INFLUENCE OF FAMILY STRUCTURES AND PARENTING ON ACADEMIC PERFORMANCE OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN NG'OMBENI-WAA ZONE, KWALE COUNTY, KENYA
INFLUENCE OF FAMILY STRUCTURES AND PARENTING ON ACADEMIC PERFORMANCE OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN NG'OMBENI-WAA ZONE, KWALE COUNTY, KENYA
Agripina N. T. Oluoch - Student, Master of Public Policy and Administration, Kenyatta University, Kenya
Daniel Mange Mbirithi - Lecturer, Department of Educational Management, Policy and Curriculum Studies, School of Education & Lifelong Learning, Kenyatta University, Kenya
ABSTRACT
Family structures have changed tremendously over the last 50 years, several variations on the intact nuclear family which was regarded highly by the society as being the ideal family in which to bring up children, have been created. For instance, today we have the single parent family, the extended family, childless family, step families and grandparent families. Some of these families are as a result of the rising cases of divorce and separation, yet the family is the most important social structure that provides social and economic security to its members especially children. The objectives were: to examine the influence of broken family structure on academic performance of pupils in public primary schools, to establish the influence of nuclear family structures on academic performance of pupils in public primary schools in and to find out the nature of parental involvement in the academic performance of pupils in public primary schools in Ng’ombeni Zone. The study employed a descriptive survey design that utilized both quantitative and qualitative research approaches. The sample population included 300 pupils, 32 teachers, 32 head teachers, and 1 Quality Assurance and Standards Officer from Ng’ombeni Waa Zone, in Kwale County. The study research instruments for collecting information include structured questionnaires and interview schedules. Reliability of instruments was established using Pearson Correlation Coefficient. Data analysis were done using descriptive statistics such as frequency distribution tables, pie charts and bar graphs. Qualitative data were analyzed on the basis of themes and sub-themes that emerged from the study. The findings established that pupils from single-parent households or those experiencing family disruptions such as divorce or separation tend to exhibit lower academic achievement. The study concludes that pupils from broken family structures often face more challenges in their academic performance compared to those from intact families. The emotional and psychological stress associated with broken families can adversely affect children's focus, behavior, and overall academic achievement. The study recommends that Ministry of Education should implement robust counseling services within schools to provide necessary emotional and psychological support for pupils from broken families. These programs may help mitigate the negative impacts on academic performance by offering a stable and supportive environment.
