INFLUENCE OF SINGLE PARENTHOOD ON ADOLESCENT CHILDREN’S

ACADEMIC PERFORMANCE IN EMBAKASI, NAIROBI COUNTY, KENYA

LUCY AKELO OKAKA

EDU/PGL/4403/12

A PROJECT SUBMITTED TO THE SCHOOL OF EDUCATION AND

SOCIAL SCIENCES IN PARTIAL FULLFILLMENT FOR THE AWARD OF
EXECUTIVE MASTERS DEGREE IN EDUCATIONAL MANAGEMENT IN
LEADERSHIP AND POLICY IN EDUCATION OF KARATINA
UNIVERSITY

NOVEMBER, 2016
 DECLARATION

This project is my original work and has not been submitted for examination in this or any other
university.

Signature: Date:
Lucy Akelo Okaka
EDU/PGL/4403/12

Declaration by the University Supervisors

This project has been submitted for examination with our approval as the University Supervisors.

Signature:……………………………………. Date:……………………
Dr. Kimosop,Maurice,
Lecturer,
Department of Planning, Administration and Curriculum,
Karatina University.

Signature:……………………………………. Date:……………………
Dr. Kimiti Richard Peter,
Senior Lecturer,
Department of Educational Management and Curriculum Studies,
Machakos University College.

ii
 DEDICATION
This project is dedicated to my beloved husband Joseph Odede for his continuous support and

motivation during the entire research process. I also dedicate it to my daughter Beryl Gertrude

whose constant encouragement and reminder that I must succeed steered me on throughout the

research process, to my son Lowell Luke who has always sought to know my progress in this

course and to my son Vincent Benjamin who has been a source of inspiration to me and has kept

encouraging me as I undertook this course. It is also dedicated to all those young adults who

brought up in single family households who overcome odds to excel in academics.

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 ACKNOWLEDGEMENT

I wish to acknowledge Karatina University for providing me with the opportunity to pursue an

Executive Master’s Degree in Leadership and Policy in Education. Special thanks to Dr. Maurice

Kimosop and Dr. Peter Kimiti who have guided me in writing this project. I also wish to

acknowledge my children Beryl Gertrude, Lowell Luke and Vincent Benjamin who have guided

me a lot in the mastery of computer operations. I would like to appreciate my classmates for their

support during the many long hours spent in class. Above all my deepest gratitude goes to the

almighty God for the gift of life that He granted me and for providing the necessary resources

that I needed.

iv
 ABSTRACT
The family is regarded as the basic unit in an organization. Families in Kenya have for long been
perceived as comprising of a father, mother and their children. The roles of the father and mother
in bringing up children are complementary. However, many families have absent fathers or
mothers. The Kenyan government has been very supportive in the provision of quality education;
despite this the performance of primary schools in Embakasi Sub County has remained below
standard. This study examined the influence of single parenthood on adolescent children’s
academic performance in Embakasi, Nairobi County, Kenya. The objectives of this study were to
establish the effects of single parenthood on the academic performance of adolescent pupils,
determine the challenges facing single parents and their adolescent children in primary schools,
to establish the level of assistance that these parents and their adolescent children get from their
schools and finally establish the ways of improving the performances of adolescent pupils of
single parents in Embakasi Sub County. The study used the Social Reaction Theory. The study
used descriptive survey research design. Questionnaire and Interview guide were used to collect
data for this study. The study population consisted of 340 respondents. Simple random sampling
was used to select respondents in these categories namely; standard 8 class teachers, standard 8
pupils and parents. Simple random sampling was used to sample respondents from each category
of the population which totaled to 230 respondents. Data analysis was done using the Statistical
Package for Social Sciences (SPSS). Qualitative and quantitative data analysis methods were
used to analyse the data collected from the respondents. Data presentation was done by using
descriptive statistics in form of tables and charts. The study established that most adolescent
pupils from single parent families were below average in academic performance secondly most
adolescents pupils from single parent families were absent from school more frequently
compared to children from two-parent families. The study also looked into the influence of
single parenthood on academic performance where we had mother only and father only parents.
The study intended to come up with policy guidelines that were to help adolescents achieve their
optimal academic performance despite family backgrounds. Lastly adolescent pupils from single
parents were found to be more involved in disciplinary cases than the ones from two parent
families. The study recommends The school and social systems should partner together to see
that all adolescents are treated in the same manner that would encourage the learners as if they
all come from two parent family structures. Measures like guiding and counseling should be put
in place for single parents and their adolescent children. Based on these recommendations from
the study, similar studies should be carried out in secondary schools. Secondly a study should
also be carried out on the kind of assistance to be given to single parents with students and pupils
in schools.

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 TABLE OF CONTENTS
DECLARATION ............................................................................................................................ ii

DEDICATION ............................................................................................................................... iii

ACKNOWLEDGEMENT ............................................................................................................. iv

ABSTRACT .................................................................................................................................... v

LIST OF TABLES .......................................................................................................................... x

LIST OF FIQURES ........................................................................................................................ x

ABBREVIATIONS AND ACRONYMS ..................................................................................... xii

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

1.0 Introduction ........................................................................................................................... 1

1.1 Background to the Study ....................................................................................................... 1

1.2 Statement of the Problem ...................................................................................................... 6

1.3 Purpose of the Study ............................................................................................................. 7

1.4 Specific Objectives ................................................................................................................ 7

1.5 Research Questions ............................................................................................................... 8

1.6 Significance of the Study ...................................................................................................... 8

1.7 Scope of the Study............................................................................................................... 10

1.8 Limitations of the Study ...................................................................................................... 10

1.9 Assumptions of the Study ................................................................................................... 11

1.10 Theoretical Framework ..................................................................................................... 11

1.11 Conceptual Framework ..................................................................................................... 13

1.12 Operational Definition of Terms ....................................................................................... 14

CHAPTER TWO: LITERATURE REVIEW ............................................................................... 15

2.0 Introduction ......................................................................................................................... 15

2.1 Single Parenthood and Academic Performance .................................................................. 15

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 2.2 Single Parenthood and Adolescent Boys’ Performance. ..................................................... 18

2.3 Single-Parents and Influence on Adolescent Pupils’ Academic Performance. ................... 19

2.3.1 Single Parenthood and Adolescents’ Social Development ........................................... 19

2.3.2 Absent Fathers and Adolescents’ Academic Performance .......... Error! Bookmark not
defined.

2.4 Academic Performance and Extrinsic Motivation .............................................................. 20

2.4.1 Gender and Academic Performance ............................................................................. 22

2.4.2 Influence of Truancy on Academic Performance ......................................................... 22

2.5 Challenges Facing Single Parenthood Families .................................................................. 24

CHAPTER THREE: RESEARCH METHODOLOGY ............................................................... 26

3.0 Introduction ......................................................................................................................... 26

3.1 Research Design .................................................................................................................. 26

3.2 Location of the Study .......................................................................................................... 27

3.3 Description of the Target Population .................................................................................. 27

3.4 Sampling Procedures and Sample Size ............................................................................... 27

3.4.1 Sampling Procedures .................................................................................................... 28

3.4.2 Sample Size .................................................................................................................. 28

3.5 Research Instruments .......................................................................................................... 29

3.5.1 Questionnaires for Head Teachers ................................................................................ 29

3.5.2 Questionnaire for Teachers ........................................................................................... 29

3.5.3 Questionnaires for Parents ............................................................................................ 29

3.5.4 Interview Schedule for Pupils....................................................................................... 30

3.6 Validity of the Instruments.................................................................................................. 30

3.6.1 Reliability of the Instruments ....................................................................................... 30

3.6.2 Pilot Study .................................................................................................................... 31

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 3.7 Data Collection Procedures ................................................................................................. 31

3.8 Data Analysis ...................................................................................................................... 32

3.9 Ethical Considerations......................................................................................................... 32

CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND INTERPRETATION .......... 34

4.1 Introduction ......................................................................................................................... 34

4.2 Demographic Data Analysis................................................................................................ 34

4.3 Adolescents’ Academic Performance and Type of Parenthood .......................................... 37

4.3.1 Single Parenthood and learners Academic Performance .............................................. 37

4.3.2 School Mechanisms Implemented to assist Learners ................................................... 39

4.3.3 Discipline Mechanisms Adopted by Schools for Learners from Single Parenthood
Families…. ............................................................................................................................ 40

4.3.4 Single Parents Participation in School Activities ......................................................... 41

4.4 Challenges Faced by Single Parents and Adolescent Children on Academic Performance 48

4.4.1 Class of Challenges Faced by Single Parents in Educating their Children .................. 48

4.5 Level of Assistance Giving to Parents and Children in Schools ......................................... 52

4.6 Solutions for Improving the Performances of Pupils of Single Parenthood ....................... 53

4.7 Interview Schedule of Pupils............................................................................................... 55

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .................. 57

5.0 Introduction ......................................................................................................................... 57

5.1 Summary of the findings ..................................................................................................... 57

5.2 Conclusion........................................................................................................................... 59

5.3 Recommendations ............................................................................................................... 60

5.4 Suggestions for Further Research ....................................................................................... 61

REFERENCES ............................................................................................................................. 62

APPENDICES .............................................................................................................................. 65
viii
Appendix I: Introduction letter .................................................................................................. 66

Appendix II: Questionnaire for Head Teachers ........................................................................ 67

Appendix III: Questionnaires for Teachers ............................................................................... 70

Appendix IV: Questionnaire for Parents ................................................................................... 72

Appendix V: Interview schedule for Pupils .............................................................................. 76

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 LIST OF TABLES
Table 1.1: Primary School Performance in Embakasi Sub-County 2009-2013 ...................... 5

Table 3.1: Sample Size from the Target Population .............................................................. 28

Table 4.1: Head Teacher & Teachers Experience at Work ................................................... 35

Table 4.2: Head Teacher, Teachers and Parents Level of Education .................................... 36

Table 4.3: Pupils’ Class Position in Relation to Parents ....................................................... 43

Table 4.4: Challenges to Parents as Perceived by H/Teachers and Parents .......................... 48

Table 4.5: Punishments by Parents on their Pupils ............................................................... 52

x
 LIST OF FIQURES
Figure 1.1 Conceptual Framework ........................................................................................ 16

Figure 4.1: Respondents Gender ........................................................................................... 42

Figure 4.2: Respondents Age................................................................................................. 43

Figure 4.3: Current Occupations for Single Parents .............................................................. 44

Figure 4.4: Causes of being Single Parent ............................................................................. 45

Figure 4.5: Single Parenthood and Academic Performance .................................................. 46

Figure 4.6: Mechanisms that Head Teachers use in helping Single Parents ......................... 47

Figure 4.7: Punishments used by the Head Teachers ............................................................ 48

Figure 4.8: Parents Assistance in Assignments ..................................................................... 49

Figure 4.9: Parents’ Involvement in School .......................................................................... 50

Figure 4.10: Ratings of Performance by Parents ................................................................... 52

Figure 4.11: Truancy Effects on Children in Single Parents………………………………..53

Figure 4.12: Teachers’ Views on Pupils School Attendance ................................................ 54

Figure 4.13: Teachers’ Views on Pupils’ Socialization ........................................................ 55

Figure 4.14: Absent Days Term Per Term ............................................................................ 58

Figure 4.15: Parents Views on Child Work after School ...................................................... 59

Figure 4.16: Level of Assistance ........................................................................................... 61

xi
 ABBREVIATIONS AND ACRONYMS

ADB: African Development Bank

DEO: District Education Office

GPA: Grade Point Average

NAEP: National Association of Education Procurement

PQF: Pupils’ Questionnaire Form

PTA: Parents Teachers Association

SAT: Scholastic Assessment Test

SBCEO: Sub County Education Office

SMC: School Management Committee

SPSS: Statistical Package for Social Sciences

TQF: Teachers’ Questionnaire Form

UNESCO: United Nations Educational, Scientific and Cultural Organisation

USA: United States of America

xii
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter introduces the topic under study by giving some background to the study,

gives the statement of the problem, and outlines the objectives of the study as well as the

purpose of the study. The chapter also lays out the research questions that will be

answered by the study, gives the significance of the study and the limitations as well as

assumptions made while carrying out the study. Finally the chapter lays out the

conceptual and theoretical framework under which the study was based on.

1.1 Background to the Study

The presence of both parents as the child grows is important for the child’s optimal social

and cognitive growth. Fleming (2014) noted that in the last century, the number of

children brought up in single parent homes has been on the increase. Discussions have

saturated the media on the adverse effects on the children’s behavior and growth.

Therefore the absence of any parent is seen as impacting on the social cognitive growth

of their children since each parent has distinct roles on their children. However, Mece

(2015) argued that with good and quality socialization, children from single parent homes

are able to growth and develop as normal children from two parent homes. Abbott (2012)

holds the view that single parenting can contribute to a child’s academic performance just

like in a two-parent family.

During the adolescence, there are physiological and other growth changes that occur in

the young people. During this stage, children need guidance from the parents in order to
1
transit the stage successfully. Barajas (2011) posited that during adolescence, teenagers

suffer from the stress and therefore children in single parents primarily experience lower

levels of parental involvement thus this negatively affect adolescents’ developmental

outcomes. Bironga (2015) posited that during adolescence, children need close parental

care to ensure successful transition and avoid upheavals of social, cognitive, and

emotional maladjustments. Nevertheless, good parenting from single parents can negate

the negative impacts that single parenting can bring to children. Hammer and Turner

(2013) argued that nurturing and educating children are parental roles matters more than

the structural organisation of the family. Therefore, parental behavior plays a definitive

role in shaping the child’s behavior and perception of the World more than the rules

given at home.

Allen (2014) denoted parental goals as the principles that parents aim to achieve when

raising the children. Answorth and Filmer (2013) argued that there existed a significant

linkage between parental expectation and a child’s academic achievement. In the same

line, Ortese (2013) noted that children from families with high aspirations will be more

successful than families from poor socio-economic backgrounds. Whiting and Edwards

(1992) further noted that parents’ educational aspirations play a critical role in how

adolescents come to view school as well as their occupational future. The Theory of

Social Reaction holds that individuals tend to become what the society around them

dictates. The society views that children in single parent households do not get full

guidance and attention. This breeds mistrust between the parent and the child. Whiting

and Edwards (1992) further argued that there is a missing link that children in single

2
parenthood families face and normally is seen in a break in the network of friends,

associated and family members. The study further noted that where a child lives with the

mother, the father-child link is broken and this could be seen in a child’s interaction with

friends and teachers in school. This condition hinders that academic achievement of

children from single parent households. Since separated parents are unlikely to keep their

former associates, children are cut off from friends and peers that were fundamental in

their growth and social interaction.

Epstein and Sheldon (2013) argued that parents monitor their child’s academic and social

growth progress which makes the child feel worth and boosts self-esteem as well as acts

as an intrinsic meditator to the child. During adolescence stage, physiological and

developmental changes taking place in a teenage require high parental supervision and

guidance. When a child is in a single parent household, the parent is overwhelmed by

economic and social demands that they do not fully assist their children understand the

adolescent stage. Such children depend on peers or pull away from their friends, teachers

and this leads to significant drop in academic performance. Households with both

parents, there was team work and a higher level of supervision and assistance given to

adolescent children. The child feels integrated and important and is motivated to pursue

excellence in all spheres of life. In most households, there is general fear that children

exhibit towards their fathers. This fear acts as a deterrent to children from indulging in

any activity to evoke the fathers’ wrath. Such fear was observed to contribute

significantly to academic excellence by students.

3
Abbott (2012) noted that sociological discussions concentrate on the themes of

universality and decline. Abbott noted that the family exists for a number of compelling

reasons, people cannot live as solitary creatures nor can human females raise their young

by themselves as mother cats do. Hence, human beings live always in groups containing

adults of both sexes as well as children termed as family and membership in the family is

determined by ancestry and sexual unions. The second theme in modern sociological

writing on the family is that, despite the universality of the family in modern societies,

the family is in decline. Abbott further argued that in majority of single parent

households in the middle class; there is financial strain that affects the children and their

socialization. Since single parents are under stress to meet the household needs and have

to juggle between job and home, the children do not get assistance while handling their

homework.

During adolescence, Barajas (2011) noted that parental involvement in a child’s activities

is important to offer wisdom and guidance. If there was a decrease in the level of parental

involvement during adolescence, the children might develop negative behavior and

attitudes detrimental to academic excellence. These sentiments were supported in

Bironga (2015) whose study showed that majority of adolescents from single parent

households showed significant involvement in vices in secondary school. This was

attributed to lack of parental support which draws children to their peers. Such peers if

not well oriented assists altering the good behavior of single parent children.

Orodho (2005) argued that as the people become more civilized, their social lives are

constantly influenced by the same civilization depending on their location in the World.

4
Civilisation has therefore affected our family structure, view of life and issues as well as

the belief systems. The traditional values have been eroded, paradigms shifted. This in

turn has affected the family structures as more and more children are born in single

families or families separate to create single parent homes. In the USA, Tolfree (2012)

posited that the total number of single parent families in the year 2000 was in excess of

twelve million.

The Convention on the Rights of the Child holds that all children have a right to quality

education. The duty of the state is to ensure that primary education is today free and

compulsory. The performance of students in the National Examinations in Embakasi Sub

County has not been impressive. Sub-County Education Office (2015) showed the

average performance has been oscillating between 230 and 240 in the Kenya Certificate

of primary Education results since 2009 which is not impressive considering some sub

counties post an average of 350 marks and above.

Table 1.1: Primary School Performance in Embakasi Sub-County 2009-2013

Year 2009 2010 2011 2012 2013

Mean School 230 233.90 233.20 236.60 239.60

Source: SCEO (2014)

To explain the dwindling performance, no study has been carried in the region to explain

the stagnated trend. However, majority of the stakeholders in the region citing

generalized views held in the media and politicians which at times lack merit and

scientific backing has continuously been peddled to explain the stagnated and at times the

5
dropping trend in average performance of students. No single study in the region had also

concentrated its scope of single parenthood and academic performance. Therefore it is the

concern of this study to focus fully on the exploration into impact of single parents on

overall educational performance of learners in adolescence stage in primary schools in

Embakasi Sub-County.

1.2 Statement of the Problem

Single parenthood is a newly accepted type of family where majority of children in

developing countries and developed world find themselves in. Stake holders have tried to

blame the single parent homes for the stagnated and low academic performance in

schools. Children from single parents have been blamed for poor discipline and poor

performance. School administrators treat the children from single parent homes with

suspicion whereas the society treats them with ridicule. Jointly this is a clear indication

that the Kenyan society does not seem to have adjusted adequately and accommodated

this development of single parenthood option.

Although single parents have been blamed for poor performance, there has been no local

research has established whether the status of single parenthood does in fact have effects

on the social behavior and academic performance of the affected children.

In theory, the society views growing up in a single parent home as a risk to the child’s

social development. Single parent families are now a common phenomenon. Concerns

have been put forth on the influence of single parenting and academic performance.

Children from single parents have been blamed either rightfully or wrongfully for poor

performance at school. These children have been labeled negatively and to some extent
6
have been treated with suspicion and ridicule even by their peers. This is a clear

indication that the Kenyan society does not seem to have adjusted adequately and

accommodated this development of single parenthood option.

Researchers however have not established whether the status of single parenthood does in

fact have effects on the social behavior and academic performance of the affected

children. The researcher therefore wishes to examine whether single parenthood has some

bearing on the adolescent’s academic performance. Also the challenges associated with

single parenting are not properly documented.

1.3 Purpose of the Study

The purpose of the study was to find out the influence of single parenthood on the

academic performance of the adolescent children in primary schools in Embakasi Sub-

County.

1.4 Specific Objectives

The specific objectives of this study were:

i. To establish the influence of single parenthood on the academic performance of

adolescent pupils in Embakasi Sub-County.

ii. To determine the challenges faced by single parents and their adolescent children on

academic performance in Embakasi Sub-County.

iii. To establish the level of assistance that these parents and their children are getting

from their schools in Embakasi Sub-County.

iv. Determine the solutions for improving the performances of pupils of single

parenthood Embakasi Sub-County.

7
1.5 Research Questions

The study was guided by the following research questions:-

i. What are the effects of single parenthood on the academic performance of adolescent

pupils in Embakasi Sub-County?

ii. What are the challenges facing single parents and their pupils in primary school?

iii. What is the level of assistance that these parents and their children are getting from

their schools in Embakasi Sub-County?

iv. What are the solutions for improving the performances of pupils of single parenthood

in Embakasi Sub-County?

1.6 Significance of the Study

The research will be useful in guiding school managers and other stakeholders in the

management of adolescent academic achievement. These research findings will be useful

to other researchers planning or carrying out research on adolescents’ academic

achievement. Teacher trainers and curriculum developers should also integrate these

study findings in the training programs for primary school teacher trainees. The study

will throw some light as to whether society needs to put some coping mechanisms in

place that can accommodate and enhance positive attitude towards single parenthood

option. Finally this study will contribute to the existing body of knowledge on the

management of adolescents in primary school. Scholars and other researchers who wish

to read and conduct further studies in the same field will hopefully find great help form

the findings of this study. This study will add up to the existing literatures on single-

parenting and its effects on children’s academic performance. Findings from this study

8
will help us know the types of family pattern in Embakasi Sub-County, problems faced

by them, causes of poor performance among pupils and the way to solve these problems.

9
1.7 Scope of the Study

This study was confined to Embakasi Sub-County in Nairobi County. Embakasi Sub-

County was chosen by the researcher because of the diversity of its inhabitants. The study

was based on data collected from schools that have registered candidates for at least the

last three consecutive years in the Kenya Certificate of Primary Education (KCPE).There

are 40 public primary schools in Embakasi Sub-County. The study was limited to head

teachers, standard eight pupils and their teachers. Another limitation of the study was that

some respondents might be dishonest in volunteering information on the marital status of

their parents. The study was limited to Embakasi Sub-County because of the constraints

within which the researcher is expected to prepare process, analyze data and complete the

study. The study was limited to single parenthood and its effects on the offspring’s

academic performance.

1.8 Limitations of the Study

A number of aspects hindered the expected outcome of the research study. However

every effort was put in place by the researcher to ensure a smooth completion of the

exercise. Some of the hindrances were that the research was carried out in some sampled

primary schools instead of involving all schools within Embakasi Sub County. This

narrowed the degree of representation of the findings. However, application of simple

random sampling ensured a fair representation of the study units in the area. The study

was carried out among standard 8 primary school pupils who are 13 years and above,

their teachers and selected parents in Embakasi Sub County in Nairobi County. This

implies that learners in form 1 and those in standard 7 were not part of the study.

10
1.9 Assumptions of the Study

The study assumed that all respondents gave honest, detailed and accurate answers to

questions. That The Kenya Certificate of Primary Education was a reliable and accurate

instrument for measuring pupil academic achievement at primary school level.

1.10 Theoretical Framework

The theoretical framework for this study is Social Reaction Theory. The theory was

created by Howard Becker in 1963. This explains that whatever individuals tend to

become that which the society dictated.

Human social interaction creates and maintains family definitions. Single parenthood

environment has been associated with lack of full guidance and low level of parental

involvement in the children’s affairs. This low level of parental involvement is also

linked with children’s lack of trust in the parents. Lack of trust in parents’ means that the

relationship between the children and parents is limited to necessary. Children therefore

lock their feelings and shift the trust to their friends. Children who look up and trust their

friends more than their parents fall in the wrong group of friends. These friends

unfortunately lead to juvenile delinquency in children and those who do not report lower

academic scores.

The family is also charged with conflict resolution among the members. In the beginning

of the 20th century, single parent families were stigmatized for it was not norm. As

society modernizes, this form of family set up gained popularity as the rate of divorce

increased, wars led to death of breadwinners and the education of the girl child brought

independence among the greater number of women. Therefore, the acceptance of single-
11
parent family as a normal family depends on one‘s own definition of a family and the

society in which one lives. Psychologists have indicated a close interdependence between

parental involvement and academic performance of children. They emphasized that the

academic performance of children influenced by their parents involvement in their

education, their teachers and the role of the child as a student. The teacher is usually the

first authority figure for children outside the family. Hargreaves and others emphasize

that the ways in which teachers make sense and respond to their pupil‘s behavior

affect their academic performance.

12
1.11 Conceptual Framework
There were three independent variables as listed above each one of them affected the

dependent variable. The three moderating variables tried to minimize the effects of the

independent variables.

Independent Variables Dependent Variable

Pupils from two parent families Academic performance

of single parenthood
Male pupils from single parents home adolescents

Female pupils from single parents’

homes

Moderating variable

Teacher’s commitment
level government policies
Discipline of learners

Source: Researcher, 2014

Figure 1.1 Conceptual Framework

13
1.12 Operational Definition of Terms
Academic Performance: This is an academic score reported by a student after a process

of education.

Adolescent: refers to children aged between 13 and 18 years of age.

Intact family: Is a family where both father and mother live together in the same house

with their child/children.

School Administrator: Refers to a person charged with the responsibility of providing

management and leadership to a school or a department in the school.

Single Parenthood: This is a situation where a child is brought up by a single parent.

14
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter develops literature review related to the topic from international and national

perspective based on the objectives of the study. It starts with the literature related to the

single parenting and educational achievement of adolescent children, the challenges

facing single parents and their pupils in primary schools, the level of assistance that these

parents and their children are getting from their schools, the solutions for improving the

performances of pupils of single parenthood.

2.1 Single Parenthood and Academic Performance

The family organisation plays a pivotal role on the attitudes and shaping the children’s

behavior. Chang, Stipek and Garza (2006) and Ewenyi (2005) noted that this in turn has

an effect on the academic and social life of children. Whiting and Edwards (1992) noted

that single-parenthood occurs when a child is brought u by one parent whilst the other

parent is totally absent during the life of a child of such children; or is sporadically

present at certain intervals during the life of a child. Salami and Alwode (2013) argued in

most single parent homes, the mother is the person who lives and takes care of the

children. Although the Childers Act in Kenya gives the mother the right to bring up and

stay with children till they reach the age of 18, the father gets reasonable access to the

children. Single parenthood could be as a result of numerous life events such as

unmarried relationships, single parent adoption, divorce, death or separation.

15
UNESCO (2011) noted that children from single parent homes scored poorly in school

compared to children from both parent homes. Single parents had work and family chores

to perform and this reduced the parent child bonding sessions. UNESCO argued that

children living with both parents experienced less anxiety compared to children from

single parents. Anxiety among children has been cited to be unsure of their career paths

and aspirations, have behavior and adjustment issues. Single parent children have high

levels of low esteem and mistrusted everyone around them.

Chang, Stipek and Garza (2006) showed children from single parents reported lower

academic scores than children from both parent families. Schultz (2006) held that

children from single parents have high levels of social and academic problems. Intact

parents display high level of involvement in children’s upbringing than that of broken

home parents. Johnson (2005) argued that students from single parent households

(separated parents) have high emotional problems. In two parent families, the children

feel more secure are open and have emotional stability. The parents take turns to manage

and support the students and this shared responsibility boats the students’ morale and

translated to higher test scores.

UNESCO (2003) argued that in two parent families, there are shared financial

responsibilities among the parents as well as shared child responsibilities. However,

single parents shoulder the financial and child rearing roles which strains such parents.

Therefore single parents show higher levels of financial and social stress. To cope with

the stress the parents adjudicate the role of parenting and pursue financial stability and

independence. Omoruyi (2014) noted that a child’s learning abilities are dictated by

16
social, emotional and psychological facets of life. The study argued that single parents do

not cope well with economic and social stress and subrogated parental guidance of their

children. The study noted that single parent children face emotional and academic

challenges. They are therefore more likely to perform poorly compared to children from

both parent families. The study however noted that there were children from single parent

homes who record very impressive academic performance due to other underlying factors

such as role modeling and mentorship.

Suvarna (2006) posited that although adolescence if a stage in life, it has its own stress

and challenges to students. He noted that at this stage parental involvement plays a key

role in assisting adolescents to cope with the stress and challenges of adolescence. He

noted that low level of parental involvement is a threat to a child’s academic performance

and social integration.

Klein (2012) argued that children in divorced families perform dismally in academics

compared to children who have not undergone such ordeals. Hammer and Turner (2013)

argued that in the African tradition, cases of single parent were unheard of in the last

century since the women were forbidden to bring forth children outside marriage, divorce

was unheard off and single parenthood only arose upon death of a partner. Even in case

of death of a partner, one was encouraged to be inherited or the man married another wife

to rear the children. However, today cases of single parents have grown tremendously

due to education and family conflicts.

Each parent has a role to play in the life of their children. Michael (2012) pointed out that

the role of the father in most households is to be the provider and as such he provides all
17
educational materials needed whereas mothers supplement the role of the men in the

society. Absent fathers scenarios means that the mothers perform the role of provider.

Since is a two parent households the financial responsibility is shared by two people, in

single parent households, one parent is burdened with financial responsibilities. In such

households, the parent is unable to fully supervise the children, check their school work,

assist in assignments and other roles needed for parental involvement in academic life of

their children. In such circumstances, Mece (2015) observed that there is low academic

achievement in majority of learners from single parents households.

2.2 Single Parenthood and Adolescent Boys’ Performance.

Parenthood has diverse and pivotal role on social, cognitive and behavioural aspects of

children. However, the type of homes where children are brought up determines their

social cognitive and behavior development.

Odoyo (2015) held that adolescent children respond in differently as they adjust based on

social backgrounds. Therefore children from single parent homes adjust differently

borrowing from schemas they have already formed as they grew up. Boys brought up by

single mothers showed more aggressive behavior compared to boys brought up in two

parent homes. Sitnick, Shaw and Hyde (2014) argued that to emanate from mothers

lacking authority in the home. Therefore mothers who brought up their children alone

needed to assert their authority at home for children to avoid tapping into their

aggression.

Brewer (2001) indicated that boys will adopt their absent fathers behavior and grow up to

hate their mother. It was argued that such children viewed their mothers with suspicion
18
and as the cause of their father’s departure. The study noted that unless the father’s

presence is felt in from of financial assistance, the more the children lacked the more they

locked out their mother from their life. However the study found that the behavior of

girls contradicted boy’s behavior. Conversely, Anderson (2014) noted that children

behaved in the opposite but soon if the mother is involved in another relationship, they

adopt the behavior shown by boy child towards their mother. Rozumah (2013) indicated

that children substitute parental love to other people around them such as grandparents,

relatives or friends of the opposite gender.

2.3 Single-Parents and Influence on Adolescent Pupils’ Academic Performance.

Single parenting is a home with one parent be it father or mother only. Morgan and

Allison (2011) argued that single parents do not have personal time with their children

and as such their involvement in child’s education was marginal. Single parents were

observed to have frequent mood swings and this influenced their interaction with their

children. Therefore children in single parent families were frightful and experienced low

self-esteem. Barajas (2011) noted that a depressed parent has much less to offer a child. If

you are depressed, speak to your physician or a mental-health professional.

2.3.1 Single Parenthood and Adolescents’ Social Development

Uchenna (2013) argued that children brought up in single parent homes have behavioral

and social interaction issues. The children were observed to be hostile and showed higher

aggression symptoms. Children were also observed to have a certain level of hatred

towards the gender of the absent parent. Mece (2015) posited that children in households

with both parents were held to have a higher level of morality compared to children from
19
single parent homes. Montgomery (2012) noted that children from two parent homes

were also noted to have a higher level of emotional balance and easy to socialize and

integrate in the society. A two parent home lays a better academic foundation for children

particularly at the young age when they understand their environment. Children in single

parent homes have numerous family related questions such as why they had one parent

when their peers have two parents, they feel cut off from school conversations and this

breeds low self-esteem.

Kigan (2012) documented that single parents have an impact on their children capability

to learn. However, Epstein and Sheldon (2013, Barajas (2011) and John (2013) found

that the studies linking single parenthood to low academic performance of children from

such backgrounds were inconclusive. Konji (2015) study on parenting and academic

performance of learners, posited that single parenting produced children who have low

self-confidence and this influenced their academic performance. Such children even

experience greater stress levels if the parent remarries in case there was divorce involved.

2.4 Academic Performance and Extrinsic Motivation

The main goal of education is to develop an all-round person who will respond to various

stimuli in their environment to grow and develop humanity. Education therefore liberates

the person.

Ainsworth and Filmer (2013) noted that in the process of education, various items in the

learners. These factors in the environment acts as intrinsic and external motivators to the

learner although the impact on the learner varies. The learner’s environment is either

physical or psychological. Barajas (2011) argued that the learners’ physical environment
20
incorporates the home, school and general neighborhood where the learner spends some

considerable time. The physical environment should be learner friendly, act as inspiration

and motivating factor to the child. The school should ensure that the school environment

is learner friendly whereas it’s the parent’s responsibility to ensure that the home and

neighbourhood is conducive for social, cognitive and behavioral development of the

child.

Barajas (2011) observed that obviously the home environment is important in motivating

the child and also ensuring the child develops the socially accepted behavior. The parent

must provide learners with an environment that assist the child to form the right schemas

for future development. Unfortunately, it was observed that single parents do not pay

regard to the type of environment that children are brought up in. This is because they

spend their time developing their careers and leave parenting to other third parties.

Therefore when such children transit to formal schooling they find a different setting

which they are unable to cope with. Michael (2012) posited that the best interests demand

that all children should receive equal treatment without discrimination of any kind such

as color, religion, national or social origin, property or other status.

Teachers should understand emotional intelligence so that they know how to maintain an

emotional stable face while teaching and also assist learners control and understand their

behavior. An understanding of the learners attitudes, drives, values and interests assist

teachers manage learning. Barajas (2011) posited that teachers are able to provide

learners with a conducive environment that will promote the affective domain. This

promotes learners to feel more secure and build self-esteem and self-confidence. This

21
will compensate for what the child may have missed as a result of being an offspring of a

single parent. The teacher needs to create an environment where the learner will have a

high self-esteem, feel he is a person of worth and importance both as an individual and

part of a group, family, peers and school. Salami and Alwonde (2013) noted that the most

effective teachers while guiding their pupils also succeed in identifying themselves with

the human concerns of their pupils.

2.4.1 Gender and Academic Performance

Studies have denoted a significant difference between gender and academic performance

of children in single parent homes. Brewer (2001) argued that boys are more adversely

affected by the type of family they are brought up in and this has an influence in the

overall academic achievement.

Carrigan (2015) observed that there a significant relationship between the number of

years a child was under single parent and their low performance. Anderson (2014) carried

out a study on fatherhood and academic performance of children noted that there was a

greater risk of boys from single mothers posting worse results and eventual dropout from

school compared to boys in both parent homes,

2.4.2 Influence of Truancy on Academic Performance

Child socialization process requires two parents for optimal cognitive and social growth

and development. Single parent children were observed to exhibit high levels of

behavioral issues in schools. Barajas (2011), Salami and Alwonde (2013) and Abbott

(2012) argued that suffered parental deprivation children could hardly notice

opportunities around them. Adolescents' brought up in broken homes and single parent

22
homes were found to exhibit anti-social behavior and poor educational performance. This

scenario was greater where the parent living with the children was unable to meet the

financial and social issues that result from single parenthood. A child both parent

household will be well taken care of and socialized in the best way possible.

Ortese (2013) argued that there are dual responsibilities that face single parents. These

were responsibilities that require time investment as well as financial investment.

Uchenna (2013) argued that teachers viewed children from single parent homes as likely

to be very aggressive, hostile to other people and generally with low concentration span.

Salami and Olwade (2013) and Mece (2015) argued that among the types of families in

homes, single parent families faced many challenges in raising multi-faceted children.

The studies revealed that single parent homes had majority of children scoring poorly in

test scores and high propensity to drop out of school.

Hammer and Turner (2013) noted that there were various factors that led to poor

performance and truancy in adolescents brought up in single parenthoods. These included

family health as well as financial burden. Children were observed to be involved in

commercial activities to supplement parent’s income and also meet their basic needs that

are viewed as luxuries in single parent homes. Other factors that lead to poor

performance for single parenthood adolescents are related to school. When a school lacks

effective and consistently applied attendance policies then adolescents are most likely to

become truants. Poor record keeping like not marking the attendance register regularly

makes pupils to miss school because they know nobody will notice. If schools are to

ensure truancy is eliminated they should have push -out policies, for example suspension

23
as a punishment for truancy and automatic “Fs” for students with poor attendance.

Parents or guardians should also be notified of absences. Teachers should also show

respect for students and should not neglect diverse student needs. Schools should have

welcoming atmosphere, for example a school with effective discipline policies where

bullying is not tolerated. Adequate identification of special education needs, so that

students do not feel overwhelmed and frustrated with their inability to succeed.

2.5 Challenges Facing Single Parenthood Families

There is a long standing debate on the challenges facing single parenting in the 21st

century. Michael (2012) argued that the challenges of single parenthood impacts on

parenting practices and relationship between the parent and the child.

Morgan and Allison, (2011) argued that there are parenting internalized concepts that

impact on children. Child tantrums are more frequent among children from single parents

since they exhibit the same behavior observed from the parent. Incidences of lack of

emotional intelligence among children from single parents was also noted to be higher

compared to other children. Epstein and Sheldon (2013) found that during adolescence,

children from single parents had a greater conflict level compared to others.

Oketch, Mutisya and Sangwe (2012) noted that parental economic status explained the

differences between single parent children and others. Elaine (2012) noted that particular

family structures such as the nuclear family were less important among the ethnic groups

that formed the minority groups in the society. Emeka (2013) argued that two parent

homes were better in bringing up a socially accepted child with minimal social and

cognitive problems.
24
Muola (2010) posited that single parent homes experienced economic stress which

greatly influenced parental child relationship and on the adverse end influenced the

relationship negatively. Single parents were noted to be overwhelmed and lacked closer

monitoring of children. Such items as child’s homework went unnoticed and this

influenced the child negatively in academics. Maurizi, Ceballo, Epstein-Ngo and Cortina

(2013) holds that parental capability to meet the financial requirements of education play

a defining moment in children’s academic pursuit.

Jacobson (2013) argued that work related stress was higher among single parents

compared to others. The study argued that this impacted on the children from such

families as it reduced the parent –child interaction time and thus affected a child’s

academic.

25
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter focuses on research methodology adopted. The research methodology

incorporates the research design, the study location, sampling procedures and sample size

determination methods and the research instruments. The chapter also analyses the

procedures used to ascertain the validity and reliability of the research instruments, the

data collection procedures and the ethical considerations applied by the researcher.

3.1 Research Design

The research design for the research was descriptive survey. Survey design was used to

collect precise information concerning the current status of phenomena. According to

Kombo and Tromp (2006) noted that this type of research sought to describe a social

environment in greater detail.

It is for this reason that this study chose to use the descriptive social survey research

design to examine single-parenting and its effects on children’s academic performance in

Embakasi Sub-County. The design adopted was appropriate and efficient to use because

it is an accurate counter and indicator to measure the influence of single parenthood on

children’s behaviors and academic performance. The researcher used this research design

because the study objective was to collect information from respondents on their

experiences, perceptions and opinions in relation to the study.

26
3.2 Location of the Study

Embakasi Sub County formed the study area. Its headquarters are located at Kayole. Its

headquarters is located in Kayole on the Nairobi-Kangudo road about twenty kilometers

east of Nairobi Central Business District. The sub county has a population of about five

hundred thousand people. This cosmopolitan Sub County is home to several ethnic

groups namely Luos, Kikuyus, Luhyas, Kambas, Kisiis and many others. It borders Njiru

to the East, Makadara to the South East, Starehe to the North and Langata to the South. It

has two education zones namely Kayole and Dandora. The Sub County has 40 primary

schools, 4 of which are mixed boarding, 3 are girls day schools, 2 are boys day schools.

The rest 31 are mixed day schools. It has an enrolment of about 15000 pupils, 1100

teachers and about 250 support staff members. This location was appropriate for the

study coz it is a slum area and in slum areas we have many single parents.

3.3 Description of the Target Population

Mugenda and Mugenda (2003) pointed out that a study population is a set cases or

objects with some unique observable characteristics. The study focused on the 40 head

teachers, 100 class eight teachers, 100 standard eight pupils and 100 single parents as the

target population. The primary schools that met the condition for the study were those

that have presented candidates for the Kenya Certificate of Primary Examination for the

years 2009-2013.

3.4 Sampling Procedures and Sample Size

Sampling is the procedure the researcher uses to gather people, places or things to study.

Kombo and Tromp (2006) hold that sampling is the process used by researchers to select

27
the number of individuals or items that will participate in the actual study and which must

be representative of the entire set of the population targeted by researchers.

3.4.1 Sampling Procedures

The study used simple random sampling to select its respondents: head teachers, standard

8 class teachers, standard 8 pupils and parents.

3.4.2 Sample Size

Kothari (2003) says that a sample is a few selected samples from the “universe” or

population for the study. Gay (2003) suggests that at least 30 per cent for social science

study like education of the targeted population is a good representation where the

population is large. In relation to sample size a sample of 20 schools was sampled for this

study based on the above stratification. Simple random sampling technique was used to

get samples from the following categories of respondents. Out of 40 public primary

schools 20 were sampled for this research study. Out of 40 head teachers 20 were

sampled, out of 100 class teachers 70 were sampled, out of 100 pupils 70 were sampled

and out of 100 single parents 70 were sampled. Therefore the total sample size was 230

respondents.

Table 3.1: Sample Size from the Target Population

Category Target Population Sample Size Percentage

Head teacher 40 20 50
Standard 8 class teachers 100 70 70

Standard 8 pupils 100 70 70

Single-Parents 100 70 70

28
TOTAL 340 230
Source: Researcher, 2014

3.5 Research Instruments

The research used two research instruments; these were questionnaires and interview

schedule. Each of the research instruments had several sections are describe below.

3.5.1 Questionnaires for Head Teachers

Questionnaire for Head teachers was specifically drafted to collect information from the

Head teachers on their views on single parenthood and academic performance of learners

from single parent homes. Being the administrators of schools, this category of provided

information on management issues on vulnerable pupils. This is shown in Appendix II.

3.5.2 Questionnaire for Teachers

Questionnaire for Teachers was specifically drafted to collect information from the Head

teachers on their views on single parenthood and academic performance of learners from

single parent homes. Curriculum execution is primarily the sole responsibility of teachers

in educational institutions. Teachers therefore provided vital data on learners’ academic

performance and overall social cognitive growth and development. This is shown in

Appendix III.

3.5.3 Questionnaires for Parents

The interview schedule was used to get information from the Parents who explained the

challenges and problems that they are undergoing in educating their children. This is

shown in Appendices IV.

29
3.5.4 Interview Schedule for Pupils
According to Kombo and Tromp, (2006) interview provide collection of raw data from

the respondents’ oral presentations. They provide a chance for the researcher to weigh on

psychological aspects that would be missed if questionnaires were the only data

collection tool. The interview guide thus had incorporated both open and closed

questions. Open ended (unstructured) questions were used. These questions were used as

a guideline to collect data by recording data qualitatively. Because of the open-open-

ended nature of the unstructured interviews, the probing method was commonly used to

get detailed information. The instrument was used to collect data on opinion of pupils on

the influence of single parenthood on academic performance. This is shown in Appendix

C.

3.6 Validity of the Instruments

Kombo and Tromp, (2006) holds that validity is the degree to which a research test tools

measures the item that the researcher intended to measure. To achieve content, construct

and face validity, the researcher worked closely with the research supervisors and the

University lecturers to determine the relevance of the content that was used in the

questionnaires. The research instruments were thoroughly evaluated and corrections

made where appropriate.

3.6.1 Reliability of the Instruments

Orodho (2009) holds that reliability is the appropriateness to which a research tool items

consistently measure intended items sought by a researcher. The research instruments

were issued to ten teachers in Utawala and Embakasi primary schools and after one week

30
the same instruments were issued and their scores manually for consistency of results.

The responses collected in the two different weeks analysed. The results were recorded

accordingly. Using the Pearson Product-Moment Correlation Coefficient to calculate the

correlation coefficient the results showed 0.72 this indicated a perfect relationship

between the first and second results. These results were reliable because they were within

the acceptable range of between +1 and -1. The formula below was used for calculations.

(∑ 𝑋) (∑ 𝑌)
∑ 𝑋𝑌 − (
𝑅= 𝑛
(∑𝑿)𝟐 (∑𝒀)𝟐
√ { (𝐗𝟐 ─ 𝒏 ) (∑𝐘𝟐 ─ 𝒏 }

Kothari (2003) holds that a reliability coefficient greater than 0.7 should be accepted and

in this case the test yielded R=0.72 which as accepted to mean that the instruments were

reliable.

3.6.2 Pilot Study

Questionnaires and interview schedules were piloted in two selected primary schools

namely Utawala and Embakasi Primary Schools. The piloting was to ensure clarity and

sustainability of the language used. Furthermore expert opinion from the supervisors was

sought to help check on the content and constant validity of the instruments. The purpose

of this pre-testing was to ensure that all areas that were found to be weak and wanting

were addressed. The piloting also sought to determine the reliability of the instruments.

3.7 Data Collection Procedures

The researcher sought an introduction letter the University and a research permit from the

National Commission for Science, Technology and Innovation. After this, the researcher

booked appointments the county education officer and informed the office holder on the

31
nature and purpose of the study. The researcher contacted the school heads and booked

appointments on appropriate days to issue the questionnaires. On the agreed dates, the

researcher visited the schools and after explaining the nature purpose and scope of the

study, the respondents were assured of the confidentiality and application of their

responses and then given at least one hour to fill the instruments before the researcher

collected them.

3.8 Data Analysis

Data analysis procedures to be employed involved both quantitative and qualitative

procedures using SPSS computer program. Data involved both qualitative and

quantitative data analysis methods.

Qualitative data collected by the instruments were recorded and transcribed done through

“intelligent verbatim” which left out fillers that were not relevant for the study. For

analysis of interview guide, Framework Analysis was used. Framework Approach

involved predefining research objectives and specific outcomes are expected. Framework

Approach also allowed for the researcher to deductive and inductive analysis of responses

given by the respondents. Descriptive statistics was used to analyse quantitative data to

generate frequency tables and charts.

3.9 Ethical Considerations

The respondents were assured on the confidentiality of the data they provided. They were

assured that they would not be victimized nor were they required to give any information

that would easily identify them on the research instruments. The respondents were also

assured that the information they provided was only used for academic purposes. No

32
respondent was coerced or forced to participate in the study since they were assured that

they did so on own volition. The research was very expensive since it involved frequent

and intensive travelling in the area under study which involved use of private and public

means of transport. The researcher had to spend considerable fuel and time held up in

traffic jams synonymous with Nairobi. The researcher also had to prepare for other areas

of research which involved preparation of the instruments and ensuring completeness of

each instrument. The researcher also systematically arranged the process of data

collection to avoid time wastage and missing any appointments made in various schools

and thus avoided inconveniencing teachers and school administrators.

33
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction
This chapter lays out the demographic analyses of the respondents such as gender

distribution, analysis of age of respondents and occupations and other relevant data to

assist readers build the profile of the respondents. The chapter finally presents analysis of

data from the respondents and is organized sequentially based on the study objectives.

4.2 Demographic Data Analysis

Respondents’ demographic data was presented in the following figures.

57%
43%
Male
Female

Figure 4.1: Respondents Gender

Among the entire respondents majority 130 (57%) were female while 100 (43%) were
male respondents.

34
 30 30
30

25

20 17 17

15

10
6

0
13 -20 21 - 30 31 - 40 41 - 50 51 & above

Figure 4.2: Respondents Age

Majority of the respondents 70 (30%) were between age 13 – 20 and 41 – 50 years each.

Another 40 (17%) were between age 21 – 30 and 31 – 40 years each.

Table 4.1: Head Teacher & Teachers Experience at Work

Age bracket Frequency Percentage

-Less than 5 years 13 14
6 to 10 years 45 50
11 to 15 years 22 24
Above 15 years 10 12
Total 90 100

Most the head teachers and teachers 45 (50%) had a teaching experience of between 6 to

10 years followed by 22 (24%) had an experience 11 to 15 years. Another 13 (14%) and

10 (12%) had less than 5 years and above 15 years respectively.

35
 14%

29%

Formal
Informal
None
57%

Figure 4.3: Current Occupations for Single Parents

A total number of 40 (57%) single parents were currently occupied in informal sector

while another 20 (29%) were in formal occupation. Only 10 (14%) indicated that they

were not in any of the two occupations.

Table 4.2: Head Teacher, Teachers and Parents Level of Education

Level of education Frequency Percentage

Certificate 55 34
Diploma 73 46
Bachelors 23 14
Masters 9 6

Total 160 100

Majority of the head teachers, teachers’ and parents respondents 73 (46%) had the highest

level of education as diploma followed by 55 (34%) who had certificate. Only 23 (14%)

and 9 (6%) had Bachelors and Masters respectively.

36
 Death 6

Divorce 11

Separation 69

Unmarried 14

0 10 20 30 40 50 60 70

Figure 4.4: Causes of being Single Parent

Giving the reasons for being single, majority of the parents respondents 48 (69%)

indicated that they had separated followed by 10 (14%) who were unmarried. Another 8

(11%) and 4 (6%) gave divorce and death as the reason for being single.

4.3 Adolescents’ Academic Performance and Type of Parenthood

The first objective was to establish the influence of single parenthood on the academic

performance of adolescent pupils in Embakasi Sub-County.

4.3.1 Single Parenthood and learners Academic Performance

The respondents were asked to indicate single parenthood factors that influence learning

as summarized in Figure 4.5.

37
 45

45
40
30
35
30
25
15
20
15
10
10
5
0
Financial Child Labour Lack of food Pupils baby
instability sitting

Figure 4.5: Single Parenthood and Academic Performance

Among the Head Teachers involved 9 (45%) and 6 (30%) indicated that financial

instability and child labor were the main effects of single parenthood on academic

performance respectively. Only 3 (15%) and 2 (10%) said of lack of food and pupils baby

sitting as the possible effects.

This result corroborates those of Whiting and Edwards (1992) that there was a significant

change in children from single parent homes compared to others children from both

parent homes. There were higher incidences of examination malpractices among children

from single parent homes compared to others. Higher incidences of trauma experienced

by children can be attributed to single parent homes.

38
4.3.2 School Mechanisms Implemented to assist Learners
The head teachers were asked to indicate the assistance they offered to children from

single parenthood to improve their academic performance and the results are summarized

in Figure 4.6.

25%

No mechanisms
15% 60% Financial Aid
Guiding & Counseling

4.3.3 Figure 4.6: Mechanisms that Head Teachers use in helping Single Parents
Majority of the Head Teachers 12 (60%) indicated that they had mechanisms for helping

children from single parents. Another 3 (15%) indicated that they gave financial aid while

5 (25%) had put in place guidance and counseling programs. According to Barajas

(2011) schools are in a better position to assist such parents by soliciting funds from other

sources like churches bursaries, well-wishers and government assistances like CDFs.

First priority is needed to consider such students as opposed to children with both

parents.

39
4.3.4 Discipline Mechanisms Adopted by Schools for Learners from Single
Parenthood Families
The respondents were asked to indicate the discipline mechanisms adopted to assist

learners from single parenthood families and the responses are summarized in Figure 4.7.

Expulsion 15

Cleaning compound 40

Canning 25

Weeding 20

0 5 10 15 20 25 30 35 40

Figure 4.7: Punishments used by the Head Teachers

The main form of punishment according to the majority of the respondents 8 (40%) was

cleaning the compound. This was followed by 5 (25%) and 4 (20%) who indicated that

canning and weeding were also used respectively. Only 3 (15%) used expulsion as a

possible means of punishment.

40
 14% 13%

Yes
No
Sometimes
73%

Figure 4.8: Parents Assistance in Assignments

Majority of the parents respondents 51(73%) indicated that they didn’t assist in the

assignment while 10 (14%) said they sometimes assisted. Only 9 (13%) were certain that

they assisted them. This result agrees with Micheal (2012) who stated that single parents

do not have time to assist their children in doing their assignments. When parents have

time to assist their children in school work, they increase the level of parental

participation in learning which boots a child’s academic prowess.

4.3.4 Single Parents Participation in School Activities

The respondents were asked to indicate the types of school activities that single parents

participate in the schools.

41
 64
70

60

50

40

30 21
14
20

10

0
PTA Meetings Visiting Days Discuss performance

Figure 4.9: Parents’ Involvement in School

Among the parents respondents, 45 (64%) indicated that they involved in the child’s

visiting and 15 (21%) were involved in PTA meetings. Another 10 (14%) were involved

in academic clinics to discuss performance. Lack of time to balance both their pupils

schooling and school activities are tricky to single parents. In that most parents are

involved in economic activities in order to make ends meet in their single parents’

families.

Schools are meant to help parents in parenting by providing information on children’s

developmental stages. Successful parent involvement is an ongoing activity of parental

participation in all spheres of a growing child. This participation is noted when parents

create time to attend Parent Teachers Association meetings, academic clinics and also

when they visit during visiting days. For a single parent this can be quite challenging
42
because they are at times faced with two meetings in two different schools on the same

day.

If the missing parent is not contributing financially it means that the single parent has to

work extra hard to make ends meet thus has no time to attend to the academic clinics and

other school meetings. Parental involvement in most cases is financial support and

attendance to school meetings. Some parents are not involved in school activities because

of schedule conflicts. There are some schools which resist parental inclusion.

Table 4.3: Pupils’ Class Position in Relation to Parents

Class position Frequency Percentage

06 – 10 2 3
11 – 16 4 6
17 – 22 6 9
23 – 30 15 21
31 - 40 43 61
Total 70 100

Majority of the parents respondents 43 (61%) held class position 31-40 followed by 15

(23-30) who held position 23-30. Another 6 (9%) and 4 (6%) held position 17-22 and 11-

16 respectively. Only 2 (3%) held class position 6-10.

The Children of educated and therefore affluent parents generally have more

opportunities for achievements. Educated parents are a motivation to their children

because their children are able to taste the fruits of education. Educated parents are able

to assist their children with homework and thus improve the academic performance of

learners. Parents with low status jobs as a result of lack of education become mere
43
observers as far as their children’s work is concerned. Tolfree (2012) argued that parents

with a high level of education value education. They provide adequate learning materials

they also take part in coaching their children. Having many children exerts a greater

burden on parents and this reduces the attention given to each child.

100
87
80
72
60

40 Parents
20 6 7 21 Teachers
7
0

Above
average Average
Below
average

Figure 4.10: Ratings of Performance by Parents

Majority of the parents respondents 61(87%) rated the performance as below average

while 5 (7%) were average. Only 4 (6%) were above average in performance. Majority of

the teachers respondents 50 (72%) indicated that the performance was below average

while another 15 (21%) was average performance. Odoyo (2015) established that single

parenting exerts a greater risk of poor grades among children. Single parents were also

found to increase the chances of student indiscipline and generally low academic

performance among children.

44
 74
80
70
60
50
%
40
30
12 14
20
10
0
Yes No Sometimes

Figure 4.11: Truancy Effects on Children in Single Parents

On truancy as an effect of single parenthood, 52 (74%) of the parents respondents agreed

with this while 10 (14%) said it was sometimes an effect. Only 8 (12%) parent said that

truancy was not an effect of single parenthood. This result is supported by the findings of

Hammer and Turner, (2013) that children from single parent backgrounds suffered social

interaction issues and showed high propensity of truancy. Suvarna (2006) posited that

although adolescence if a stage in life, it has its own stress and challenges to students. He

noted that at this stage parental involvement plays a key role in assisting adolescents to

cope with the stress and challenges of adolescence. He noted that low level of parental

involvement is a threat to a child’s academic performance and social integration.

The respondents were asked to indicate the children from single parents’ attendance in

school and the results are summarized in Figure 4.12.

45
 64
70

60

50

40 27

30

20
9

10

0
Excellence Bad Worst

Figure 4.12: Teachers’ Views on Pupils School Attendance

On attendance status as an effect of single parenthood, majority of the respondents 45

(64%) said it was worse followed by 19 (27%) who indicated that it was bad. Only 6

(9%) indicated that the attendance was excellence. a complete family structure with both

parents playing respective roles in everyday socialization would bring optimal

development to a child. The findings concur with Fleming (2014) and Epstein and

Sheldon (2013 that households with both parents, there is team work and a higher level of

supervision and assistance given to adolescent children. The child feels integrated and

important and is motivated to pursue excellence in all spheres of life.

46
 Never 29

Not often 57

Often 14

0 10 20 30 40 50 60

Figure 4.13: Teachers’ Views on Pupils’ Socialization

Majority of the teacher’s respondents 40 (57%) said that these pupils were not often able

to socialize while another 20 (29%) indicated that they never socialize. Another 10 (14%)

indicated that they often socialized with others.

Allen (2014) argued that the surrounding of an organism is its environment, which can be

both physical and psychological. Physical environment refers to the home, school and the

neighborhood. The environment provides an important background for the child’s

learning activities. If the physical environment is uplifting, challenging and motivating,

the child’s learning is enhanced and vice-versa. The teacher has considerable influence

that must extent to the community, the school he/she serves and through which it

becomes powerful. The community will share more in the learning as it makes the school

as a center of learning.

47
Epstein and Sheldon (2013) noted that single parenting can have adverse effects on

children. Single parenting was observed to contribute to lower academic achievement

since the parent did not have time to make academic follow up on their children. Muola

(2010) found that there were higher conflict incidences from children from single parent

homes.

4.4 Challenges Faced by Single Parents and Adolescent Children on Academic

Performance
The second objective of this study was to determine the challenges faced by single

parents and their adolescent children on academic performance in Embakasi Sub-County.

4.4.1 Class of Challenges Faced by Single Parents in Educating their Children

The respondents were asked to indicate the challenges the head teachers and parents

perceived to hinder single parents in the area under study and the responses are

summarized in Table 4.4.

Table 4.4: Challenges to Parents as Perceived by H/Teachers and Parents

Challenges H/Teachers Parents

Frequency Percentage Frequency Percentage
Lack of finance 5 25 24 34
Trouble with discipline 3 15 9 13
Skip parents meeting 4 20 7 10
Overwhelming responsibilities 4 20 20 29
Help in Homework 2 10 3 4
Stigmatization 2 10 7 10
Total 20 100 70 100

48
On the challenges facing parents, majority of the head teachers 5 (25%) indicated lack of

finance as the main challenge. This was followed by 4 (20%) each who said that skipping

parents meeting and having overwhelming responsibilities were the main challenges.

According to the parents respondents 24 (34%) and 20 (29%), the main challenges was

lack of finances and overwhelming responsibilities.

Morgan and Allison, (2011) argued that there are parenting internalized concepts that

impact on children. Child tantrums are more frequent among children from single parents

since they exhibit the same behavior observed from the parent. Incidences of lack of

emotional intelligence among children from single parents was also noted to be higher

compared to other children. Epstein and Sheldon (2013) found that during adolescence,

children from single parents had a greater conflict level compared to others.

Oketch, Mutisya and Sangwe (2012) noted that parental economic status explained the

differences between single parent children and others. Elaine (2012) noted that particular

family structures such as the nuclear family were less important among the ethnic groups

that formed the minority groups in the society. Emeka (2013) argued that two parent

homes were better in bringing up a socially accepted child with minimal social and

cognitive problems.

49
 50
50

45

40

35

30

25

20 17
14
15 12

10 7

0
0 to 6 6 to 10 11 to 16 17 to 21 Over 21 days

Figure 4.14: Absent Days Term Per Term

Most pupils from single parents home, 35 (50%) were absent for between 17-21 days in a

term while 12 (17%) were absent for 11 – 16 days. The least were 5 (7%) having been

absent for 0-6 days.

Single parents struggle to make ends meet because they usually survive on one income.

There is a lot of power struggle and therefore no parent is ready to correct a child lest

they be looked at as the bad parent. Most single parents have to do everything by

themselves and no one else to blame when things do not get done.

50
 19% 13%

14% Playing
Reading
trading
33% 21% Home chores
Internet

Figure 4.15: Parents Views on Child Work after School

Majority of pupils from single parents 23 (33%) were involved in home chores after

school while 15 (21%) did some trading. Another 13 (19%), 10 (14%) and 9 (13%) were

involved in internet, reading and playing respectively.

According to the above results it shows that most do not participate in assisting their

children with school work. This is contrary to Montgomery (2013) who affirms that

parent involvement in their children’s assignment improves their performance in all

levels of schooling.

51
Table 4.5: Punishments by Parents on their Pupils

Punishment Frequency Percentage

Beating 18 26
Insults 21 30
Starvation 3 4
Unwarranted comparisons 14 20
Corporal punishments 7 10
Exercise 7 10
Total 70 100

Forms of punishment used by single parents according to most of the parents respondents

21(30%) and 18 (26%) were using insults and beating. Another 14 (20%) used

unwarranted comparisons. Only 7 (10%) each used corporal punishment and giving them

exercises. The study noted that single parents resulted to beating and insults as a form of

punishment when children did something wrong. This cements that single parents were

overwhelmed by their many roles in the house and resulted in socially unfriendly

strategies of disciplining their children. Insults were an indicator of parental stress and as

such should be addressed in single parent homes. Mece (2015) posited that single parent

homes resulted in high parental stress and as such this stress was offset on the children.

Therefore such children showed high aggression levels and low discipline levels.

4.5 Level of Assistance Giving to Parents and Children in Schools

The third objective of this study was to establish the level of assistance that these parents

and their children are getting from their schools in Embakasi Sub-County.

52
 Parents
16
Free School meals 15
Teachers
13
Free Tuition 25

Guidance & 43
Counseling 35

18
Bursary 15

10
Finacial Aid 10

0 10 20 30 40 50

Figure 4.16: Level of Assistance

The assistance mainly given pupils from singlehood according to Head Teachers and

parents 7 (35%) and 30 (43%) respectively was mainly guidance and counseling. These

were followed by 5 (25%) who benefitted from the free tuition as indicated by head

teachers and 13 (18%) who received bursaries according parents. From the respond of

both Head teachers and parents 2 (10%) and 7 (10%) financial aid was minimal. From

these results its clear indication that school assistance to single parents is very crucial and

it needs support from all levels to ease their burden as had been found in Kigan (2007).

4.6 Solutions for Improving the Performances of Pupils of Single Parenthood

The fourth objective of this study was to determine the solutions for improving the

performances of pupils of single parenthood Embakasi Sub-County. Responses were

collected and summarized from 20 Head Teachers, 70 Teachers, 70 Pupils and 70 Single-

53
Parents on solutions for improving the performances of pupils of single parenthood in

Embakasi Sub-County.

The responses were qualitatively analyzed from their various opinions and suggestions.

The head teachers are expected to hold guidance and counseling sessions for both parents

and pupils. They should also look for scholarships and other grants to enable children

from economically challenged families attend school. During school meetings the head

teachers should sensitize the parents on the importance of education. It is also important

that they provide jobs for the single parents who are not financially stable. The

government is always ready to assist. They should therefore be able to solicit for

government support. The teachers are expected to hold guidance and counseling sessions

for both parents and children. To ensure adolescents are given equal chance of

succeeding teachers should look for scholarships and other grants to enable children from

economically challenged families attend school. All teachers should strive to treat the

children equally. No name calling should be allowed and derogatory language should not

be used. All children should be given love and attention. Teachers should encourage all

the pupils to do well despite their parental background. Pupils from rich families should

assist their colleagues from poor families.

The study determined that pupils should disregard their family background and strive for

excellence. All pupils should learn not to let their parents misunderstandings interfere

with their academics, they should also not side with either of the parents. The single

parents who are not economically stable should be empowered economically to enable

them assist their children. The parent who will have custody of the children should try

54
and play the role of both. Parents should strive to provide medical attention to their

children so that they do not miss school due to sickness. Motivate the learners by

rewarding them remember it is not their problem that the parents are not living together.

The study observed that parents should always find ways and provide learning materials

for the children. The adolescents could miss a confidant if the parent who left was their

confidant. The mothers may not be able to properly discipline the boys. If one of the

parents was violent then the children may experience peace. Trying not to side with either

of the parents at times can be difficult for the adolescent. Society looks at children from

single parents as bad influence on their own, most parents would therefore not like these

children to associate with their own. They might have to miss school quite often due to

economic challenges at home. Teachers may blame learners for the separation of their

parents. Due to financial constraints these adolescents could miss some items needed in

school and therefore lower their self-esteem. The children may miss school due to health

issues and lack of money for proper medical care.

4.7 Interview Schedule of Pupils.

The following are responses from the 70 pupils from single parents over what they

experience in school and at home environment. They were qualitatively discussed and

found to be both direct and indirectly related to the impact of single parenthood on the

academic performance of adolescent pupils in primary schools in Embakasi Cub-County.

These responses were discussed as follows: Most pupils from single parent homes, 50%

were absent between 17-21 days in a term while 17% were absent for 11-16 days. The

least was 7% having been absent 0-6 days

55
Forms of punishment used by single parents according to the pupils was that 30% used

insults whereas 20% used beatings. Another 20% used unwarranted comparisons and

10% used corporal punishment.

56
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter gives summary of the findings of the study, implications, conclusions and

recommendations arrived at. It also gives suggestions for further studies.

5.1 Summary of the findings

Among the entire respondents majority 130 (57%) were female while 100(43%) were

male respondents. Majority of the respondents 70 (30%) were between age 13 – 20 and

41 – 50 years each. Another 40 (17%) were between age 21 – 30 and 31 – 40 years each.

A total number of 40 (57%) single parents were currently occupied in informal sector

while another 20 (29%) were in formal occupation. Only 10 (14%) indicated that they

were not in any of the two occupations. Giving the reasons for being single, majority of

the parents respondents 48 (69%) indicated that they had separated followed by 10 (14%)

who were unmarried. Another 8 (11%) and 4 (6%) gave divorce and death as the reason

for being single.

Among the Head Teachers involved 9 (45%) and 6 (30) indicated that financial instability

and child labor were the main effects of single parenthood on academic performance

respectively. Only 3 (15%) and 2 (10%) said of lack of food and pupils baby sitting as the

possible effects. Majority of the Head Teachers 12 (60%) indicated that they had

mechanisms for helping children from single parents. Another 3 (15%) indicated that

they gave financial aid while 5 (25%) had put in place guidance and counseling

programs. The main form of punishment according to the majority of the respondents 8

57
(40%) was cleaning the compound. This was followed by 5 (25%) and 4 (20%) who

indicated that canning and weeding were also used respectively. Only 3 (15%) used

expulsion as a possible means of punishment. Majority of the parents respondents 51

(73%) indicated that they didn’t assist in the assignment while 10 (14%) said they

sometimes assisted. Only 9 (13%) were certain that they assisted them. Among the

parents respondents, 45 (64%) indicated that they involved in the child’s visiting and 15

(21%) were involved in PTA meetings. Another 10 (14%) were involved in academic

clinics to discuss performance.

Majority of the parents respondents 43 (61%) held class position 31-40 followed by 15

(23-30) who held position 23-30. Another 6 (9%) and 4 (6%) held position 17-22 and 11-

16 respectively. Only 2 (3%) held class position 6-10.Majority of the parents respondents

61 (87%) rated the performance as below average while 5 (7%) were average. Only 4

(6%) were above average in performance. Majority of the teachers respondents 50 (72%)

indicated that the performance was below average while another 15 (21%) was average

performance. On truancy as an effect of single parenthood, 52 (74%) of the parents

respondents agreed with this while 10 (14%) said it was sometimes an effect. Only 8

(12%) parent said that truancy was not an effect of single parenthood. On attendance

status as an effect of single parenthood, majority of the respondents 45 (64%) said it was

worse followed by 19 (27%) who indicated that it was bad. Only 6 (9%) indicated that

the attendance was excellence. Majority of the teacher’s respondents 40 (57%) said that

these pupils were not often able to socialize while another 20 (29%) indicated that they

never socialize. Another 10 (14%) indicated that they often socialized with others. On the

58
challenges facing parents, majority of the head teachers 5 (25%) indicated lack of finance

as the main challenge. This was followed by 4 (20%) each who said that skipping parents

meeting and having overwhelming responsibilities were the main challenges. According

to the parents respondents 24 (34%) and 20 (29%), the main challenges was lack of

finances and overwhelming responsibilities.

Most pupils from single parents home, 35 (50%) were absent for between 17-21 days in a

term while 12 (17%) were absent for 11 – 16 days. The least were 5 (7%) having been

absent for 0-6 days. Majority of pupils from single parents 23 (33%) were involved in

home chores after school while 15 (21%) did some trading. Another 13 (19%), 10 (14%)

and 9 (13%) were involved in internet, reading and playing respectively. Forms of

punishment used by single parents according to most of the parents respondents 21 (30%)

and 18 (26%) were using insults and beating. Another 14 (20%) used unwarranted

comparisons. Only 7 (10%) each used corporal punishment and giving them exercises.

The assistance mainly given pupils from singlehood according to Head Teachers and

parents 7 (35%) and 30 (43%) respectively was mainly guidance and counseling. These

were followed by 5 (25%) who benefitted from the free tuition as indicated by head

teachers and 13 (18%) who received bursaries according parents. From the respond of

both Head teachers and parents 2 (10%) and 7 (10%) financial aid was minimal.

5.2 Conclusion

The study concludes that there was a strong positive relationship between adolescent

educational performance and single parenthood.

59
Single parent families exerted pressure on educational institutions in terms of student

discipline and emotional intelligence. Furthermore, the study result showed that a strong

positive relationship also exists between environmental influence and academic

achievement of adolescents.

The study also revealed that most of the schools had identified the challenges

experienced by pupils from single parent families. This therefore implied that everybody

was only too eager to find a lasting solution to this challenge so that all children have

equal opportunities of exceling in academics without any bias. Head teachers, teachers

and parents are all working together to ensure the children are given a chance to give out

their best.

5.3 Recommendations

Based on the findings of this study, these are the recommendations;

1. The school and social systems should partner together to see that all adolescents

are treated in the same manner that would encourage the learners as if they all

come from two parent family structures.

2. The schools should liaise with the Ministry of Education to ensure that children

from single parenthood families complete school through creation of school

bursaries to help these children settle their school fees.

3. The parents through the Parent Teachers Association should be encouraged to

create time for their children at home for homework activities.

60
5.4 Suggestions for Further Research

Through my experiences in the course of this research and the relevance it has towards

the adolescent learners in the area of the study, I therefore make the following

suggestions for further and future studies by other researchers;

1) The study may be replicated in other sub counties in Nairobi County and Kenya in

general in order to have findings that can reflect a national outlook.

2) A similar study may be undertaken but with interest in the orphans’ academic

performance in Nairobi County and other parts of Kenya.

61
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 APPENDICES

Appendix I: Introduction letter

Lucy Okaka

P.O Box 1957 10101 Karatina

Tel: +254724606296

Dear Respondent

I am a student at Karatina University carrying out an academic research titled: Influence

of Single Parenthood on Adolescent Children’s Academic Performance in
Embakasi, Nairobi County, Kenya. I kindly request you to assist in collecting data by
responding to the questions and statements attached in this questionnaire.

The attached questionnaire is aimed at assisting the researcher to gather information as

outlined in the title above. Kindly note that you are free to participate r opt out of this
study at any point. However please remember that participation in this study is voluntary.
You may ask questions related to the study at any time or refuse to respond to any
question or statement that you may feel infringes on your rights.

Once the researcher is through with the study, the questionnaire will be kept in a locked
cabinet for safe custody and thus the contents therein will be private.

Note: Do not put any markings on this questionnaire which may be used to identify
you.

Thank you

Signature:……………………………………

Lucy Okaka

66
Appendix II: Questionnaire for Head Teachers
Do not write your name or the name of your institution. Please answer the questions as
honestly and truthfully as possible by ticking in the spaces provided.

SECTION A: General Information

1. Gender Male ( ) Female ( )

2. Age a)30—40 ( ) b)41—50 ( ) c)51—60 ( ) d)61—70 ( )

3. Experience at work
(a) Less than 5 years ( )
(b) 6 to 10 years ( )
(c) 11 to 15 years ( )
(d) Above 15 years ( )
4. Indicate the highest level of Education_____________________
Certificate ( ) Diploma ( ) Bachelors ( ) Masters ( )

SECTION B:
i) Single Parenthood and Academic Performance
5. What are some of the constraints faced by parents?
Category Tick
Financial instability
Child labor
Lack of food
Pupils babysitting siblings
6. What mechanisms do you have in place?
Category Tick
No mechanism
Financial Aid
Guiding and Counseling

67
7. If these pupils miss school what are the some of the punishments?
Category Tick
Weeding
Canning
Cleaning compound
Expulsion
All the above

ii) Single Parent Challenges in boasting Academic Performance

8. Select the challenges facing single parents
Category Tick
Lack of finance
Troubles with discipline
Skip parents’ meeting
Overwhelming responsibilities
Help in Homework
Stigmatization

68
Single Parents and School Assistance
9. What kind of assistance do you give these pupils from single parents?
Category Tick
Financial Aid
Bursary
Guidance and Counseling
Free Tuition
Free school meals

Solution for Single Parent and Academic Performance of their children

10. What are your suggestions for improving this situation?
a. ……………………………………………………..
b. …………………………………………………..
c. ………………………………………………….
d. …………………………………………………..

69
Appendix III: Questionnaires for Teachers
Do not write your name or the name of your institution. Please answer the questions as
honestly and truthfully as possible by ticking in the spaces provided.

SECTION A: General Information

1. Gender Male ( ) Female ( )
2. Age a) 21—30 b) 30—40 ( ) b) 41—50 ( ) c) 51—60 ( ) d) 61—70 ( )
3. Experience at work
(e) Less than 5 years ( )
(f) 6 to 10 years ( )
(g) 11 to 15 years ( )
(h) Above 15 years ( )

4. Indicate the highest level of Education_____________________

Certificate ( ) P1 ( ) Diploma ( ) B. Ed ( ) Masters ( )

SECTION B:
ii) Single Parenthood and Academic Performance

5. How do you rate the performance of these pupils from single parents?
Category Tick
Above average
Average
Below average

6. How do you rate the frequency of school attendance?

Category Tick
Excellent
Bad
Worst

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7. Do these pupils socialize with others?
Category Tick
Often
Not Often
Never

ii) Single Parent Challenges in boasting Academic Performance

8. List the challenges
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Single Parents and School Assistance
9. List the assistance
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Solution for Single Parent and Academic Performance of their children
10. Identify the solutions
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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Appendix IV: Questionnaire for Parents
I am a post graduate student in Karatina University pursuing an Executive Master’s
Degree in Education (Leadership and Policy studies). I kindly request you to assist with
some information by filling this questionnaire. The information you will give will be
treated with utmost confidentiality and will be used for this study only. Do not write your
name or the name of your institution. Please answer the questions as honestly and
truthfully as possible by ticking in the spaces provided.

SECTION A

1. Your Designation_____________________
2. Your Gender (a) Male ( ) (b) Female ( )
3. Age of the respondent
(a) Less than 30 years ( )
(b) 31 to 40 years ( )
(c) 41 to 50 years ( )
(d) 51 and above ( )

SECTION A: General Information

1. Gender Male ( ) Female ( )
2. Age a) 21—30 b) 30—40 ( ) b) 41—50 ( ) c) 51—60 ( ) d) 61—70 ( )
3. Current occupation
(a) Formal ( )
(b) Informal ( )
(c) None ( )
4. Indicate the highest level of Education_____________________
5. Certificate ( ) Diploma ( ) Bachelors ( ) Masters ( )

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5. Single Parenthood and Academic Performance
Do you assist your child to do the assignments?
Category Tick
Yes
No
Sometimes
6. Indicate your involvement in your school
Categories Tick
PTA meetings
Visiting days
Discuss Performance
None
7. What was the class position of your child in the last examination?
Category Tick
06—10
11—16
17—22
23—30
31—40
8. How do you rate the performance of your child?
Category Tick
Above Average
Average
Below Average

9. Does truancy affect your child in academic performance?

Category Tick
Yes
No

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 Sometimes

Single Parents and Challenges in Boasting Children’s Performance

10. How many days per term does your child get absent from school?
Category Tick
0—6 days
6—10 days
11—16 days
17—21 days
Over 21days

11. What are the challenges that you face with your child in relation to schooling?
Category Tick
Lack of finance
Troubles with discipline
Skip parents’ meeting
Overwhelming responsibilities
Help in Homework
Stigmatization

12. What does your child do after school?

Category Tick
Playing
Reading
Trading
Home chores
Internet

13. What kind of punishment do you use on your child?

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 Category Tick
Beatings
Insults
Starvations
Unwarranted comparisons
Corporal punishments
Exercise
To establish the level of assistance that these parents and their children are getting
from their schools

Category Tick
Financial Aid
Bursary
Guidance and Counseling
Free Tuition
Free school meals

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Appendix V: Interview schedule for Pupils

Class ________________________

Age_________________________
Are you from a single parent family?
Is your parent employed or working anywhere?
What kind of work do they do?
How much time does your parent share with you?
Do your parents check your performance at school?
Do you attend school regularly?
What is your parent’s highest level of education?
Does their level of education enable them follow-up on your studies at school?
How much support do you get from your parents in your school activities?

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