on students’ academic achievement while
(8%) disagreed.Indeed these results may explain the presence of fathers has improved the
positive impact on the children’s academic performance. Authors have documented
differences between children raised in father absent and father present homes (Balcom,
1998). Research has shown that children whose fathers are absent from their families
graduate from high school and attend college at a lower rate (Sigle-Rushton and
Mclanahan, 2004).
4.5Single parents’ level of education and its influence on students’ academic
performance
To assess the extent to which single parent’s level of education influenced academic
achievement of their children, the study required students to provide their parents’ level
33
of education (father and mother). The analysis of this investigation is presented in Table
4.9.
Table 4.9: Educational level of parents by father and mother
Level of education Mother Father

n % n %
No formal education 4 6 1 1
Primary level 7 10 4 6
Secondary level 13 18 14 20
College/Diploma level 24 34 26 37
University (Bachelors level) 13 18 14 20
Masters level 8 11 9 13
PhD Level 1 1 2 3
Total 70 100 70 100
The findings in Table 4.9 have shown that many (24 or 34%) of the students revealed that
their mothers had college/diploma level of education at the time of the study and 26 or
37% of fathers had the same level of education while 13 (38%) mothers had secondary
level compared to 14 (20%) fathers with secondary education. Another 13 (18%) mothers
had university education at bachelors level compared to 14(20%) of fathers with
bachelors education. A few (8 or 11%) of the mothers had masters and 9 (13%) of fathers
had masters also.7 (10%) of mothers and 4 (6%) of fathers had primary level of
education. This means that the parents are not educated to the highest level. The parent’s
level of educational is an important indicator of a child’s education and behavioral
outcomes (Davis-Kean, 2005). Research has also indicated that the education of the
mother is linked significantly to children’s intellectual outcomes even after controlling
34
for a variety of other socio-economic status indicators such as household income (Duncan
and Brook-Gunn, 1997).
To get further insights into parents’ involvement with childrens’ academic work,
students were asked to indicate whether their parents encouraged them to achieve better
educational standards, monitored their school work, supported their co-curricular
activities and whether they attended school activities. The responses are illustrated in
Table 4.10
Table 4.10: Statements about the support parents gave to their children with regard
to education by family type structure
on parental Single parent Both parents
support given
to
Sometimes
Sometimes
children
Total %
Total %
Total n
Total n
Always
Always
Rarely
Rarely
Never
Never
n % n % n % n % n % n % n % n %
My parent(s)
encourage me
to be better
than them
3 9 10 31 13 41 6 19 32 100 15 40 10 26 8 21 5 13 38 100
My parent(s)
monitors my
academic
work while at
home 2 6 7 22 13 41 10 31 32 100 9 24 19 50 5 13 5 13 38 100
My parent(s)
supports me in
my co-
curricular
activities 2 6 9 28 15 47 6 19 32 100 14 37 19 50 2 5 3 8 38 100
My parent(s)
avails
him/herself
for school
functions 5 15 13 41 4 13 10 31 32 100 9 24 18 48 7 18 4 10 38 100
35
The findings in Table 4.10 have shown that 3 or 9% of the student respondents with a
single parent, said that their parent always encouraged them to be better than them while
15 or 40% of those with both parents also indicated that their parents always encouraged
them to be better than them. In addition, 2 or 6% of the students with a single parent
indicated that their parents always monitored their academic work while at home
compared to 9 or 24% of students with both parents whose parents always monitored
their academic work while at home. A few number (2 or 6%) of the student respondents
with single parents said that their parent always supported them in their co-curricular
activities while 14 or 37% of students with both parents also indicated that their parents
always supported them in the co-curricular activities. Again, 5 or 15% of the student
respondents with a single parent indicated that their parent always availed him/herself for
school functions like open days compared to 9 or 24% of students with both parents who
said their parents always availed themselves for school activities. These findings are in
agreement with those by McLoyd (1989) that established students’ performance in school
was positively affected by the family background in respect to the parent’s level of
education and income.
Teachers further were requested to give their perception on the influence of parents’
educational level on the academic achievement of their children. The findings are
indicated in Table 4.11
36
Table 4.11: Teachers’ responses on the influence of parents’ educational level on
students’ academic performance
Parents’ educational Strongly Agree Disagree Strongly Total n Total %

level agree disagree
n % n % n % n %
Educated parents are

more involved in their
children’s education
than uneducated
parents 22 65 7 20 2 6 3 9 34 100
Parents with higher

level of education are
able to set a more
conducive learning
environment at home
than those with lower
level of education 25 74 7 20 2 6 0 0 34 100
Children whose parents
are highly educated are
more proficient in
English language than
parents who are less 30 88 4 12 0 0 0 0
educated 34 100
Children whose parents
are highly educated are
more proficient in
Kiswahili language
than parents who are
less educated 28 82 3 9 3 9 0 0 34 100
The results in Table 4.11 revealed that quite a number of the respondents (22 or 65%)
strongly agreed that educated parents were more involved in their children’s education
compared to the uneducated parents. Overwhelmingly 25 or 74% of teacher respondents
strongly agreed that parents with higher level of education were able to provide a more
conducive learning environment at home than those with lower level of education. In
addition, an overwhelmingly majority (30 or 88%) of the teachers indicated that children
whose parents were highly educated were likely to be more proficient in English and
Kiswahili languages compared to parents with less education. These findings are
37
consistent with those of Davis-Kean, (2005) who found out that there was a positive
relation between parents’ level of education and parents’ expectations for their children’s
success, suggesting that parents who were highly educated to a greater extent actively
encouraged their children to develop high expectations of their own. On the other hand,
parents who experienced difficult economic times were pessimistic about their children’s
educational and vocational futures (McLoyd, 1989).
4.6 The source of income of single and both parents family structures
To establish the source of income for single as well as two parent family structures,
students were asked to indicate whether their parents (mothers and fathers) source of
income was from salaried employment or self employment or they were unemployed.
The students responses on the parents source of income are to indicate the source of
income are summarized in Table 4.12
Table 4.12: Source of income of single and both parents family structures by type of
occupation
Type of family
Source of income Single parent Both parents
Father Mother Father Mother
n % n % n % n %
Salaried 5 29 3 20 8 38 5 29
Self-employed 9 53 10 66 10 48 5 29
Unemployed 3 18 2 14 3 14 7 42
Total 17 100 15 100 21 100 17 100
These findings in Table 4.12 have revealed that a large number (9 or 53%) of students
respondents with a single father parent earned their income from self-employment
compared to 10 or 66% of single mothers. The students who had both parents indicated
that 10 or 48% of their fathers were self-employed while 7 or 42% indicated that their
38
mothers were unemployed this shows that students with both parents were more likely to
be provided with basic needs and educational materials as 67% of students with both
parents had a salaried income compared to 49% of students with single parents who had a
salaried income thus students with both parents had a secured future in terms of their
education.
To find out which of their parents had a responsibility of paying their fees, students were
required to provide responses on the person who paid their school fees. The findings are
captured in Table 4.13.
Table 4.13: Persons who pay students’ school fees

Person who pays fees Frequency Percentage
Both parents 16 23
Father 30 43
Mother 14 20
Guardian 10 14
Total 70 100
The results in Table 4.13 have shown that many (30 or 43%) of the respondents indicated
that their father paid school fees while 16 or 23% revealed that the school fees was paid
by both parents. A few 14 (20%) had their school fees paid by the mother while 10 or
14% indicated that their guardian paid the school fees. Overall, the results have indicated
that more fathers were involved in paying fees compared to mothers at 20%.This is
similar to the traditional view whereby the responsibility of being the breadwinner and
paying fees is normally given to the father a study carried out by Kim Parker,(2015)
established that 57% of all fathers paid fees for their children.
39
To determine the level of frequency at which students had access to personal effects and
its influence on their academic achievement, the students provided the following
responses captured in Table 4.14
Table 4.14: Frequency of access to personal effects to students by family type

structures
Person Type of family
al Single parent Both parents
effects Sometimes
Sometimes
Total %
Total %
Total n
Total n
Always
Always
Rarely
Rarely
Never
Never
n % n % n % n % n % n % n % n %
Soap 5 15 9 29 10 31 8 25 32 100 11 28 14 38 9 23 4 11 38 100
Tissue 9 28 9 28 10 31 4 13 32 100 8 21 11 29 12 31 7 19 38 100
Lotion/
Jelly 1 3 5 15 18 57 8 25 32 100 4 11 8 21 14 37 12 31 38 100
Tooth-
paste 3 9 7 23 13 40 9 28 32 100 7 18 12 32 9 24 10 26 38 100
Sanitar
y 5 16 11 34 8 25 8 25 32 100 10 26 11 29 10 26 7 19 38 100
Towels
The findings in table 4.14 have shown that 5 or 15% of the student respondents with a
single parent indicated that they always had soap as a personal effect while 11 or 28% of
those who had both parents had soap always. In addition 9 or 28% of the students who
had a single parent indicated that they sometimes had tissue compared to 11 or 29% of
those who had both parents said they were sometimes provided with tissues. A few 1 or
3% of students with single parents indicated that they always had lotion/jelly while 4 or
11% of students with both parents said that they always had lotion/jelly as their personal
40
effect. 3 or 9% of students with single parents said that they always had toothpaste
compared to 7 or 18% of students with both parents who also said that they always had
toothpaste.5 or 16% of students with single parents always had sanitary towels compared
to 10 or 26% of students with both parents who always had sanitary towels. These
findings agree with what McLoyd, (1989) confirmed that students with a single parent
were provided with less adequate personal effect and this might have influenced their
academic performance negatively.
Further, students were requested to provide information on whether their parents
provided them with learning materials frequently. Their responses are illustrated in Table
4.15
Table 4.15: Access to learning materials by students by family type structures

Type of Type of family
Single parent Both parents
Learning
Sometimes
Sometimes
Total %
Total %
Total n
Total n
Always
Rarely
materials
Never
Never
Always
Rarely
n % n % n % n% n % n % n % n %
Exercise books
13 40 11 34 6 19 2 7 32 100 17 45 9 24 5 13 7 18 38 100
Mathematical
set 5 16 13 40 7 22 7 22 32 100 12 31 14 38 8 21 4 10 38 100
Biros/Pencils 7 22 12 37 6 19 7 22 32 100 15 40 9 24 12 31 2 5 38 100
Textbooks 10 31 12 37 9 28 1 4 32 100 13 34 12 31 7 19 6 16 38 100
Ruler/Rubber 7 22 9 28 12 37 4 13 32 100 16 42 9 24 10 26 3 8 38 100
Results in Table 4.15 have indicated that 13 or 40% of the student respondents with a
single parent were always provided them with exercise books while 17 or 45% of the
41
students with both parents indicated that their parents also provided them with exercise
books always. Some 5 or 16% of the students with a single parent were always provided
with mathematical sets compared to 12 or 31% of those with both parents who also were
always provided with a mathematical set. In addition 7 or 22% of the students with single
parents indicated that they always accessed biros/pencils while 15 or 40% from both
parents were always provided with them. At least 10 or 31% of the students with a single
parent were always provided with textbooks compared to 13 or 34% of those with both
parents were also provided with textbooks always. Some 7or 22% of students with single
parents were always provided with ruler/rubber compared to 16 or 42% of those with
both parents who were always provided with ruler/rubber. These findings reveal that
students whose parents were single were not adequately provided with required learning
materials and this might have influenced their academic performance negatively
(Stipek,1998).
Indeed students agreed that lack of personal effects and learning materials did influence
their academic achievement. Their responses are summarized in Figure 4.5
Figure 4.5: Students’ responses on the influence of learning materials on academic

achievement
5%
95% Yes
No
The results showed that overwhelmingly majority of the students (95%) agreed that lack
of learning materials affected their academic achievement.

42
To determine the level at which parents used different strategies to motivate their
children with regard to school work, students were required to indicate whether their
parents spent time with them while at home, whether their parents rewarded them for
performing well academically and the level of assistance their parents gave them in
school assignments. The students’ responses on strategies used by parents to motivate
them by family type are summarized in Table 4.16
Table 4.16: Students’ responses on strategies used by parents to motivate them

academically by family type structure
on motivation
given by
Sometimes
Total %
Total %
Total n
Total n
Always
Sometimes
Rarely
Never
Never
parents
Always
Rarely
n % n % n % n % n% n % n % n %
I spend time
with my
parent(s)
while at home 3 10 17 53 12 37 0 0 32 100 4 10 9 24 14 37 11 29 38 100
My parent(s)
reward me for
performing
well
academically 2 6 3 10 10 31 17 53 32 100 3 8 12 32 8 21 15 39 38 100
My parent(s)
assist me with
my school
assignment
while at home 2 6 7 22 10 31 13 41 32 100 8 21 11 29 14 37 5 13 38 100
The findings in Table 4.16 have shown that 17 or 53% of the student respondents from
single parent indicated that they sometimes spent time with their parents while at home
43
compared to 9 or 24% of students with both parents who also spend time with their
parents always. Similarly, 2 or 6% of the students with single parents were always
rewarded for performing well academically compared to 3 or 8% of students with both
parents who were always rewarded for performing well academically. Again 2 or 6% of
students with single parents were assisted in doing assignments by their parents always
compared to 8 or 21% of students with both parents who were always assisted in doing
assignments always by their parents. (41%) of students. In a situation where parental
encouragement is relatively low regardless students’ intelligence or socio-economic
status levels, fewer students, proceed to go to college (Lankard,1995).
To understand more on the students’ attitude towards learning based on the family
structures, students were requested to provide information concerning their attitude
towards learning. The responses given by students on basis of family structure are
presented in Table 4.17
44
Table 4.17: Students attitude towards learning by family type structure
on attitude
towards
Sometimes
Sometimes
Total %
Total %
Total n
Total n
Always
Always
Rarely
Rarely
Never
Never
learning
n % n % n % n % n % n % n % n %
I like doing
my
assignments 13 40 7 22 5 15 7 23 32 100 11 29 8 21 12 31 7 19 38 100
I like
consulting
teachers 4 12 10 31 14 44 4 12 32 100 7 18 17 45 6 16 8 21 38 100
I like
discussing
academic
work with
my
classmates 5 15 14 44 7 22 6 19 32 100 5 13 18 48 9 23 6 16 38 100
I like my
school 11 34 8 25 7 22 6 19 32 100 10 26 17 45 8 21 3 8 38 100
The results presented in Table 4.17 have indicated that 13 or 40% of the student
respondents with a single parent indicated always liked doing their assignments while 11
or 29% of students from both parents also liked doing their assignments always. Some 4
or 12% of students with single parents always consulted teachers compared to 7 or 18%
of students with both parents who also liked consulting teachers always. In addition,14 or
44% of students with single parents sometimes liked discussing academic work with their
classmates compared to 18 or 48% of students with both parents who also sometimes
liked discussing academic work with their classmates. Some 6 or 19% of students with
single parents never liked their school while 3 or 8% of students with both parents also
never liked their school. These results are contrary to Davis-Kean (2005) who found out
that there was a positive relation between parent’s level of education and parents’
45
expectations of their children’s success. It is possible in this case that students with single
parents had accepted their situation and therefore put extra efforts in their studies so as
achieve academically as a way of enhancing their chances of higher education and
employability in the future.
To determine the influence of parents’ occupation on students’ academic achievement,
teachers were required to provide their responses on the type of parents’ occupation and
parents’ working hours. Their opinions are captured in Table 4.18
Table 4.18: Students’ opinion on the effect of parents’ occupation on their academic
achievement by teacher respondents
Parents occupation Strongly Agree Disagree Strongly Total Total %
agree disagree n
n % n % n % n %
Students whose
parents are in formal
employment exhibit
better academic
performance than
those whose parents
are in informal
employment 14 41 5 15 9 26 6 18 34 100
Parents working
hours has direct
correlation with the
involvement in their
children’s education 21 59 8 23 2 6 4 12 34 100
Parents in informal
employment struggle
to cater for their
children’s educational
needs than those in
formal employment 30 88 0 0 2 6 2 6 34 100
The findings in Table 4.18 have revealed that most 41% and 15% of the teacher
respondents strongly agreed and agreed that students whose parents were in formal
employment exhibited better academic performance than those whose parents were in
46
informal employment. Again 59% and 23% of the teacher participants strongly agreed
and agreed that parents working hours had direct correlation with the involvement in their
children’s education. Overwhelmingly majority 88% strongly agreed that parents in
informal employment struggled to cater for their children’s educational needs compared
to those in formal employment. It has been established that parents with poor socio-
economic status face the problem of social and economic disadvantage leading their
children to drop out of school (Frazer, Brockert and Ward, 2004). This phenomenon
might be explained by lack of resources among single and young mothers as there is lack
of social and emotional maturity among such parents.
4.7 Family size of a single parent and their children’s academic achievement
To find the extent to which family size of a single parent influenced students academic
achievement, students were asked to provide information on their family size. The
responses of students on family size by single and two parent family structures are
contained in Table 4.19.
Table 4.19: Number of siblings by single and two parent family structure
Number of siblings Type of family

n % n %
0-2 5 16 9 24
2-5 17 53 16 42
5-10 9 28 8 21
Above 10 1 3 5 13
Total 32 100 38 100
47
Results in Table 4.19 have shown that 17 or 53% of the student respondents with a single
parent indicated that they had 2-5 siblings in their families compared to 16 or 42% of
those with both parents who had the same number of siblings (2-5). Nearly 30% of
students with single parents had 5-10 siblings compared to 21% of students with both
parents who had the same number of siblings (5-10).This results have indicated that
students with single parents and had a large number of siblings might negatively impact
on their academic achievement because more children are likely to compete for scarce
resources. The studies of Eamon (2005), and Erist Whistle,(1986) have come to a
consensus that a child coming from a small family size has higher chances of greater
educational attainment compared to a child coming from a bigger family.
Further, students were asked to provide data on the number of relatives that lived in their
households and the findings have been summarized in Table 4.20
Table 4.20: Number of relatives by single and two parent family structure
Number of relatives Type of family
n % n %
0-2 15 47 14 38
2-5 8 25 7 18
5-10 6 19 12 31
Above 10 3 9 5 13
Total 32 100 38 100
The results in Table 4.20 reveal that 15 or 47% of the students respondents with a single
parent had 0-2 relatives living with them while 14 or 38% of those with both parents
indicated between 0-2 relatives. A few (8 or 25%) of those with a single parent indicated
they had between 2-5 relatives who were living with them compared to 7 or 18% of those
48
with both parents who also had 2-5 relatives living with them. This means that students
who were staying with many relatives might tend to have problems in terms of provision
of personal and learning material needs. This was likely to influence academic
achievement of students and especially those of single family structure who are many and
have to share the limited resources.
In addition, students were asked to provide information regarding the level of attention
they received from parents as an indicator of their parents involvement in their academic
work. The student responses are presented in Table 4.21
Table 4.21: Level of attention given to students by single and both parent family
structure
statements Type of family
on Single parent Both parents
attention
Sometimes
Sometimes
Total %
by parents
Total n
Total %
Total n
Always
Always
Rarely
Rarely
Never
Never
n% n % n % n % n % n % n % n %
I feel
protected
by my
parent(s)
while at
32
home 2 6 10 31 14 44 6 19 100 10 26 13 34 9 23 6 17 38 100
I feel loved
by my
parent(s)
32
4 12 15 47 7 22 6 19 100 7 18 15 39 7 18 9 25 38 100
My needs
are met by
my
32
parent(s) 5 15 5 15 12 37 10 33 100 10 26 13 34 6 16 9 24 38 100
49
On the basis of the findings in Table 4.21 it can be seen that 2 or 6% of the student
respondents with a single parent always felt protected by their parent(s) while at home
compared to 10 or 26% of students with both parents who always felt protected by their
parents. Again 4 or 12% of the students with single parents indicated they always felt
loved by their parent(s) compared to 7 or 18% of students with both parents who also felt
loved by their parents always. In addition 5 or 15% of students with single parents
indicated that their needs were always met by their parents, on the other hand, 10 or 26%
of the students with both parents indicated that their needs were always met by their
parent(s). Research has also shown that growing up without a father seems to have a
greater negative effect on boys as compared to girls, as the boys seem to lack a role
model to look up to at home (Mandara and Murray; Sigle-Rushton and Mclanahan,
2004).
Further, students were asked to state whether single parenting and parenting by two
parents had an influence on students’ motivation towards academic performance. The
results on single parenting and motivation towards academic performance are
summarized in Figure 4.6.
Figure 4.6: Students’ responses on the influence of single parenting on motivation of

students towards academic achievement.
36%
Yes
No
64%
50
The results in Figure 4.6 show that 64% agreed that parenting by single parent affected
the students’ motivation to study. It has also been established that children from single
parent families are more likely to manifest delinquent behaviour because they are most
often deprived of security, protection and love that should come from both parents.
Inadequacies in the area of security, protection, and love from parents are associated with
poor academic success of the child (Billings, 2011).
Finally, students were asked to indicate their perception on the influence of a two parent
family structure on children’s academic achievement and the data has been summarized
in Figure 4.7
Figure 4.7: The influence of parenting by two parents on children’s motivation

towards academic achievement
30%
70%
Yes
No
The results in Figure 4.7 indicate that many (70%) of the students agreed that parenting
by two-parents affected them positively on their motivation to study while (30%)
disagreed. The students explained that two parents were able to offer more support to
student materially, socially and emotionally compared to a single parent family. The
children were more likely to confide to one who is more approachable among the two
therefore it is likely to be a disadvantage for a child from a single parent family structure
51
who has an unapproachable parent. Therefore children from two-parent family are more
likely to achieve academically. Kitange (2011) found out that in most regions within
Kenya, children living with one parent were less likely to be in school at age 17
compared to their counterparts with two parents.
52
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter has summarized the findings of the study by objectives. Consequently
conclusions and recommendations were based on the results of the study as well as areas
of further study.
5.2 Summary of the study findings
The study sought to investigate the influence of single parenting on students’ academic
achievement in selected secondary schools in Taveta Sub-County, Taita Taveta County,
Kenya. The study sought to: determine the extent which single parenting affected
parental involvement in their childrens’ academic work, the parent’s level of education
and occupation in relation to academic achievement. Family size of single parents and
how it influenced students’ academic achievement in selected secondary schools in
Taita Taveta County. The literature reviewed was in line with the above mentioned
objectives relating to single parenthood thus the study sought to find out how the poverty
level in the county influenced the students’ academic achievement especially in single
parent families. Theoretical framework of this study is anchored on the conflict theory by
Karl Marx (1867). The study employed exploratory research. Research respondents
included 80 students and 34 teachers who were randomly selected.
The research findings on the first objective (1) on the relationship between single
parenting and parenting by two parents indicated that 6 or 19%) of the students with a
single parent family structure were always fully involved in students school work
53
compared to 11 or 29% of students with both parents who said their parents were also
fully involved in their school work always. This seems to suggest that most single parents
were not serious in assisting their children in school related activities. Again 57% of the
student respondents indicated that single parenting had an influence on parental
involvement on students’ academic achievement. Further, nearly 60% of the teachers too
indicated that most parents of secondary school students rarely carried out a follow up of
their children’s academic performance.
The results of the second objective (2) that sought to assess the extent to which single
parents’ level of education influenced academic achievement. The information provided
by teachers revealed that 65% of teacher respondents strongly agreed that parents who
are educated were more involved in their children’s education compared to uneducated
parents. The majority (74%) of the teacher respondents again strongly agreed that parents
with higher level of education were able to set a more conducive learning environment at
home for their children compared to parents with lower level of education.
The analysis related to objective three (3) which investigated whether single parents’
occupation influenced students’ academic achievement of their children. The student
responsesrevealed that 53% of the student respondents from single parent indicated that
they sometimes spent time with their parent(s) while at home compared to 24% of
students with both parents who also sometimes spent time with their parents while at
home. On the other hand, an overwhelmingly majority (88%) of teachers strongly agreed
that parents in informal employment struggled to cater for their children’s educational
needs compared with those in formal employment.
54
The results related to objective four (4) which analyzed the family size in relation
academic achievement have indicated that 53% of the student respondents with a single
parent had 2-5 siblings in their families while 16 or 42% students with both parents had
the same number of siblings. The single parent family structures seemed to have more
children in spite of the fact that, generally they have less resources at their disposal for
the education of their children. In addition, 64% of the student respondents agreed that
the size of the family in single parent family structures affect the students’ motivation to
study. The students explained that two parents were able to offer more support to student
motivational needs more than a single parent family.
5.3 Conclusions
The conclusions of this study are anchored on the findings of the objectives of the study
that focused on the effects of single parenting on academic performance of secondary
school students. The study findings have led to the conclusion that parenting by two
parents is positively related to better academic performance in comparison to
children from single parent backgrounds. Many of the students said that the
major source of inspiration was from fathers. It can therefore be concluded that
children of single mothers lack a strong motivation to do well in academic work due to
lack of a male figure and role model. Therefore the school management should
encourage single parents to be actively involved in their students’ academic work and
to identify a male relative that can inspire their sons.
Single parent’s level of education was also found to influence students’ academic
achievement. The study established that majority of the parents had college/diploma level
of education at the time of the study. Parents that had higher level of education were able
55
to set up a more conducive learning environment at home than those with lower level of
education therefore the relevant bodies such as the Ministry of Education should
continuously emphasize on the importance of education for individuals and members of
society at large.
Single parent’s occupation was also found to affect students’ academic achievement.
Therefore, parents in spite of their busy careers should ensure they have enough time
with their children. To this effect, the school management should remind all parents on
the need to often create time for their children so as to monitor their academic progress.
The results also showed that family size of both single family structure and those with
two parents had an influence on students’ academic achievement. Students who were
living with many relatives in their families might also tend to have problems in terms of
provision of personal and learning material needs therefore the Government should
educate parents on proper planning of their families through talks and meetings.
5.4 Recommendations
Based on the results of the study, the following recommendations have been made:
1. The school management should encourage the single parents to involve
themselves in their children’s academic work. This can be done through regular
meetings arranged between parents and teachers.
2. There is evidence that family size of a single parent influences academic
achievement of children, it is therefore important to encourage single women with
families to embrace family planning.
3. Both single parents and their children should be counseled by school management
and other relevant bodies such as the religious bodies and the Ministry of
56
education on the importance of education for individual and national
development.
4. The County and the National Government should identify needy families
especially single-parent families and target them for economic empowerment.
5.5 Areas of Further Research
The following areas have been suggested for further study:
1. The influence of single parenting on social and emotional development of
children.
2. The influence of teacher interaction dynamics with children from single parent
families and academic performance.
57
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60
APPENDICES
Appendix 1: Letter of Introduction
The Sub-County Education Officer
Taveta Sub- County
P.O. BOX 56,
TAVETA
Dear Sir/Madam,
RE: ACADEMIC RESEARCH
I am a postgraduate student at the University of Nairobi in the Department of Educational
foundations, School Of Education. I am carrying out a research on the influence of single
parenting on students’ academic achievement among selected secondary schools in
Taveta Sub-County, I am therefore kindly requesting you to allow me collect data for the
purposes of completing the work. Any responses collected will be used only for academic
purposes and will be treated with utmost confidentiality.
Thank you,
Yours faithfully,
Pauline Kerubo Magara
University of Nairobi
61
APPENDIX 2: Questionnaire for form 3 students
I am post graduate student at the University of Nairobi, School of Educational Foundations
undertaking a research project on the influence of single parenting on Students’ academic
achievement among secondary schools in Taveta Sub-County, Taita Taveta County.
Information given will only be used for research purposes only, you are kindly requested to fill in
the questionnaire. For confidential purposes you are kindly requested not to write your name or
the name of your school anywhere in the questionnaire. Please indicate with a tick and fill in
where appropriate.
SECTION A: PERSONAL INFORMATION
1. Which is your gender? Female [ ] Male [ ]
2. What is your age? 13-15 years [ ] 16-18 years [ ] Over 18 years [ ]
3. Type of school Boys Boarding [ ] Mixed day [ ]
Girls Boarding [ ] Mixed day and boarding [ ]
SECTION B: FAMILY TYPE AND PARENTAL INVOLVEMENT
4. Kindly indicate your family type (Tick only one)
Single parent family [ ] Two parent family [ ] Others (specify)……….
5.Who aspires you the most in your life Father [ ] Mother [ ] Others (specify)…….
6.Listed below are statements about the frequency your parents assist you with various things.
Indicate with a tick the appropriate answer.
Statements on the type of assistance given by parents Always Sometimes Rarely Never
My parent(s) assist me in my assignments
My parent(s) participates in school activities
My parent(s) provides for my basic needs
My parent(s) are fully involved in my school work
7.Please indicate whether you strongly agree[SA], Agree[A], Disagree[D]or Strongly
Disagree[SD] with each of the following statements on discipline
62
Statements on discipline SA A D SD
I always find myself being punished in school
I often find myself quarreling with almost every student in class
My teachers are always complaining about my behaviour
I never get along with my parents at home
I spend little time thinking about my academic work
I often take actions without thinking about the consequences
8. (a) In your own opinion does single parenting influence parental involvement on students’
academic achievement? Yes [ ] No [ ]
(b). Explain your answer………………………………………………………………
9. (a) In your own opinion do families with a husband and wife influence parental involvement on
students’ academic achievement? Yes [ ] No [ ]
SECTION C: PARENTS’ EDUCATION LEVEL
10. What is the educational level of your parents ? (Tick where appropriate)
Level of education Mother Father

No formal education
Primary level
Secondary level
College/Diploma level
University(Bachelors level)
Masters level
Ph.D Level
11.Who is your role model? Father [ ] Mother [ ] Others [ ]
12.Listed below are statements about the support your parents give you in education. Indicate
with a tick the appropriate response.
Statements on parental support Always Sometimes Rarely Never
My parent(s) encourage me to be
better than them
My parent(s)monitors my academic
work while at home
My parent(s) supports me in my co-
curricular activities
My parent(s) avails him/herself for
school functions like open days
63
13.(a) In your own opinion does a single parent’s level of education influence academic
performance of students? Yes [ ] No [ ]
(b).Explain your answer…………………………………………………………………….
14 (a) In your own opinion do families with both parents’ level of education influence academic
achievement of students? Yes [ ] No [ ]
(b)Explain your answer……………………………………………………………………..
SECTION D: PARENTS’ OCCUPATION

15. What is your parents’ main source of income? Tick where appropriate
Source of income Father Mother
Salaried
Self-employed
Unemployed
16. Indicate the person who pays your school fees
Both parents [ ] Father [ ] Mother [ ] Others [ ]
17.Indicate the frequency you have access to the following personal effects and learning
materials. Tick where appropriate.
Personal effects Always Sometimes Rarely Never
Soap
Tissue
Lotion/Jelly
Toothpaste/Toothbrush
Sanitary Towels
Learning materials
Exercise books
Mathematical set
Biros/Pencils
Textbooks
Ruler/Rubber
18.In your own opinion do you think lack of personal effects and learning materials affect your
academic achievement? Yes [ ] No [ ]
(b).If yes explain your
answer....................................................................................................................................
19.Listed below are statements on the motivation given by parents towards academic
achievement. Indicate with a tick the appropriate response.
Statements on motivation given by Always Sometimes Rarely Never
parents
I spend time with my parent(s) while at
home
My parent(s)reward me for performing
well academically
My parent(s) assist me with my school
assignment while at home
20.Explain how your parent is involved in your education at
home?.....................................................................................................................................
64
21.Listed below are statements about your attitude towards learning.Indicate with a tick the
appropriate response
Statements on attitude towards learning Always Sometimes Rarely Never
I like doing my assignments
I like consulting teachers
I like discussing academic work with
my classmates
I like my school
SECTION D: FAMILY SIZE
22. How many siblings do you have?
0-2 [ ] 2-5 [ ]
5-10 [ ] Above 10 [ ]
23. How many relatives live at your home?
0-2 [ ] 2-5 [ ] 5-10 [ ] Above 10 [ ]
24.Listed below are statements about the level of attention given to students by the parents.
Indicate with a tick the appropriate answer.
Statements on attention by parents Always Sometimes Rarely Never
I feel protected by my parent(s) while at home
I feel loved by my parent(s)
My needs are met by my parent(s)
65
APPENDIX 3: Questionnaire for teachers
I am a post-graduate student at the University of Nairobi, School of Educational Foundations
undertaking a research project on the influence of single parenting on students’ academic
achievement among secondary schools in Taita Taveta County.
The information given will be useful for the study. Please do not write your name and that of the
school on the questionnaire.
SECTION A: DEMOGRAPHIC INFORMATION

Tick where appropriate
1. Gender Male [ ] Female [ ]
2. Age in years Below 20 [ ] 21-30 [ ]
31-40 [ ] 41-50 [ ]
Above 50 [ ]
3. What is your professional qualification? Doctorate [ ] Diploma [ ]
Masters [ ] Certificate [ ]
Bachelors degree [ ]
4. Working experience in years Less than 5 [ ] 16-20 [ ]
6-10 [ ] 21 and above [ ]
11.15 [ ]
5. School type Boys Boarding [ ] Mixed day [ ]
Girls boarding [ ] Mixed day and boarding [ ]
6. School size? Single stream [ ] Three streams [ ]
Double stream [ ] Four and above [ ]
SECTION B: FAMILY TYPE AND PARENTAL INVOLVEMENT
7.Which type of family do most of your students come from?
Single parent family [ ] Others [ ]
Dual (two)parent family [ ]
8.Listed below are statements about the frequency that the students’ parents assist them with
various things. Indicate with a tick the appropriate answer.
Statements on the type of assistance Always Sometimes Rarely Never
given by parents
Most Parents do a follow up of their
children’s academic performance
Most parents participate in school
activities
Most parents provide the basic needs of
their children
Discipline is determined by the type of
family that a student comes from
9. In your own opinion, does single parenting affect parental involvement on students’ academic
achievement? Yes [ ] No [ ]
(b).Explain your answer…………………………………………………………………….
10. In your own opinion do you think a two-parent family has an influence on student’ academic
achievement? Yes [ ] No [ ]
(b)Explain your answer…………………………………………………………………….
66
SECTION C: PARENTS’ EDUCATIONAL LEVEL
11. What is the educational level of most of your students’ parents?
Never went to school [ ] College [ ]
Primary level [ ] University [ ]
Secondary level [ ]
12.How often do most parents attend to academic functions in schools?
Very often [ ] Less often [ ]
Often [ ] Rarely [ ]
13.The statements below relate to the influence of parents’ educational level on students’
academic performance. Supplied also are the five options corresponding to these statements.
Strongly Agree, Agree ,Disagree, Strongly disagreeTick in the box the appropriate response
expressing your mind.
Parents’ educational level Strongly Agree Disagree Strongly
agree disagree
Educated parents are more involved in
their children’s education than uneducated
parents
Parents with higher level of education are
able to set a more conducive learning
environment at home than those with
lower level of education
Children whose parents are highly
educated are more proficient in English
language than parents who are less
educated
Children whose parents are highly
educated are more proficient in Kiswahili
language than parents who are less
educated
14. In your own opinion how does a single parent’s level of education influence academic
achievement
positively?…………………………………………………………………………………………
(b) In your own opinion how does the level of education of both parents influence academic
achievement
positively?...........................................................................................................................
SECTION C: PARENTS’OCCUPATION
15. What is the main source of income of your students’ parents?
Salaried [ ] Self-employed [ ] Unemployed [ ]
16. Indicate the person who pays school fees for most of the students?
Both parents [ ]
Father only [ ] Mother only [ ] Others (specify) ……………
67
17. The statements below relate to the influence of parents’ occupation on students’ academic
achievement. Supplied also are the five options corresponding to these statements.
Strongly Agree[SA], Agree[A], Disagree[D],Strongly Disagree[SD]
Tick in the box the appropriate response expressing your mind.
Parents’ occupation [SA] [A] [D] [SD]
Students whose parents are in formal employment
exhibit better academic performance than those whose
parents are in informal employment
Parents working hours has direct correlation with the
involvement in their children’s education
Parents in informal employment struggle to cater for
their children’s educational needs than those in formal
employment
18.In your own opinion how does a single parent’s occupation influence the students’ academic
achievement...........................................................................................................
(b) In your own opinion how does the occupation of both parents influence academic
achievement?.........................................................................................................................
68
APPENDIX 4:
Permit for data collection
69

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THE INFLUENCE OF SINGLE PARENTING ON STUDENTS’

ACADEMIC ACHIEVEMENT IN SELECTED SECONDARY

MAGARA PAULINE KERUBO

A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL

degree, in any other university or institution.

MAGARA PAULINE KERUBO

PROFESSOR LUCY W. KIBERA, PhD.

supervisor Prof. Lucy Kibera, Department of Education Foundations, University of

support and encouragement. In addition, my appreciation goes to my brothers Victor

Special thanks are extended to my fellow students in the department of Education

valuable guidance and support.

the study by responding to the questionnaire and their unwavering support.

the almighty God highly reward all of them.

ACKNOWLEDGEMENT .............................................................................................................. iii

LIST OF TABLES ......................................................................................................................... vii

LIST OF FIGURES ........................................................................................................................ ix

CHAPTER ONE: INTRODUCTION .............................................................................................. 1

1.1 Background to the study ........................................................................................................ 1

2.1 Introduction .......................................................................................................................... 10

3.1 Introduction .......................................................................................................................... 16

4.1 Introduction .......................................................................................................................... 20

5.1 Introduction .......................................................................................................................... 53

Appendix 1: Letter of Introduction ................................................................................................ 61

APPENDIX 2: Questionnaire for form 3 students ......................................................................... 62

APPENDIX 3: Questionnaire for teachers..................................................................................... 66

APPENDIX 4: permit for data collection ...................................................................................... 69

Table 4.1: Response rate of participants by teachers and students ................................................ 19

Table 4.2: Demographic characteristics of the students’ respondents ........................................... 20

Table 4.3: Demographic characteristics of teacher respondents and school size........................... 21

Table 4.4.1 Source of inspiration in student’slife………………………………………………...23

family type structures ................................................................................................... 24

children on academic work .......................................................................................... 30

Table 4.9: Educational level of parents by father and mother ....................................................... 33

education by family type structure ............................................................................. 35

academic performance ................................................................................................ 37

Table 4.13: Persons who pay students’ school fees ....................................................................... 39

academically by family type structure ........................................................................ 44

achievement by teacher respondents .......................................................................... 47

Figure 4.1: Family types of student respondents .................................................................................. 22

students’ academic achievement ......................................................................................... 28

students’ academic achievement ......................................................................................... 31

towards academic achievement. ........................................................................................ 52

1.1 Background to the study

another and it is when an individual can be said to have acquired discipline.

The Academic achievement of students at various levels of education and particularly at

socialization as a life learning process in which individuals or groups of people interact

role during socialization, because a baby is completely dependent on others especially

through the years of basic education (Horton and Hunt, 2004).

parenting on academic performance of secondary schools in Taveta Sub-County. In most

it a focus of study in relation to its influence on academic performance of learners.

families have advantages and disadvantages.

children guidance in discipline and academic matters (McLanahan, 1994).

(Amato and Keith, 1991).

students’ performance in school was greatly determined by the family background in

determinants of children’s attainments. In a study conducted in 1997 by the Government,

indicating that the rate of single parenthood is alarming.

modernization and urbanization which in turn contribute to breakdown of traditional

had a significant risk factor to manifest violent behavior.