UNIVERSITY OF CAPE COAST

Faculty of Social Sciences

Institute for Development Studies
(M.A. Democracy, Governance, Law & Development)

RACHEL ADJOA AMOFA

TOPIC:

EFFECTS OF SINGLE PARENTING ON

ADOLESCENTS ACADEMIC
PERFORMANCE
29/05/2013

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 TABLE OF CONTENTS:

Contents Page Number

CHAPTER ONE
1.0 INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 2
1.3 Purpose of the Study 2
1.4 Objectives of the Study 2
1.5 Research Questions 2
1.6 Scope of the Study 3
1.7 Research Hypothesis 3

CHAPTER TWO
2.0 LITERATURE REVIEW 4
2.1 Concepts on Single Parenting and Academic Performance 4
2.2 Concepts on Single Parenting and Truancy 6
2.3 Some Contrasting Views on the Topic 9

CHAPTER THREE
3.0 METHODOLOGY 10
3.1 Research Design 10
3.2 Population 10
3.3 Sample and Sampling Procedures 10
3.4 Instrumentation 10

CHAPTER FOUR
4.0 DATA PRESENTATION AND DISCUSSIONS ON FINDINGS 11
4.1 Data Presentation 11
4.3 Discussions on Findings 16

CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATION 17

5.1 Conclusion 17
4.2 Recommendations 18
References: 19
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APPENDIX ‘A’

LIST OF TABLES

Table 1 Gender Distribution of Students Respondents 12

Table 2 Age of Respondents 12

Table 3 Family Type of Student Respondents 13
Table 4 Marital Students Of Respondents’ Parents- Single- Parents Family Type 13
Table 5 Class of Students 13
Table 6 Students Respondent Parents’ Educational Level 14
Table 7 Respondents relationship with Parents- Future expectations- Single-parent Homes14

Table 8 Respondents relationship with Parents- Parents Knowledge on Academic needs 14

Table 9 After School Activities 15
Table 10 Punishments Parents Give To Kids- Single Parents 15

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 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Time has really changed many of the old customs and traditions which were taught and
practised for several years are becoming obsolete now. The modern culture has changed and
outgrown the values and beliefs that were thought to be the core beliefs and values of our
society. Even though, moralists and conservatives are experiencing disgust over the currently
evolving belief and cultural systems. The truth is, what has been unacceptable in the olden days,
is now becoming fast and rapidly rising trends. For decades and even centuries, one of the major
concerning issues to the conservatives, is the issue of single-parenting. Single-parenting is
already becoming a fast and rapidly growing trend in the society.
In Ghana, the parental roles are culturally determined. Maternal role is that of childcare
and home making while the paternal role is that of economic responsibilities and discipline of
children. Generally, it is the responsibility of the family, to train and bring up the child in the
norms and values of the society. They are to be responsible for the psychological and emotional
welfare of the child. The parents are mainly responsible for the educational and career
development of their children. However, divorce and separation of various kinds or death of one
spouse may leave the roles in the hands of a single parent.
The family structure, ideally, provides a sense of security and stability that is necessary
for children. When there is a breakdown in the family structure, it may have a tremendous
impact on a child and their ability to function ordinarily or achieve academically. In most
situations, the child no longer has two parents to depend on. Therefore they have to rely on one
parent to meet most, if not all their needs. With limited finances, time and availability parents
are less likely to provide the adequate support a child needs to perform to the best of their ability.
This is not to say, necessarily, that the parent raising them is not providing them with more than
adequate love and attention, but rather the single parent model within itself is comprised of many
different factors that can affect a child’s level of truancy and academic success.
In the Cape Coast Metropolis there are lots of factors that cause students from single
parent homes to perform poorly in academics and pick up truant lifestyles and they include the
following, emotional scarring left by separation that disrupts the child’s development and
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performance, absence of the other adult may interrupt a child’s natural growth and mental
development, the children may be inadvertently forced to take on the duties of the absent adult,
limited time and income become an issue as in how much time is focused on homework or
whether money is spent to enjoy cultural activities and educational goals and aspirations may not
be set as high.

1.2 Statement of the Problem

The main problem for this study is that a lot of people, educationists and counsellors are
complaining on non-chalant attitude of students to study and attendance to classes. Reports and
observations on students from different family structure and family composition are indicators to
academic performance.
.
1.3 Purpose of the Study
The purpose of this study is to find out the influence of family patterns on the academic
performance and truancy of secondary school students. The study also wants to know the effects
of single-parenting on the academic achievement and if it causes truancy in the students of
secondary schools.

1.4 Objectives of the Study

1. To investigate the effects of single-parenting on the academic performance and truancy
behaviour among secondary school students in the cape coast metropolis

2. Find out the relationship between single-parenting on academic performance and truancy
behaviour among secondary school students in the cape coast metropolis.

3. To examine the effects of single-parents involvement with their children on academic

performance and truancy behaviour

1.5 Research Questions

The following research questions were raised based on the background to the study.

1. Is there any difference between the academic performance of students from single-parent
homes and intact homes?
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 2. How does the relationship between single parents and the children affect their academic
performance and truancy behaviour
3. Is there any relationship between truancy behaviour of students from single parents and
children of intact homes?

1.6 Scope of the Study

The studied is confined to the Cape Coast Metropolitan Assembly cape coast is the capital town
of the Central Region of Ghana. The Cape Coast Metropolitan Assembly was chosen by the
researcher for this study due its proximity to the University of Cape Coast where the researcher
is a student.

The selection was also influenced by fact that there are lots of secondary schools, both day and
boarding, mixed and single sexed. Students from these institutions are coming from family
structures which may be mono or bi- parenting and this will be a major source of data on effects
of single-parenthood on the academic performance of secondary school students in Cape Coast
Metropolitan Assembly.

1.7 Research Hypothesis

The following hypotheses were tested with suitable statistical techniques at 0.05 level of
significance.
Hypothesis 1. There is no significant difference between the academic performance of
adolescents from single-parenting homes and those from intact homes.
Hypothesis 2. There is no significant difference between the truancy behaviour of students from
single-parenting homes and those from intact homes.

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 CHAPTER TWO

3.0 LITERATURE REVIEW

2.1 Concepts on Single Parenting and Academic Performance

Single-parenthood can be defined as when one out of two people who is responsible for
the nurturing and child rearing is not available, and the work meant for two people, is now been
carried out by only one person. According to the Longman Dictionary of Contemporary
English, single-parenting is been defined as a mother or father who looks after children on their
own, without the other partner.
Single-parenting can be defined as a situation in which one of the two individuals
involved in the conception of the child is being responsible for the upbringing of the child
[Whitting and Child, (1993); Eshleman, (1981) & Henslim (1985)].
Throughout the years single parent families have increased. Therefore, there is a
tremendous growth in the number of children of single parents. Udansky, (2008) identifies single
parenting as a major social problem on the rise. In a study reported by The Adoption
Media.LLC (n.d.) of children born since 1984, more than 60% will spend an average of 5 years
of their childhood in a single-parent family]. Moreover, 30% of all children in the United States
spend their entire lives with single parents.
Single-parenthood may arise when either the male or the female decides to produce and
rear achild or children outside wedlock (Ortesse, 1998).
Yongm and Yuanzhang, (2008) makes clear that in some cases children who experience
separation or divorce do not always perform well or achieve academically. Downey (1994)
informs us that students from two parent families are consistently outperforming their peers who
happen to live in a single parent home.
According to Maduewesi and Emenogu, 1997, the existence of single-parenthood was
unknown and where they existed they are ignored as exceptional cases. However, nowadays,
they are fast growing family patterns both inside and outside Nigeria. In Nigeria, among
Yoruba’s, the parental roles are culturally determined and distributed. The maternal roles are that
of child-rearing, home training and playing of complimentary roles, while the paternal roles are
that of economic responsibilities and disciplines of children. The child is morally, mentally
upright and emotionally balanced when the caring responsibilities are carried out by both
parents. Sociology of education makes us to know that the family is the first primary social

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group that the child first belongs to, come in contact with, and this group has a greater influence
on the child’s physical, mental and moral development. The family lays the foundation of
education before the child goes to school and the personality that the child takes to school is
determined by the home (family).
What make up a family are the father, mother and kids, not father and mother alone.
Fadeiye (1985) pointed out that both parents have their own roles to play in child’s education.
The father is to provide every necessary tool for the educational advancement while the mother
is expected to supplement the efforts of the father. But in the case where the father is absent and
the mother is not privileged enough to cater for all the necessary and basic needs as well as
supervising the academic performance of the child, by checking the academic records of the
child or by going through their class and lesson notes or books every day. Also giving of
counselling supports when needed, these will affect the educational state or level of the child. So
also, if a child is not well nurtured and mentally assisted, it will also affect his/her educational
outcome. If it were to be a male child, it’s likelihood for the child to be anti-social in nature by
joining gangs, also, if it were to be a female child, there is likelihood for her to become wayward.
According to Nwachukwu (1998), children from single parent homes are more hostile,
hyperactive and aggressive in nature. Many of the problems that single parents have, are similar
as those for two parents family, but these problems seem more difficult to bear or manage when
the home is being tutored by only one person. For example, all children feel hostile towards their
parents as they grow-up and try to be independent. But in a situation, where the anger and
rebellion are all directed towards one person, it may seem worse, if there is only one to bear it,
not for the two to share. There are some problems that are exceptional, which are only faced by
the single-parents, which make it somewhat difficult to raise children. These problems include:
bitterness towards the absent spouse, loneliness, poverty and insecurity about raising children
alone without a help. For these and some other reasons, single parents sometimes cling to their
children or over-indulge them.
It is widely believed that children from broken homes have higher incidence of
academics, emotional and behavioural problems than other children from intact homes. An
analysis of data by AEP(1986)(National Association of Educational Procurement) data indicated
that third graders living with one parent score considerably lower than third graders living with
both parents (Natriello, McDill and Pallas, 1990).

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 Ekstrom et al (1987) cited in Education Reforms and students at Risk: A Review of the
state of the Art – January 1994, find a significant correlation between single-parent homes and
dropout rates for whites and Hispanics (but not for blacks).
In case of divorce, separation or death of a parent, children are at somewhat greater risk
for symptoms of poor psychological adjustment, behavioural and social problems, low self-
esteem and poor performance in school. Johnson and Medinans (1968) cited in Ortesse (1998)
found that most medical students whose fathers had been absent while they were at ages one to
five of life were more psychiatric, psychopathic and criminalistic in nature than those whose
parents were present during this period.
According to Ortesse (1998), a child from intact homes will be well taken care of and
well socialised as possible. This is due to the fact the process of socialization depends on both
parents playing complementary roles in bringing up the child.
According to Wagnat, (1992) there is a need to address single-parent children and
academic achievement. She points out four major areas effecting children from single parent
homes. Stability/structure, acceptance, adult attention and parental involvement are extreme
areas of concern that she believes are lacking in the lives of children with single parents. The
Adoption Media.LLC (n.d.) reports that children in single-parent families are three times more
likely to drop out of high school than children from two-parent families. Because they are the
primary and frequently sole source of financial support for the family, single parents have less
time to help children with homework, are less likely to use consistent discipline, and have less
parental control, and all of these conditions may lead to lower academic achievement.
Many studies support these views and stress that underachievement, criminal activity,
poverty; racial differences are all consequences of children raised in single parent homes.
However, family structure is considered the major cause of dysfunction and low academic
achievement amongst children. Clay (1980) believes that school programs are not designed to
accommodate dysfunctional families and emphasizes the need to provide various measures of
support.

2.2 Concepts on Single Parenting and Truancy

Truancy is a term used to describe any international unauthorised absence from
compulsory school. The term truancy, typically refers to absence caused by students of their own
free will, and usually does not refer to legitimate excused absence, such as ones related to a
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medicated conditions. Truancy is the term referring to an absence that is associated with the most
brazen students’ irresponsibility and results in the greatest consequences. It also refers to
students who attend schools but do not attend classes. Atkinson, Hasley, Wilkin and Kindler
(2000) pointed to differences in the extent of absence, from avoidance of single lesson to absence
of several weeks. The definition is designed to cover the long term absence of a depressed school
refuser or a teenage mother, the gesture of a bravado of an occasional truant, the child kept at
home by a parent to help care for siblings, and the child taken out of school for an out of- season
family holiday, and many other variations on this theme.
A recent report from OFSTED (Office For Standard in Education) in Nigeria noted that
some of the plausible, or at least practically irreputable explanations which schools received for
absence, which they then classify as authorised are questionable (OFSTED 2001). The Audit
Commission (1999) noted that at least 40,000 out of the 400,000(10%) pupils absent from school
each day are truanting or being kept off schools by their parents without permission. Separating
these two categories of absence statistically is clearly impossible, either for schools or for
researchers, unless detailed study of each case is undertaken.
According to Sheila Bryant in Library Law Blog (2006) said; Truancy occurs when a
student between the age 6 and 17, missed a certain number of days from school within a specific
period and time, as defined by the statute of the state that the students resides in. Truancy usually
apply to those students that are minors, because in most state, the age of an adult is deemed 18,
however, these can be exceptions based on the state statute.
Truancy is an issue that affects many people, because truancy has been associated with
various criminal behaviours such as vandalism, burglary and drug use. Also, truancy can be the
symptoms for other emotional/mental, economic and family situations. Therefore, the problem of
defining truancy lies in the concept at which each researcher believes in, and this affects the
definition of each researcher, some says, truancy depends on the school’s criteria used in
categorising truancy, while some says it differs from school to school’s handbook for defining
truancy. Some authors also say, it depends on the total number of lessons/classes missed and so
on.
Therefore, all these concepts and believes, unable people to classify anyhow absence
from school or class to be truancy. Since in many, though not all cases, the decision to truant is
taken by children themselves, it seems appropriate to begin with their views on the causes of
truancy.
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 Kindler, Wakefield and Wilkin (1996) reported on interviews with 160 children in age 7 and
above, for the children, the main causes of truancy and disruptions are classified and described
(in rank order) as :
 The influence of friends and peers who are seen encouraging truancy as a status-seeking
activity or as a way of joining in or blending in, and sometimes teasing or goading the
child into truancy.
 The content and delivery of the curriculum, seen as lacking in relevance and stimulus.
 Family factor, either parental attitudes or family problems.
 Bullying in school
 The classroom context, either because of teachers’ inability to control, or problems
arising from the child’s own personality or learning abilities.
Student non-attendance is a problem that extends much further than the school. It affects the
student, the family, and the community.
The Los Angeles County Office of Education identifies truancy as the most powerful
predictor of delinquency. Police departments across the nation report that many students not in
school during regular hours are committing crimes, including vandalism, shoplifting, and graffiti.
When Van Nuys, California, officials conducted a three-week sweep for truants on the streets,
shoplifting arrests dropped by 60 percent (Garry 1996).
Absenteeism is detrimental to students' achievement, promotion, graduation, self-esteem,
and employment potential. Clearly, students who miss school fall behind their peers in the
classroom. This, in turn, leads to low self-esteem and increases the likelihood that at-risk
students will drop out of school.
In a longitudinal study of African-American males, Robins and Ratcliff (1978) found that
of those students who were often truant in elementary school and truant in high school, 75percent
failed to graduate. Failure to graduate, in turn, is associated with diminished earning potential in
adulthood and other poor outcomes.
Tenibiaje (2009) highlighted causes of poor performance in Nigeria higher institutions,
he said poor performance have been attributed to a lot of indicators, such as students factors, like
students attitudes to school, approach to learning and academic self-concept. Apart from students
factors, school factors and parents’ factors, there are other indicators that affect poor
performance. On the part of the parents, there are certain factors which influence children’s

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success, such as: parents’ social class, parents’ educational status as well as parental inputs and
other exogenous variables.
The views of professional in schools and education welfare services collected and
analysed by Kinder, Harland, Wilkin and Wakefield (1995) also included that personal factors;
family and community factors and school factors amongst the causes of truancy. Individual
(personal) factors include: Lack of self-esteem/ social skills/ confidence, poor peer relationship,
lack of academic ability, special needs and lack of concentration/ self management skill and self
interest.
Family and community factors: These include; parentally condoned absence from school,
not valuing education, domestic problems, inadequate or inconsistent parenting, economic
deprivation and community lack of self-esteem. Within the school, professionals identified the
case with which some pupils could slip away unnoticed if school systems were not in place to
defer them, relationship with teachers and peers, and problems relating to the relevance of school
and the curriculum to these truants.

2.3 Some Contrasting View on the Topic

In contrast, there are a few studies that believe that the single parent household may not
have as widespread and adverse an effect as is publicized. Findings suggest that conventional
wisdom may exaggerate the detrimental effects of father absence (Debell, 2007). This study
seemed to imply that once the socio-economic factors are controlled there is a much lessened
effect on the academic performance and all around well-being of the child.
Another study suggested that much of the previous research has deliberately focused on
the negative consequences for children (Glenn & Kramer, 1985). This focus and emphasis is
primarily due to society’s negative reception of the single parent model and view of it as a
deviation from the cultural ideal.

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 CHAPTER THREE

3.0 METHODOLOGY
This chapter spells out the research methods and techniques employed in the study.
Specifically, it covers the research design, population, the sample and sampling procedures used.
It also describes the research instruments, procedures for data collection and how the data
collected was analysed

3.1 Research Design

This study adopted a survey method of research that was aimed at collecting data for the
purpose of interest and knowing the effects of single-parenthood on the academic performance
and truancy behaviour of secondary school students.

3.2 Population
The population of this study was drawn from secondary schools in Cape Coast
Metropolitan Assembly. The students used were all the students of Senior High Schools in the
Cape Coast Metropolis. A total 100 comprising of 20 students were selected from each school.

3.3 Sample and Sampling Procedures

A stratified random sampling method was employed in selecting the 100 participating
SHS 1-3 students from five randomly selected secondary schools, University Practice Senior
High, Sammy Otoo SHS, Cape Coast Technical SHS, Ghana National College and St
Augustine’s College and Adisadel College, in the metropolis were involved in the study. These
five schools were randomly selected from the list of the 16 Senior High schools in the Cape
Coast Metropolitan Assembly collected from the Metropolitan Education Office in Cape Coast.
A total 100 comprising of 20 students were selected from each school. With the use of
stratified random sampling, the researcher ensured that students from single parents’ homes and
intact homes as well as males and females were considered. Their age range was between 13
and 19 years with mean of 15.3 years and standard deviation of 3.20.

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3.4 Instrumentation
A questionnaire was designed by the researchers to measure the effects of single-
parenthood on the academic performance and truancy behaviour of High School Students. The
questionnaire was basically designed to seek information from the students that play truancy,
from intact homes and from single-parenthood family.
The questionnaire was a one section questionnaire. The questionnaire sought information
on age, name of respondents, name of school of respondents, sex, name of subject, class and the
family structure. The name of subject was asked to enable the researcher marry the names of the
subjects and the academic performance after collection and prevalent truancy behaviour. Whiles
the academic performance and the rate of truancy of the students was got by meeting with the
the class teachers for their just concluded examination results for the academic performance and
asking for the class register for measuring the rate of truancy of the students.

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 CHAPTER FOUR

4.0 DATA PRESENTATION AND DISCUSSIONS ON FINDINGS

This chapter presents the results and findings of the study. The analysis of the gathered in the
study is done by frequency and percentage tables and the use of descriptive statistics. The
presentation is done under the following subheadings:
 Data Presentation
 Discussion of Findings

4.1 Data Presentation

Table 1: Gender Distribution of Students Respondents
Sex Frequency Percentage
Male 69 69

Female 31 31
Total 100 100
Source: Field data, 2013
Table 1 show that higher numbers of the respondents (69%) were males and 31% females

Table 2: Age of Respondents

Age Frequency Percentage
13 13 13
14 16 16
15 21 21
16 19 19
17 15 15
18 16 16
19 3 3
Total 100 100
Source: Field Data, 2013
Table 2 show that 21% representing majority of the respondents fell within the mean age of 15.3
and 19% within the modal age 15years and then the remaining ages and their frequencies are as
depicted in the table above.

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Table 3: Family Type of Student Respondents
Family Type Frequency Percentage
Single Parents 47 47
Intact Family 35 35
Others 18 18
Total 100 100
Source: Field Data, 2013
The tables above show that most of the students respondents (47%) who participated in the
survey were from single-parents family models, with 35% of the respondents from intact families
and 18% from other which comprised students living foster parents or guardians.

Table 4: Marital Students Of Respondents’ Parents- Single- Parents Family Type

Marital Status Frequency Percentage

Table 1: Gender Distribution of Students Respondents 7 15

Table 2: Age of Respondents
Table 3: Family Type of Student Respondents
T
Single (Never Married)
Separated 3 6
Divorced 15 32
Widowed 22 47
Total 47 100
Source: Field Data, 2013
It is deduced from table 4 that 47% parents of the students from single-parents homes were
widowed, with 32% divorced, 15% single and 6% separated.

Table 5: Class of Students

Class Frequency Percentage
SHS 1 25 25
SHS 2 25 25
SHS 3 50 50
Total 100 100
Source: Field Data, 2013

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The above table shows that 50% of the student respondents were in SHS 3 with 25% in SHS 2
and SHS1 25%.

Table 6: Students Respondent Parents’ Educational Level

Educational level Frequency Percentage
Non-formal 15 15
Basic 22 22
Secondary 48 48
tertiary 15 15
Total 100 100

Source: Field Data, 2013

Table 6 show that 48% of the respondents’ parents had secondary education, 22% basic
education, 15% had tertiary education and the remaining 15% without education.

Table 7: Respondents relationship with Parents- Future expectations (Single-parent

Homes)
Response Frequency Percentage
Yes 9 19
No 38 81
Total 47 100

Source: Field Data, 2013

Table 6 show that 81% of the respondents do not share their future dreams with their parents.

Table 8: Respondents relationship with Parents- Parents Knowledge on Academic

needs
Response Frequency Percentage
Yes 67 67
No 33 33
Total 100 100
Source: Field Data, 2013
In the above table majority 67% of the student respondents responded affirmatively when asked
if they could share their academic needs with their parents whiles 33% responded they could not
share such needs with their parents.

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Table: 9: After School Activities
Activities Frequencies Percentage
Intact Family Students
Television 5 3
Playing 8 8
Reading 4 4
Trading 3 3
House chores 9 9
Internet 6 6
Single Parent& Others
Television 6 6
Playing 16 16
Reading 3 3
Trading 12 12
House chores 19 19
Internet 9 9
Total 100 100

Source: Field Data, 2013

The above table depicts responses from students when asked what they do after school hours and
can be seen that there is a difference between activities of students from intact homes and those
from single-parents homes

Table 10: Punishments Parents Give To Kids- Single Parents

Punishments Frequency Percentage
Beatings 1 1
Insults 13 28
starvations 4 9
Unwarranted comparisons 7 15
Corporal punishments 15 32
exercise 7 15
Total 47 100
Source: Field Data, 2013

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4.3 Discussions on Findings
This study attempts to identify the effect in which single parenting can cause or have on
the academic performance and truancy behaviour of secondary school students. Two hypotheses
were raised and tested for, using descriptive statistics in table 8. Based on the findings of this
study, the first hypothesis raised, which states that, there is no significant difference between the
academic performance or achievement of adolescent students from single parenting homes and
those from intact parenting homes. The result obtained in this study shows that, there is no
correlation or relationship between the type of home through which a student come from and
his/her academic performance in the school. This result disagrees with Ogenyi (1998), which
states that, single parenting do not help children to develop as self- actualized individuals. The
result obtained in the second hypothesis showed that there is significant difference between the
truancy behaviour of adolescent students from single parenting homes and intact homes.
Therefore, the hypothesis is rejected. This result is supported by the findings of Tyerman
(1958), which says, there is correlation between home circumstances and persistent truancy
without the knowledge of the parents. He concluded that there are four factors associated with
truancy and are all related to home background. The factors according to Tyerman (1958)
include:
(a) Poor relationship between children and parents and with both parents.
(b) Poor physical condition in the home
(c) The use of corporal punishment in the home and,
(d) Lack of parental interest in the child’s welfare.
Tyerman (1958), also stated that, children who lacked material care for a significant part of their
infant lives may show symptoms of truancy.

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 CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion
Based on the data collected and analysed, the following conclusions were made.
1. The study revealed that the absence of a parent doesn’t necessarily have influence on the
academic performance of the child. Therefore, by this, there is no relationship between the single
parental influence and academic achievement of students.

2. The research revealed that the interaction between the truancy behaviour of students from single
parent homes and those from intact parent homes are significantly difference from each other.
This implies that, there is difference between the truancy behaviour of students from single
parent homes and those from intact parent homes. It can also be stated as, type of home has
significant influence on truancy behaviour of students.

3. This finding supports Nyarko (2011) and Pryor and Ampiah’s (2003a) finding that parental
involvement is still generally low but becoming more prevalent, especially regarding
engagement within the school environment. Married individuals may be able to share the burden
of engaging with their child, but Donkor (2010) cautions that this relationship is complex and
depends on whether they are the child’s biological parents and whether the child belongs to a
polygamous family. Non-biological and polygamous parents may have divided attention and be
less likely to be involved in the child’s schooling.

4. Findings from this study also reveal that only one measure of parental involvement—talking to
children about what they learn in school—is significantly and positively associated with
academic performance. Prior studies have found similarly mixed results in the relationship
between parental involvement and academic performance. In some cases, children’s academic
performance is better when parents are uninvolved. It is possible that behavioral factors not
controlled for in this analysis mediate the association between parental involvement and
performance in school. Izzo and colleagues (1999) speculate that non-significant and sometimes
negative results could be caused by parents becoming more involved when children are not
performing well in school.

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 4.2 Recommendations
Based on the findings of this study, these are the recommendations.
1. Students of single parenthood should be encouraged on the three basic dimensions of self-
concepts, namely; sense of belonging, sense of worth and sense of competence. They need a
positive identity or an enhanced self-concept for the overall adjustment.

2. Marital disunity is a major cause of single parenting. Therefore, to avoid this, parents should
tolerate, accommodate, appreciate and understand each other in marriage. Forces of disunity
should be ignored, de-emphasized, if not eliminated. Both parents should try to stay together for
the sake of good upbringing of their children. Whenever there is problem in the home, the couple
should try and see the counsellor for a help or otherwise, settle the problems within themselves
amicably.

References:
R.O. Akinnukawe, The Effect Of Socio-Economic Background On The Academic Performance Of
Secondary School Students, (1996).
J.A. Agbo, Effects Of Delinquent Environment On Academic Achievements Of Primary Six Pupils In Army
Children’s School, The Nigerian Teachers Today (TNTT), A Journal Of Teacher Education, 5(1and2)
(1999), 96-105.
K.W. Bartz And W.C. Whitcher, When Father Gets Custody, Children Today, (1978), 26 – 35
D. Butterworth, Are Fathers Really Necessary To The Family Unit In Early Childhood? International
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