FAMILY SIZE AND ACADEMIC ACHIEVEMENT OF GRADE 12 SENIOR HIGH

SCHOOL STUDENTS IN JOSE T. QUIBOLOY SR. NATIONAL HIGH SCHOOL

A Researcher Presented to the faculty of

Senior High School

Jose T. Quiboloy Sr. National High School

Prk. 3 Tamayong, Calinan, Davao City

In Fulfilment of the

Requirements in Inquiries of Investigation

Academic Year 2020-2021

Researchers:

Nica Basanal Rachel Mae Basanal

Gretchen J-ann Repamonte Bernadeth Ilando

Dyvone Jay Alejado Reyhan Jamahali

Junriel Nabas Jorie Jalmaani

Norman Sahipa Noralie Sahipa

 1

CHAPTER 1

THE PROBLEM AND ITS STATEMENT

Background of the study

Family Size has effects on quality of life. These include the educational

attainment of children. In the United States, children in small families perform better

academically because of the intensity of their interaction with their parents. This

position argued that intensity of interaction is demonstrated by parental involvement

in the child’s study. Leading directly to higher achievement on the part of the child.

With the increase in the number of children comes reduction of adult-child interaction

and subsequently a lower achievement level for the children of larger Families.

(Conley, 2005)

An earlier study in the Philippines, found a positive effect of older siblings on

supporting the younger. This study suggested that, having many siblings especially

older was a good one because they will help the parents on working to make money

and other resources needed to support schooling. (Rosado, 2013)

In addition, a study from Mindanao State University indicated that children from

large families mostly enrol late in school perform poorly and leave school early as

compared to those from small family. The results from the study revealed financial

problem, lack of parental attention and poor health as the main causes of poor

performances (Akpan,2017).

Families have better academic achievement because their parents support only

on few children. In Jose T. Quiboloy Sr. National High school, the student in Jose
 2

T. Quiboloy Sr. National High School, the student researchers observed that there are

some children from large families have siblings who are deprived to go on school for

studying because of the financial problems but not all large families have this situation.

Most of them have cases of early child labor especially being a harvester on banana

companies. On the other hand, children from small to medium families have better

academic achievement because their parents support only few children.

STATEMENT OF THE PROBLEM

1. What is the profile of the Grade 12 students in Jose T. Quiboloy Sr. National

High School terms of family size?

2. What is the level of academic achievement of Grade 12 students in Jose T.

Quiboloy Sr. National High School?

3. Is there a significant relationship between family size and academic

achievement of Grade 12 students in Jose T. Quiboloy Sr. National High

School?

HYPOTHESIS

The Null Hypothesis was tested that:

There is no significant relationship between family size and academic of

Grade 12 students in Jose T. Quiboloy Sr. National High School.

 3

THEORETICAL AND CONCEPTUAL FRAMEWORK

This study was referred to the theory of Dominique Goux which stated that

parents with two to three kids can afford the time to develop their children’s academic

capabilities because their time is only shared with less children.

Furthermore, children from the larger size family mostly older siblings may be

encourage to leave school early to assist in providing resources for the family, thereby

giving an advantage to younger siblings with respect to educational attainment and

enrolment (Lee, 2008).

In addition, the quality of the labor force, rather than the quantity is essential

on economic development, and given the scarcity of resources, a country can educate

each worker better when there are fewer workers (Blake, 2011).

VARIABLES UNDER STUDY

FAMILY SIZE
ACADEMIC ACHIEVMENT

Figure 1; Conceptual Framework showing the variables of the study

 4

SIGNIFICANCE OF THE STUDY

It is important to know if the number of children in a family will affect their

performances in school. Furthermore, knowing the effect of family size to the academic

achievement of the students is essential to promote awareness for the parents and

also to the whole community. In addition, the findings from this study can help to

improve the knowledge of the readers about the effect of family size in the academic

achievement of Grade 12 Senior high school students.

The result of the study will be great benefit to the following:

1. Government Sector: The result of the study will provide the government sector,

the information to pay attention to the student’s needs regarding to the effects of

their poor academic performance. The data gathered will help to initiate an action

to provide support to student’s academic needs.

2. School Head: The result of the study will be a guide to the school head on how to

help the students with poor academic performance. The data gathered will provide

support to students with poor performance.

3. Teacher: This study will be very beneficial to teachers in giving their learnings the

attention they needed for their academic achievements. Through this research,

teachers will purposely discover new classroom management techniques for

students to cope up with the lessons.

4. Students: The results will provide the students, the knowledge to cope up with

their academic achievement.

 5

5. Parents: Is the primary influence to the students will be able to have knowledge

with their child’s needs. The findings of this research would also help them identify

what they need to manage to help their child in their academic performance.

6. Barangay Official: The findings of this study would give support on how to help

students especially to students with poor academic performance with the help of

learning programs.

7. Researchers: This study will serve as a reference to future researchers with the

same research study.

DEFINITION OF TERMS

The terms are defined conceptually and operationally to clarify the meaning

intended by the researchers in the study:

Family size

Family size refers to the number of persons in the family. It is sometimes

used to represent the total number of individuals comprising a family unit. Some use

the term sibship size to refers to the number of children in an individual’s parental

family (Blake,2011).

In this research, family size is defined in terms of the number of children in the

household of grade 12 students in Jose T. Quiboloy Sr. National High School.

Academic Achievements

Academic achievement is the intent to which a students or institution has

achieved either short and long termed educational goals. Academic achievement is

once thought to be the most important outcome of formal educational experience and
 6

while there is little doubt as to the vital role such achievements play in student’s life

and later (Kell, Lubinski, and Benbow, 2013). Furthermore, academic achievement in

this study refers to the general average of grade 12 students in Jose T. Quiboloy Sr.

National High School in the second quarter.

Scope and Limitations

This study will be conducted in Jose T. Quiboloy Sr. National High School

S.Y. 2020-2021. The respondents are the 53 grade 12 senior high school students.

The study aimed to know the effect of family size to the academic achievcement of

grade 12 senior high school students in Jose T. Quiboloy Sr. National High School.
 7

REVIEW OF RELATED LITERATURE

Academic achievement is an important parameter used in measuring students’

success or failure in a particular subject in school (Francess, 2017). Poor performance

of Secondary School students has become a common concern of parents, legislators,

teachers, counsellors and psychologist. Since education is provided within societies,

it is then very likely any changes in the environment of children may also affect their

education or disposition to it (Ogunshola & Adewale, 2012).

According to Bell (2002), parents devote a lot of resources to their children’s

education because they believe that good academic performance will provide a stable

future for them.

The study of Muthoni K. L (2011) found that family size, had a positive

relationship with academic performance of students. Olayinka (2009) pointed out that

the family is the bedrock of the society and reported that a stable and well-developed

childhood can be guaranteed by a stable family.

The studies of Odok (2013) and Eamon (2005), attest that small family sizes

are linked higher educational attainment. However, Powell and Stellman (2010) and

VanEjick and DeGraaf (2012) argued that children’s academic attainment depends on

inputs of time and money from their parents, the more children there are in family the

less of both inputs. These inputs are not money alone, but other essential things like

attention, resource dilution and so on. Barry (2005) revealed that socio-economic

status had the greatest impact on students' test scores in relation to other variables in

his study.
 8

Adamu and Dikko (2017) found from their study that parental background may

have significant influence on students' academic achievement.

Aikens and Barbarin (2008) further added that children from low socio-

economic environment acquire language skills more slowly and are at risk for reading

difficulties.

Osonwa, Adejobi, Iyam and Osonwa (2013) postulated that students' academic

performance is predicted by a chain of socio-economic factors resident in parents and

some other persons.

Additionally, Uwaifo (2008) attributes the cause of poor performance of children

to a combination of personal and institutional factors. The personal factors include the

level of individual’s intelligence, knowledge and ability while the institutional factors

are family or parental influence.

However, Bernistuern (2008), stated that high income enables parents to give

their children the advantages of that money can buy. High-income parents provide

their children with household equipment like educative video, text books and good

schools where some large families are lack on.

However, Powell and Steelman (2010) and Vanejik and Degraaf (2012) argued

that children’s attainment depends on the input of time and money from their parents.

The more increase of children in a family the less of both inputs. These inputs are not

money alone, but other essential things like time, attention, resource delusion and so

on.
 9

Furthermore, Bysenk and Locksoh (2011), affirmed that, most extroverted

children come from smaller homes and that they adjust more easily to school

environment, can express themselves easily in the classroom

therefore, they achieve a greater academic performance as opposed to introverted

children of larger family size.

The study from above shows that family size has a positive effect to the

academic achievement of students. It tells that most of the extroverted students comes

from small families and can easily adjust and express themselves to their environment.

Also, small families only focus on few children and can support financially and

mentally. Lastly, children from small families receive a lot of the two inputs which they

need; the money and time inputs where parents give to show support in their

schooling.

On the other hand, the relationship between family size and child educational

attainment has attracted a lot of attention in social sciences. According to the resource

dilution hypothesis, an additional child decreases amount of time and financial means

that parents can devote per each child (Blake 2011). The larger the family, the greater

the dilution of parental resources, and the more limited are the educational chances

of each child. Hence, parents face trade-off between quantity and educational chances

of children when making decisions regarding the size of their family (Becker and Lewis

2013).

Children with fewer brothers and sisters obtain more schooling than those with

more siblings. This negative association exists for many different measures of

children’s human capital, including completed schooling, standardized test scores,

and grades, and holds even after family socioeconomic characteristics are controlled
 10

(Blake and Featherman 2010).

Hargreaves (2012), reported that in Germany students with parents who are

involved in their school tend to have fewer problems, and better academic

performance and are more likely to complete high school than students who are not

involved in their school. Good grades require positive effects of parental involvement

that have to be demonstrated at both elementary and secondary levels across several

studies with the largest effect often occurring at elementary level where numeracy,

literacy as well as values of human development are very essential.

Large numbered families whether rich or poor are difficult to maintain, they are

characterized with a high number of children, rowdiness and this does not create

convenience for learning. They also create in the upbringing of children some identified

problems such as feeding, poor clothing, insufficient funds, and lack of proper attention

for children, disciplinary problems and malnutrition which impact negatively on children

academic performance (Odok 2013).

Higher rates of unemployment and lower‐status occupational positions could

account for the negative effect of large families on children's attainment throughout

the period. Children from large families have consistently had lower attainments than

children from both small families (Biblars,2011).

Hurlock (2001) investigated the relationship between a child's academic

performance and parental occupation and postulated that when a child is ashamed of

his parent's occupation, the child's attitude towards his parents and he would be

adversely affected, thus impacting negatively on his academic performance.

 11

Usaini and Abubakar (2015) augmented this claim by postulating that students

from parents with formal occupation perform well than those from parents with informal

occupation.

Sukhendra (2015) observed a positive relationship between the level of

parental occupation and mean high-school marks of students in Lucknow district

Olayinka (2009) pointed out that the current poor economic status of most

parents and families in the country has exposed children to undesirable challenges

that have negatively affected their academic performance in school. Whatever may be

the reason for these poor performances should constitute a cause for concern

because students’ academic performance plays an important role in producing best

quality graduates who will become great leaders and manpower for the country thus

responsible for the country’s economic and social development.

Several indicators such as study habits, self-concept, school environments,

teachers’ qualification and teaching strategies, government, parents’ social class and

parents’ educational status, parents’ inputs have been identified as factors responsible

for students’ poor academic performance (Ella, Akpabio & Samson-Akpan, 2015).

According to (Jenks, 2008), many students from low income homes are kept

away or sent out from schools or excluded from certain activities or lack of money to

provide the prescribed equipment or materials. They suffer from stigma of being

isolated during break, meals because of poverty.

Eloundou and DaVanzo (2005) confirmed that in comparison to children with

fewer siblings, children with more siblings tend to enrol later, repeat grades more often,

and drop out of school earlier. Once enrolled, children in large families were also more
 12

likely to repeat grades. Three of every four pupils coming from large families were

behind schedule in their grade progression.

In Ghana, family size and academic achievement has been found to be

negatively correlated. Outcomes of the research conducted by Arthur (2006) in the

Sunyani municipality identifies that relatively families of smaller sizes that is, one to

four (parents inclusive) had most of their children enrolled either in the tertiary or post-

secondary levels notwithstanding the fact that parents with family sizes exceeding two

children also had at most two children enrolling in the secondary or tertiary level. On

the other hand, many researchers also suggest that the negative relationship between

sibling size and academic achievement cannot be necessarily attributed to the number

of children in the family.

For developing countries, studies by Lee (2004) finds negative impacts of

family size on per child investment in education for South Korean households. The

argument is that in the larger size family, some of the children, mostly the older

siblings, may be encouraged to leave school early to assist in providing resources for

the family, thereby giving an advantage to younger siblings with respect to educational

attainment and enrolment. Psacharopoulos et al (2006) find that having more young

siblings is associated with less schooling and more age-grade distortion.

Booth and Kee (2006) confirmed that children from larger families have lower

levels of education and also perform poorly in academics. Eristwhistle (2006), found

that children with relatively small size families performed better in verbal and non-

verbal tests, than children from large family size in the same test. This according to

him is because children from large families have less frequent interactions with adults.

Similarly, parental attention by parents declines as the number of sibling’s increases

 13

and latter born children perform less well than their earlier born siblings.

Wiseman (2010) and Emeke (2014) have examined the causes of poor

academic performance and attributed the causes of poor performance to the

combination of personal and institutional factors among secondary school students

.Personal factors related to individuals are family or parental influences, societal

influences, institutional influences and school related, students, teachers related

factors, accommodation and living conditions. Some causes of poor academic

performance identified include intellectual ability, poor study habits, achievements,

motivation, lack of vocational goals, low self-content, low social economic status of the

family, poor family structures and anxiety. The consequences of this include

indiscipline in schools and low levels of educational standards.

In addition, Ushie and Emeka (2012) revealed that family structure did not

determine students' academic performance, but parental socioeconomic background;

because, irrespective of the family structure, students whose parents have better jobs

and higher levels of income tend of have higher levels of literacy performance. In order

to improve students' academic performance and reactions to life situations irrespective

of their family structure, government and counsellors were advised to provide the

necessary psychological support for students from different family structure so as to

overcome their emotional problems and improve academic performance.

Moreso, Booth, and Kee (2006) confirmed that children from larger families

have lower levels of education. Research on the effect of siblings, size, and position

has been based on a theory of the allocation of parental resources as presented in

Becker (2000) and Spanta and Paulson (2005) confirmed that differences were found
 14

in birth order and family size of adolescent achievement in academic.

The above-mentioned studies show the negative impact of large family size

to the children's education and academic achievement. Children from large numbered

families have less parental involvement, which brought them problem and lack of

support from their parents. They also create inconvenience in schooling because of

their large size. Additionally, large numbered families have difficulties in supporting

their children's needs in education because of higher unemployment rate and lower in

status occupational positions. Lastly, children from larger sized families are

encouraged to leave school to support their younger sibling's resources for education

as well as their family's needs

 15

CHAPTER 2

Method

Presented in this chapter the research design adapted in the study and the

research procedures to be utilized by the researchers. It also discussed the research

subject, research instrument and the statistic treatment of data in this study.

Research Design

A descriptive- correlational study is a study in which the researcher is

primarily interested in describing relationships among variables seeking to establish

a causal connection (Quaranta, 2017). A descriptive - correlational study, this study

aimed to assess the Family Size and Academic Achievement of Grade 12 Senior

High School Students in Jose T. Quiboloy Sr. National High School.

Research Subject

The respondents of this study were the 48 enrolled grade 12 senior high school

students of Jose T. Quiboloy Sr. National High School. They were selected through

simple random sampling technique.

The survey conducted during school year 2020-2021. The respondents were focused

to the students of Jose T. Quiboloy Sr. National High School in view of the fact that

there is a relationship between family size and academic achievement of students.

 16

Table 1: Distribution of respondents

Grade level Male Female total

Grade 12- Narra 22 26 48

Research Instrument

The relevant data were obtained from the resources of the study through survey

questionnaire for the independent variable (Family Size) and archival document

analysis for the dependent variable (Academic Achievement). Survey questionnaire is

used to collect the data for the family size. The researchers send survey questions to

the respondents collect and gather the data collected. The general average in first

semester of the grade 12 students were collected from the adviser so that the

researcher can gather the data collected.

In evaluating the profile of Family Size, the following scale was used.

Range of means Description Interpretation

2-4 members Small family size This means that the family

size is small.

5-10 members Medium family size This means that the family

size is medium.

10 above members Large family size This means that the family

size is large.
 17

In evaluating the level of Academic Achievement, the following scale as used.

Range of means Description Interpretation

90-100 Outstanding This means that the grade

of the students exceeds

above the expected level.

85-95 Very Satisfactory This means that the grade

of the students is above

the expected level.

80-84 Satisfactory This means that the grade

of the students is

satisfactory within the

expected level.

75-79 Fair This means that the grade

of the students is fairly

satisfactory.

75 below Poor This means that the grade

of the students did not

meet the expected level.

 18

𝗦𝗮𝗺𝗽𝗹𝗶𝗻𝗴 𝘁𝗲𝗰𝗵𝗻𝗶𝗾𝘂𝗲

A simple random sampling technique was used in Family Size and Academic

Achievement of Grade 12 Senior High School Students in Jose T. Quiboloy Sr.

National High School where the researchers collected the names of the respondents

in a sheet of paper, putted in the box and picked one sheet at a time until the

researchers get the desired sample size. It is the most used type of probability

sampling technique where the chance of selection is the same for every member of

the population (Barceros, 2016).

Data Gathering Procedure

The following were the step to be followed in the gathering of data:

1. Seeking permission to conduct the study. The researchers sent a letter

requesting permission to conduct the study to the school head of Jose T. Quiboloy

Sr. National High School.

2. Administration and retrieval of the questionnaire. With the permission and

assistance of the class adviser, the Family size questionnaire was administered.

Moreover, because of the Covid-19 pandemic the researchers cannot conduct face

to face survey the respondents. So, the researchers conduct online survey using

social media app Facebook to collect the data from the respondents.

3. Collation and Tabulation of data. After the researcher gathered data, they were

collated and tabulated the raw score of the respondents. The data for the Family

Size and Academic Achievement were tallied based on the result of the

questionnaire the respondents had answered

4. Analysis and Interpretation. After the data were checked and tallied, the data
 19

was analyzed and presented by the table. Result was analyzed and interpreted

based on the purpose of the study.

In the computation and interpretation of the data gathered, the following statistical

tools were used.

a. Mean - This was used to determine the level of academic achievement of Grade

12 students in Jose T. Quiboloy Sr. National High School.

b. Frequency - This was usede to determine the profile of grade 12 students in Jose

T. Quiboloy Sr. National High School in terms of family size.

c. Pearson Product Moment Correlation ( Pearson r) - This was used to

determine the correlation between family size and academic achievement of grade

12 students in Jose T. Quiboloy Sr. National High School.

d. T-test - This was used to determine if there is no significant relationship between

Family Size and Academic Achievement of Grade 12 students in Jose T. Quiboloy

Sr. National High School.

 20

ETHICAL CONSIDERATION

In this research, it is important to consider the morals or the principles of

goodness, the right and wrong of an action, prior to acting. Voluntary participation,

the researchers must not force the respondents to answer the questionnaire given.

Consent, the researchers will send letter requesting permission to conduct the study,

contains informed consent which is signed by the person on where to conduct the

study. Confidentiality, the researchers should respect the privacy of the respondents

to keep their identity. And lastly the researchers should do no harm to any of the

respondents.
 21

CHAPTER 3

PRESENTATION AND ANALYSIS OF FINDINGS

Presented in this chapter are the results of findings. The topics are

discussed and presented as follows; family profile in terms of family size, level of

academic achievement and correlation between family size and academic

achievement of Grade 12 senior high school students in Jose T. Quiboloy Sr.

National High School.

Profile of Grade 12 Senior High School students in terms of Family Size

Shown in table 2 is the profile of Grade 12 Senior High School students in

Jose T. Quiboloy Sr. National High School in terms of Family Size.

Table 2

Profile of Grade 12 senior high school students in terms of Family Size

Variable Percentage Family Size Description

16.6% 2-4 members Small family size

Family size 68.8% 4-10 members Medium family size

14.6% 10 above Large family size

members
 22

Level of Academic Achievement of Grade 12 Senior High School students

Shown in table 3 is the data on the academic achievement of the Grade 12

Senior High School students in Jose T. Quiboloy Sr. National High School. The

standard deviation is 4.06. The overall mean score is 84.80 labelled as Satisfactory.

Table 3

Level of Academic Achievement of Grade 12 Senior High School students

Variable Standard Deviation Mean Description

Academic 4.06 84.80 Satisfactory

Achievement

Correlation between family size and Academic Achievement of Grade 12

Senior High School students in Jose T. Quiboloy Sr. National High School

Shown in table 4 is the correlation between family size and Academic

Achievement of the Grade 12 Senior High School students. When family size is

correlated with the academic achievement the r-value is 0.37 and the t-value is 2.75

greater than 1.960 which is the critical value is rejected so there is a significant

relationship between family size and Academic Achievement of Grade 12 Senior

High School.
 23

TABLE 4

Correlation between family size and Academic Achievement of Grade 12

Students in Jose T. Quiboloy Sr, National High School

VARIABLES R-VALUE COMPUTED CRITICAL REMARKS DECISION

T-VALUE VALUE

Family Size Computed Reject the

and 0.37 2.75 1.960 t>critical null

Academic value hypothesis

Achievement
 24

Chapter 4

Summary. Conclusions and Recommendation

Presented in this chapter are the summary of findings, conclusions and

recommendation of the study.

Summary

This study was conducted to determine the significant relationship of Family

Size and Academic Achievement of Grade 12 Sr. High School students of Jose T.

Quiboloy Sr. National High School. Specifically, this study sought answers to the

following questions.

1. What is the profile of Grade 12 Sr. High School students in Jose T. Quiboloy

Sr. National High School in terms of family size?

2. What is the level of academic achievement of the Grade 12 Sr. High School

students in Jose T. Quiboloy Sr. National High School?

3. Is there a significant relationship between family size and academic

achievement of Grade 12 Sr. High School students in Jose T. Quiboloy Sr.

National High School?

This study tested the null hypothesis that there is a significant relationship

between family size and academic achievement of Grade 12 Sr. High School

students in Jose T. Quiboloy Sr. National High School?

 25

This study used the descriptive-correlational method of research

employing a validated questionnaire and a document analysis as data gathering

instrument. This study was conducted to the 48 Grade 12 Sr. High School

students in Jose T. Quiboloy Sr. National High School during the school year

2020-2021. Mean, frequency, pearson r and t-test were the statistical tools in

analyzing and interpreting the data collected.

The following were the findings of the study:

1. These are the profile of Grade 12 Sr. High School students in terms of

family size :14.6% have family members above 10, 68.8% have 5-10

family members and 16.6% have 2-4 family members.

2. These rating of Academic Achievement has a mean score of 84.80.

3. The overall r-value is .37 with t-value of 2.77 greater than the critical

value of 1.960 hence the rejection of the null hypothesis. It can be

stated therefore, that there is a significant relationship between Family

Size and Academic Achievement of Grade 12 Sr. High School students

in Jose T. Quiboloy Sr. National High School.

 26

Conclusions

Based on the findings of the study, the following conclusions can be drawn:

1. The profile of Grade 12 Sr. High School students in Jose T. Quiboloy Sr.

National High School in terms of Family Size are mostly medium size families

with 68.8%. Among these is the large size families with 14.6% and 16.6% are

small size families.

2. The level of Academic Achievement of Grade 12 Sr. High School students in

Jose T. Quiboloy Sr. National High School is satisfactory.

3. There is a significant relationship between Grade 12 Sr. High School students

in Jose T. Quiboloy Sr. National High School. This implies that the number of

children has effect on the academic achievement of a child.

 27

Recommendations

Based on the findings and conclusion, the following recommendations are

given’

1. Government sectors. Based on the research findings, it is recommended that

the government should provide some incentives that will encourage more

students to enroll for formal education such as scholarships that despite of the

size and financial problem of their family, they can acquire knowledge that they

need through education.

2. School Head. The school head should have prioritized the students especially

those with academic and financial problem that came from large size families

and should have consideration that will take advantage to them.

3. Teachers. The teachers in Jose T. Quiboloy Sr. National High School should

take understanding to the students with academic problems.

4. Parents. Parents should apply family planning method if they feel that the

quantity of their children is enough to their financial capacity and other aspects

so that they can support their children financially and emotionally.

5. Researchers. Family Size and Academic Achievement of students can also be

conducted by the future researchers in larger population

 Reference:
Ella, R. E., Odok, A. O., & Ella, G. E. (2015). Influence of family size and family type on
academic performance of students in Government in Calabar municipality, Cross
River State, Nigeria. Retrieved March 26, 2021 from
https://www.researchgate.net/publication/332728007_Influence_of_family_size_and_
family_type_on_students'_academic_performance_in_Government_in_Calabar_Mun
icipality_of_Cross_River_State_Nigeria
Chen, C., Elliot, A. J., & Sheldon, K. M. (2019). Psychological need support as a predictor
of intrinsic and external motivation: The mediational role of achievement goals.
EducationalPsychology,39(,1090–1113. doi:10.1080/01443410.2019.1618442
[Taylor & Francis Online].
Francess, D., Adjie, E.K., Nachinaab, J. O, (2017, June). The Effects of Family Size On The
Investment Of Child Education, Case Study At Atonsu-Boukro, Kumasi .
Retrieved March 25, 2021 from
https://www.researchgate.net/publication/325972109_The_Effects_Of_Family_Size_
On_The_Investment_Of_Child_Education_Case_Study_At_Atonsu-Buokro_Kumasi
Asaleh, A., Alabbasi, A.M., Ayoub, A..E.A, (2020, June 7). The Effects of Birth Order and
Family Size on Academic Achievement, Divergent Thinking, and Problem Finding
among gifted students. Retrieved March 26, 2021
fromhttps://doi.org/10.31219/osf.io/uwbz6
Odok, A. O. (2013). Contemporary family structures and students’ academic performance in
secondary schools in IkomLocal Government Area, Cross River State. Journal of
Sociology 4 (4) 87-94.
Ella, R.E. Akpabio,I.I& Sampson-Akpan, P.E (2015), Influence of Study Habits of
Undergraduate Nursing Students’ and Academic Performance in University of
Calabar, Nigeria. American Research Journal of Nursing. Retrieved April 7, 2021 from
https://www.researchgate.net/publication/332728007_Influence_of_family_size_and_
family_type_on_students'_academic_performance_in_Government_in_Calabar_Mun
icipality_of_Cross_River_State_Nigeria
Goux, D.& Maurin, E..(2005)."The effect of overcrowded housing on children's performance
at school. Retrieved April 7, 2021 from
https://ideas.repec.org/a/eee/pubeco/v89y2005i5-6p797-819.html
Schmeer, K.K. (2015). "Changing Sibship Size and Educational Progress During Childhood:
Evidence From the Philippines". Retrieved April 30, 2021 from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4524559/#!po=53.2967
Menye, T.A., Nwokocha, V.N.(2015). "An Empirical Investigation of the Impact of Family
and Parental Influence on the Academic Performance of Pupils in Nigerian Public
Primary Schools. Retrieved April 30, 2021 from
https://www.researchgate.net/publication/324947098_An_Empirical_Investigation_of
_the_Impact_of_Family_and_Parental_Influence_on_the_Academic_Performance_o
f_Pupils_in_Nigerian_Public_Primary_Schools
Angrist, J., Lavy, V. and A. Schlosser. (2010). Multiple experiments for the causal link
between the quantity and quality of children. Retrieved March 26, 2021 from
https://www.journals.uchicago.edu_Multiple_Experiments_for_the_Causal_Link_Bet
ween_the_quality_and _quantity_of_children
Becker, G. S., Lewis, H.G. (1973). On the interaction between the quantity
and quality of children. Journal of Political Economy. Retrieved May 7, 2021 from
https://econpapers.repec.org
Becker, G. S. and N. Tomes. (1976). Child Endowments and the Quantity and Quality of
Children. Journal of Political Economy. Retrieved April 7, 2021 from
https://econpapers.repec.org/article/ucpjpolec/v_3a84_3ay_3a1976_3ai_3a4_3ap_3
as1433-62.htm
Black, Sandra E., Paul G. Devereux, and Kjell G. Salvanes. (2005). The More the Merrier?
The Effect of Family Composition on Children’s Education. Quarterly Journal of
Economics. Retrieved March 26,2021 from https://www.nber.org/papers/w10720
Borjas, George J. (1985). Assimilation, Changes in Cohort Quality, and the Earnings
ofImmigrants. Journal of Labor Economics. Retrieved May 30, 2021 from
https://nber.org/papers/1515
Cai, Yong. (2010). China's Below-Replacement Fertility: Government Policy or
Socioeconomic Development. Retrieved May 30.2021 from https://www.cia.gov/-
library/publications/theworld-factbook/fields/2018.html.
Hesketh, T., Lu, L. and Z.W. Xing. (2005). The effect of China's one-child family policy after
25 years. New England Journal of Medicine, 353(11), 1171-1176. Islam, A. and R.
Smyth. (2015). Do Fertility Control Policies Affect Health in Old Age? Evidence
From China's One‐child Experiment. Health economics. Retrieved May 30, 2021
from https://jstor.org/stable/25749195
Lee, J. (2008). Sibling size and investment in children’s education: An Asian instrument.
Journal of Population Economics. Retrieved March 26,2021 from
https://link.springer.com/article/10.1007/s00148-006-0125-5
Li, H., Zhang, J. and Y. Zhu. (2008). The quantity-quality trade-off of children in a developing
country: Identification using Chinese twins. Demography. Retrieved March 27,2021
from https://link.springer.com/article/10.1353/dem/2008.0006
Liu, H. (2014). The quality–quantity trade-off: evidence from the relaxation of China’s one-
child policy. Journal of Population Economics. Retrieved March 27,2021 from
https://link.springer.com/article/10-1007/s00148-013-0478-4#:
Millimet,D. L. and L. Wang, (2011). Is the quantity-quality trade-off a trade-off for all, none, or
some? Economic Development and Cultural Change. Retrieved March 27, 2021 from
https://www.iza.org/publications/dp/4078/is -the-quantity-quality-trade-off-a-trade=off-
for-all-none-or-some
Amoo, T. B., Adeyinka, O. P., & Aderibigbe, A. D. (2018). Perceived Effects of Parental Socio-
economic Status on Students’ Academic Performance among Teachers in Odeda
Local Government, Ogun State, Nigeria. Retrieved April 7,2021
from http://hrmars.com/index.php/pages/detail/publication-ethics