Helen Project On Single Parenting and Students' Education

CHAPTER ONE
INTRODUCTION
1.0 Introduction
In this chapter, the study on effects of single parenting on academic achievement of secondary
school students focuses on; background of the study, statement of the problem, purpose of the
study, research questions, research hypotheses, scope/delimitation of the study, significance of
the study and operational definition of terms.
1.1 Background of the Study
Education is the best legacy a nation can give to her citizens especially the youth. This is
because education is paramount in the development of any nation or society. Education is the
process of transmitting what is worthwhile to members of the society. According to Mpiluka
(2014) education embraces all those experiences of the individual through which knowledge is
acquired and intellect enlightened.
However, societies all over the world strive to achieve quantitative education for her citizenry.
In order to achieve this noble course, so many factors must be put into consideration. Among
them is the family background of the child. The family has a great role to play on the overall
development of the child and his educational upbringing in particular. The purpose of secondary
education is to develop quality of life of the learner so that they can properly serve the society
according to their roles and responsibilities as good citizens.
Globally today, the secondary school is the second level foundation upon which other levels and
forms of education are built. Many countries have realized that secondary school is an integral
part of educational process and without good academic performance at this level, the higher
facet of learning and the society at large will be affected. Imperatively, the role of the families’
at this given point in a child’s life cannot be over emphasized. The family is relevant and very
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significant to the well-being of a child as well as his/her later development in life. The
contribution of the parent to the training of the pupil determines how far he/she will go in life.
Li & Qui (2018) noted that when the schools work together with the family through learning
support system, students tends to succeed better not just in schools but in life. The family is an
institution as well as an agent of socialization saddle with the responsibility of determining the
pupil’s attitude towards intellectual, character moral and religious upbringing. They revealed in
their study that, family structure and support for their children could cultivate children’s
learning habits and affect academic performance. They noted that single family students’
academic performance are more heavily affected by their families’ socio-economic status in
China.
However, the word family can have different meanings .The term refers to a group of two or
more persons related by birth, marriage, adoption, and residing together in a household. A
family includes the householders among its members (U.S Bureau of the Census, 2000).
Furthermore family is defined as two or more persons who love and care for each other. These
share resources, responsibility for decisions, values and goals and have a commitment to one
another over time. (American Association of family and Consumer Sciences, 2004). Families
provide emotional, physical, and economic mutual aid to their members. It is characterized by
intimacy, intensity, continuity and commitment among the members (Association for Children
and Family, 2000). These are very important in the life of the family member.
Apart from the above definitions there are also family structures which are more complex as a
parent decides to rear a child or children out of wedlock for whatever reasons. (Mrinde 2014)
When this happens it creates a single parent family. Single parent family is a family with
children headed by a parent who is a widowed or divorced and not remarried or by parent who
has never married, (Krapp and Wilson, 2 2005). A single parent family is becoming a societal
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challenge as its number is increasing rapidly. Conventionally religious establishment, media and
most of the government entities define the ideal family as that comprised of two happily
married, heterosexual biological parents living with their children, (Smith, 2008). Despite
parents being responsible for the psychological, emotional welfare, educational and career
development of their children, divorce and separation of various kinds or death of one spouse
may leave the role in the hands of single parent .Many children are being reared by single-
mothers, who seem to struggle making ends meet living below the poverty line, though some
few women are rich the majority are poor. Perhaps, single-mothers and fathers do not have as
much time as required to participate fully in their children’s schooling, thus adding to the
problems for children of single-parent families (Ferrell, 2009).Therefore children from single
parent households face many challenges throughout their development.
In Africa, studies have revealed that single parent environment have significant impact on
academic achievements of secondary school students, therefore, the role a complete family
households plays at any given point in a child’s life cannot be over emphasized. According to
Ugulumu (2016) family is the first unit in the social order where the child’s upbringings began
after birth. Thus, the place of a complete family household in the issues of students’ academic
achievement is paramount based on the findings of her study in Wanging’ombe District of
Tanzania.
Similarly, Children who are raised through single parentage have low academic performance
and they are more prone to peer pressures by engaging in some deviant behaviors. They have
higher dropout rates from primary or secondary school levels and also have greater social and
psychological problems. Economic hardship in single-parent families is most likely to require
the adolescents to work long hours and to take greater responsibility for younger brothers and or
sisters. As a result of this, the time-consuming activities are likely to be related to low academic
performance based on findings in Kenya. (Kerubo & Kibera 2019).
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In East Africa, Uganda has the largest number of single-parent families living in poverty with
no state welfare. The causes of this are deaths through HIV/AIDS, malaria and abandonment
(Uganda Reflex, 2011). Experts in children development have revealed that children who are
raised by single-parents are likely to experience trauma and ultimately to develop bad behaviour
which may affect such children throughout their lives (Tesha, 2011) Single parents have
experienced even far greater challenges as they have to be both mother and father to raise their
children. In such a situation, a single-parent is in one way or another obliged to play two roles in
raising the child and many cases it becomes a problem to the children.
The case is not different in other West African countries where studies have revealed that the
family remains pivotal in the child’s educational processes alongside the teacher .Mante, et al
(2016) in their studies in Gahna maintained that parental involvement is a key factor that
influences and determine to a greater extent how much the child can achieve in the school.
Issues surrounding students’ academic achievement in schools have been of great concern ever
since the introduction of modern education system in Nigeria. Studies have explored the
mechanisms of families affecting children’s academic achievements in various parts of the
country especially the southern part. The results reveal the limitation of family resources, single
parenting, educational level, size and type and participation in students’ education as
preliminary factors that affect children’s performance in school. Single and parents of poor
families are usually noted to invest insufficiently in their children’s education, which affects
students’ academic achievement. (Olulube 2016)
Aliyu (2014) opined that single parent family backgrounds have been of immense significant in
determining the academic achievement of a child in schools all over the world especially in
Nigeria. Most likely because academic achievement often time are motivated by the nature and
type of family structure the child interacts with in their early stages of life from their homes. He
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noted that the family lays the fundamentals of moral and religious upbringing of the child, and
in a way dictate how he/she relate with others regarding the idea of right and wrong, good and
bad. This shows that the family unit plays the role of helping the students in determining his/her
future for self-reliance, and this is largely affected by the type of family structure the child
grows from.
Aliyu (2014) noted that children grow up from different family backgrounds and are likely to be
affected differently by such family conditions they grew in. This could be a defining factor in
the variation in students’ academic achievement in secondary schools especially in Toro LGA
where some students from two family structure perform excellently, while those from single
family structure performs very poorly. In other words, the differences in our family background
within Toro Local Government Area could be some of the propelling reasons in the variation in
student’s academic achievements in our secondary schools.
Nwosu (2016) observed that the parents are parts of the current challenge facing the secondary
school system. This is because some parents have often time fail to play their role at home due
to intervening reasons like divorce or death resulting to single parenting and by so doing makes
many children even at early stages of life resort to self-help due to their parent inability to
provide the needed attention they deserved.
Ololube (2016) noted that single parenting status is capable of affecting student’s behavior and
to some extend determines their aspiration in life. He opined that families having worthy and
complete family structure often give more attention and resources in sending their children to
school. Most time the parents when together usually have access to wide range of ways of
providing their children with the needed care, attention and also know how to engage them in
various learning activities in the home after school. The role of parental level of education
cannot be over emphasized. According to Gary, (2014), pupil’s that grew up under parent who
are educated exhibit higher academic performance than those from dissimilar background.
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Omoruyi (2014) observed that the place where a child grows determining his/her learning
ability and ultimately his academic achievement in school. Therefore, for very obvious reasons
this foundation cannot afford to be rickety, shaking and torpid. This study is therefore interested
in investigating the effect of single parenting on student’s academic achievement in secondary
schools in Toro Local Government Area of Bauchi State.
1.2 Statement of the Problem
Students are excluded from education for many reasons. Single parenting remains one of the
most obstinate barriers, children from broken households or single parents are almost five times
more likely to be out of school than those from two parents’ households. Others come to school
too hungry, sick or exhausted from work or household tasks to benefit from their lessons. The
consequences are grave, thus an estimated 617 million children and adolescents around the
world are unable to reach minimum proficiency levels in reading and mathematics – even
though two thirds of them are in school (UNICEF, 2019).This learning crisis is the greatest
global challenge to preparing children and adolescents for life, work and active citizenship
In Nigeria, children are either not educated or have stop schooling or drop out of school because
their parents could not afford to send them to school. Some children are not able to attend any
educational institution or have to stop school on the way or drop out of school because of the
inability of their parents towards sponsoring them in school. Others stop school/drop out of
school as the result of the type of upbringing they receive at home. Dachal (2016) agrees that,
one of the negative effects of single parenting are the poor academic achievement of students in
schools.
Experts in children development have revealed that children who are raised by single-parents
are likely to experience trauma and ultimately to develop bad behaviour which may affect such
children throughout their lives (Tesha, 2011). However, single parents have experienced even
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far greater challenges as they have to be both mother and father to raise their children. In such a
situation, a single-parent is in a way obliged to play two roles in raising the child and may
portend diverse social and emotional problem to the child. Essentially, the purpose of secondary
education is to develop quality of life of the learner so that they can properly serve the society
according to their roles and responsibilities as good citizens. The learning process must be
guided and controlled; and the learning environment must be conducive and supportive. In other
words, learners need to be motivated by their parents in whatever they do.
According to Vassar (2000) the family has to carry out its duties and responsibilities as the
principal educator and supervisor of morals and character. In that regard, if the family is headed
by a single parent it is often very difficult for the single parent to provide the required children
nurturing as per expected moral standards of the particular society .This is due to reasons
beyond his or her biological make-up. In most African culture there is a well-marked social
distance between male and female. That means male children would feel more comfortable to
be guided by fathers while girls would cling to their mothers. Therefore, in father-headed
families, girls will be unable to open up to their fathers and their fathers would be in difficult
position to nurture, counsel or guide their daughters into the best societal accepted characters,
likewise mothers to their sons. As a result of family structure and gender roles of single parent
being inappropriate, they lead to problems such as psychological distress in the children. Thus,
this situation at the end may affect the children’s effectiveness in school activities.
Therefore, the overall research problem addressed in this study is that despite parents and
teachers working together for the holistic development of children and in particular academic
performance, there is still problems in terms of family structure which have to be addressed.
This study, therefore, attempts to investigate the effects of single parenting on students
academic achievements’ in secondary school in Toro LGA of Bauchi State.
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1.3 Purpose of the Study
Generally, the purpose of the study was to find out effect of single parenting on studeents’
academic achievement in secondary school in Toro Local Government of Bauchi State.
Specifically, the purpose of the study was to:
i. Find out the effects of single parenting on funding of student in secondary schools in
ii. Establish the effects of single parenting on social development of students’ in
secondary schools.
iii. Examine the effects of single parenting on intellectual development of students in
secondary school.
iv. Assess the effects of single parenting on moral development of students in secondary
schools
v. Establish the effects of single parenting on students discipline in secondary schools
1.4 Research Questions
The study will provide answers to the following research questions:
i. What are the effects of single parenting on funding of student in secondary schools?
ii. What are the effects of single parenting on social development of students’ in
secondary schools?
iii. What are the effects of single parenting on intellectual development of students in
secondary school?
iv. What are the effects of single parenting on moral development of students in
secondary schools?
v. What are the effects of single parenting on students discipline in secondary schools?
1.4 Research Hypothesis
The study will be guided by the following research hypothesis:
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i. Single parenting has no significant influence on funding of student in secondary
schools?
ii. Single parenting has no significant influence on social development of students’ in
secondary schools?
iii. Single parenting has no significant influence on intellectual development of students
in secondary school?
iv. Single parenting has no significant influence on moral development of students in
secondary schools?
v. Single parenting has no significant influence on students discipline in secondary
schools?
1.5 Significance of the Study
The findings of this study will help in providing empirical information in explaining the various
single family variables and the influence of the variables on students’ academic achievement.
Practically, the finding of this study will be useful to the following: the teachers, students,
parents, school guidance counselors, educational administrators and the society at large. The
teachers will realize the necessity of individualizing their teaching by structuring their teaching
methods and instructional resources to take care of the divergent parental backgrounds of the
students.
The findings will be of immense importance to students. The students will realize that their poor
achievements in school might be the result of their single family structure which result in
inadequacies that affects their studies in school and therefore be determine to study hard to get
the best out of school. Such knowledge will also go a long way to encourage the students and
reduce the level of frustration and drop-outs which occur as a result of family deficiencies.
Also through the findings of this study, parents will realize the importance of improving their
family relationship to avoid family break-up which leaves the other partner with the burden of
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training the children as single mother or father with negative consequences on the children’s’
academic achievements in school.
The findings of this study will help the guidance counselors, and the society in identifying how
single family environment influence such variables as funding, social development, intellectual
development, moral development and discipline which affects student’s academic achievement
in schools. This will act as a check on increasing low academic achievement among students,
occasioned by the fact that some parents, teachers and counselors do not have adequate
knowledge/input required of them.
1.6 Scope and delimitation
The study is limited to all the secondary schools in Toro Local Government Area of Bauchi
state. The context scope of this study is limited to finding the effect of single parenting on
students’ academic achievement in secondary schools with particular regards to students
funding, social development, intellectual development, moral development, and discipline.
Geographically Toro is a Local Government Area located in the southern senatorial district of
Bauchi State, bounded to the north by Ningi LGA, to the east by Bauchi and Ganjuwa LGAs, to
the west by Jigawa and Kaduna states and to the south-east by Dass and T/Balewa LGAs and to
the south west by Jos, the Plateau state capital. Toro local government headquarters is located in
the town of Toro. The local government has Three (3) district; Toro, Jama'a and Lame districts.
The local government is the largest local government in Nigeria. It has an area of 6,9322km and
a population of 350,404 at the 2005 census. Toro local government is rich in culture and has
diverse ethnic groups such as, Duguza, Jarawa, Fulani, Kaiwari amongst others. Toro is an
agrarian society with most of its inhabitants serving as famers and also engage in micro-
economic activities. Just like other places Toro has two seasons, the dry and wet seasons. The
wet starts from April-May and last in September-December. The annual mean rain fall stands at
7.1 inches with the month of July and August recording the highest rainfall in the wet season.
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1.7 Operational Definition of Terms
The following terms used in the study are explained below.
Single-parenting: This is a situation in which one of the two individuals involved in the
conception of the child is being responsible for the upbringing and welfare of the child (White
& Child, 1973). In this study single parenting refers to only the mother or father of the child
taking care of him or her.
Effects of single parenting: These are both the positive and negative aspects that single
parenting have on the lives and academic achievement of children or students. In this study,
effects of single parenting refer to the negative impact of a single parent on the Childs’
performance in school.
Students: People who are in school to learn and acquire knowledge and skills. For the purpose
of this study, student refers to children in post basic school (upper basic).
Academic achievement: Is the extent to which a student, teacher or institution has achieved
their short or long –term educational goals. In this study, academic achievement refers to a
students’ grades or success obtained from examinations conducted in the school.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
The review of related literatures on effects of single parenting on students’ academic
achievement in secondary schools has focused on the following subtopics; theoretical and
conceptual framework; concept of single parent, causes of single parent, single parent structure
and students’ learning, effects of single parent on funding, social development , intellectual
development, moral development and students’ discipline.
2.2 Theoretical Framework
However, there are many theories that can be used in this study; meanwhile basic discussion
would be given to most relevant theories.
The study is guided by socialization, economic and other relevant theories. Becker, (1975) and
(1981); Bryant, (1990) as cited by Garasky (1995), explain that socialization, and economic
theories are related to family and education achievement of children. Economic theory perceives
educational achievement as a function of households’ production and parental investments.
Divorce, death of one parent and non-marriage parent can affect family financial ability
therefore intellectual capacity of children is lowered as single parent fail to support education of
children.
On the other hand socialisation theory perceives educational attainment as a consequence of
parent ability to provide children with the motivation and skills necessary for school
achievement. Family disruption or marital separation weakens the parent-child relationship and
reduces internalization of parental values and role models (Hess and Camera, 1979 as cited in
Garasky, 1995). Single parent children are subject to a different hierarchy than children in two-
parent households. This may reduce direct supervision, undermine parental control and
handicap the ability to function in institutions that are fundamentally hierarchical, such as
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education (Coleman, 1988; Hetcher, 1988; Weiss, 1979 as cited in Garasky 1995). The theory
suggests that family structure effects might vary with the age of the child. It explains that direct
parental supervision of a child is related to his or her educational achievement, supervision is
more important at older ages than at younger ages. However, during school years, teachers and
peers supplement the parent’s role in encouraging achievement (Krein, 1986 as cited in Garasky
1995). Teachers and peers may or may not be part of a child’s life during preschool years. Thus,
the time spent by a child in a single-parent family as a preschooler may be more harmful to
educational attainment than time spent in the same type of household later in life.
Similarly the parental attachment theory proposed by Bowlby in 1980 as noted by Omuruyi
(2014) states that, the child forms a strong emotional bond with other person (caregiver) during
childhood with lifelong consequences. Bowlby maintain that, sensitive and emotionally way of
parenting helps the child to form a secure attachment style which foster a child’s socio-
emotional development and well-being. Less sensitive and emotionally way of parenting makes
parents neglect the child’s needs which most time result to insecure forms of attachment style,
which is a risk factor for mental development of any child. This theory is relevant to the study
in view of the fact that the proponent of this theory provides clues to the emotional development
of children. He also made reasonable suggestions for parents and guardians on how to enhance
mental development of the child. Parents and guardians can now see the need to form secure
attachment bond with their children. Such bonds will enable the children to end up with secure
attachment and secure state of mind later in life. Parents will learn how to understand the
biological and psychological needs of their children, and to avoid unrealistic expectations as a
result of the child’s behavior.
Another useful theory to this study is the “Good parenting theory”. According to Muthoni
(2013), the “Good parenting theory” was propounded by Adams and Singh in 1980 and this
“Good parenting theory” sees parental income level as major determinant to pupil’s feelings.
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Muthoni states that, low income hurts children not because poor families have less money to
invest in them, but because when their parents have low income it lessens their parents’ ability
to be “good parents”.
However, the theory has two versions; the parental stress and the role model version. The
“parental stress version” control psychology of the child and this suggested poverty as a
stressful venture and the stress of poverty weaken parents’ capacity to be helpful, dependable as
well been involved in their kids trainings. It further stress that poor parenting also hurts the
child’s social and emotional development and this place restrictions on their trainings and
opportunities. The parental stress model emphasized that increase parental income leads to
decrease in stress which in turn improve parenting skills.
Importantly, the stress role model version of the “good parenting theory” is significant to this
study especially the stressed version which deals with psychology of the parents and their
inability to concentrate and think positively towards their children social and emotional
development. The inability of the parents to concentrate on how best to their children socially
and emotionally may cause decline in the training which have corresponding effect on their
children academic achievement.
Conversely the stress role model version also recognizes poor family background especially
parents having low income earning develop to have negative values and norms towards
academic accomplishment of their children. This theory viewed cultural endowment like the
value parents placed on their children; some few privileged parents do not look at their children
education as an important investment. Some prefer to invest in their business venture that will
give quick turnover to investing in their children future. Whereas others spend their last penny
just to ensure that their children acquire the best of education, their choice or preference has a
direct influence on their child’s academic performance.
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2.3 Conceptual framework
The conceptual frame work though in relation to the theories discussed explores the
mechanisms and paths of the impact of single parenting on students’ academic achievement in
secondary schools.
2.3.1 The Concept of Single Parenting
According to Keller et al (1997) single parenting refers to a situation where mothers or fathers
raise their children without the presence of the other spouse. Again, single parenting to Whiting
and Child (1993) is a situation in which one of the two individuals involved in the conception of
the child is responsible for the upbringing of the child. Dowd (1997) defined a single parent as a
parent, not living with a spouse or partner, who has most of the day-to-day responsibilities in
raising the child or children. In the view of Kinnear (1999), single parenting has contributed to
the less performance of students academically. It has also contributed massively on the less
development in our various societies, countries and the world as a whole.
2.3.2 The causes of Single Parent Families
The causes of single parent families are premarital sex, generation gap, divorce, separation,
choice, and death. Each cause is discussed by the researcher as follow; Premarital sex being
among the causes of single parent families is common among young people, and to them a
young who does not engage in premarital sex is regarded as outdated and not civilized, this
stimulate young boys and girls to involve themselves in premarital sex. Studies say that in
Tanzania almost 30% of young unmarried women (age 15-24) and 43% of young unmarried
men (age 15-24) have premarital sex (Lwelamira et al, 2012; Mabuga, 2008) Premarital
activities were very rare in the past but nowadays many adolescence start sexual activities very
early. In the past sex was considered to be things for adults only, today things have changed
completely. Despite early sexual activities being a source of early pregnancies, and venereal
diseases, norms regarding premarital sex have broken in recent years. The increased numbers of
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children who are reared out of wedlock are among others a source of single parent children.
According to Kalokola (2010) societal increase in acceptance of premarital sex has led to an
increase in premarital sexual activity hence the increase of single parent children.
Generation gap is also one of the causes of single parent families. Things have changed now a
day. What was valued in the past is not valued today, people are doing things differently,
behaviour have changed dressing is quite different from the past. In the past in Tanzania and
even other African societies such as Kenya, Nigeria, Ghana, Uganda to mention a few, women
were not allowed to bear children before they get married or out of wedlock, but this situation
has become very common in recent years. May be the reason is the fall of moral standards and
the advancement of science and technology. Taylor (2007) argues that the younger generation
has a very different set of beliefs and moral codes or values compared to their elders. Now a
day is not a wonder for young people to live together as husband and wife without getting
married. Later this lead unplanned parenthood which at end one partner leaves and another
remain to up bring the children alone.
Furthermore divorce can also cause the increase of single parent families. It is a result of
unresolved conflicts in the marriage where, in the end, couples decide to end up marriage
officially. Conflicts in the marriage can be caused by misbehaviour, influence of parents and
relatives, lack of trust, the problem of infertility and expectations of the spouses. After divorce,
children are forced to live with one-parent, especially mother. Divorce has negative effects for
both parents and children. Some women prefer legal divorce because it involves dividing
properties that they have acquired together with the husband. Hughes (2009) insists that divorce
creates a crisis in the family life-cycle, with a state of equilibrium experienced by all members
throughout the nuclear and extended family system. Divorce often results in the loss of contact
with one parent and, with this loss; children also lose the knowledge, skills and resources of that
parent. According to Materu, (2009), in Tanzania divorce has increased drastically in the courts
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of law in the recent years. Cohen et al, (2000) assert that over millions of children and youth are
living in separated divorced 19 families each year. In Tanzanian context it was reported that
divorce cases have increased. The Tanzania Media Women Association (TAMWA) reported
that Magomeni court in Dar-es-salaam received 118 divorce cases in 1997, they rose to 422
cases by the year 1999. The Women Legal Aid Centre WLAC annual report (TAMWA, 2006)
showed that organization has received a total of 2390 cases in 2000 and rose up to 4349 cases in
2006. That is to say if divorce cases are increasing to that extent the growing number of single
parent children will increase too.
Apart from divorce which is a result of unresolved conflict many couple practise informal
separation because of difficulties in solving their conflicts. Couples may decide to separate
informally without following legal procedures. Separation happens when one partner, especially
the female, moves out of the house willingly or by force. Furthermore Burke et al. (2009) state
that separation and divorce are common phenomena in the community today, but still represent
a major life stressor for individuals involved, with potentially strong negative consequences for
the mental and physical health of all members of the family especially children who will be
hanging without knowing which side they belong.
Additionally, conflicts in marriage have discouraged some women to get married. They have
decided to have babies without being married to avoid complications of husbands. Moreover;
according to the 2012 Tanzania census the number of women is 20 greater compared to the
number of men, leading to absence of men to marry all women. Hence women choose to be
single-parents. Weisensel (2008) argues that some women choose to become single-parents
because they want to be independent. They have their own careers and earn decent salaries, this
motivating them to become mothers without necessarily getting formally married. They
alternatively opt for either adoption or to bear a child out of wedlock when deciding to start a
single-parent family.
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Sinisar and Tammpuu (2009) observe that single parenthood may also occur as result of death
of one parent where another parent remains to raise children alone. Parents are very important in
the lives of children, whenever one parent die a child’s relationship with someone important in
life is reaching to an end. A child or remains with one-parent taking all the responsibilities of
the dead parent. In many cases death of one parent affect much the economic status of the
family and the living situation. Moreover, the death of one-parent affects the child
psychologically and can lead to change in behaviour and school performance as well. Many
deaths of parents especially in Africa are caused by HIV/AIDS-related diseases, accidents, civil
wars and other calamities like floods and earthquakes.
2.3.3 Single Parenting and Students’ Academic Achievement
There was a rapid increase in the number of single-parent families in the latter half of the
twentieth century. This change has been used by some people to argue that we are witnessing a
breakdown of the family, with negative effects on children, families and society (Popenoe,
1996). Others suggest that single-parent families have been present in all societies over time and
should not be viewed as abnormal or problematic but rather as an alternative family form.
(Coontz, 1997). No matter what people view about the presence of single parent families yet the
presence of families headed by one-parent has a major influence on the social, economic and
political context of family life as far as education of the children is concern.
The challenges and the effect of challenges on their education are raised and discussed as
follow:- Social economic status of the family is one of the factors that influence students
learning. Eamon, (2005), Hochschild, (2003 ) have found in their studies that students who have
low social economic status are more likely to score low marks , to drop out of school. Most of
single-parent families have a low level of economic power and therefore they cannot provide
their children with school requirements like school fees, text books, exercise books and other
learning materials. Though some of single parent are rich yet many are poor. Family poverty
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also can lead to other problems such as diseases, poor school attendance and performance and
psychological problems. Pong and Ju (2000) comment that for many low-income or single-
parent families, the challenges that are mostly faced by children and youths are directly or
indirectly related to the poor economic condition for their families, not just to parenting style.
Poverty directly reduces the access and quality of resources, social and health services and
opportunities such as food, shelter, health care, education, and transportation. Fraser (2004) also
maintains that poverty affects the ability of parents to provide consistent supervision and
monitoring, adequate family management practices, and a range of social and educational
stimulating experiences. Due to less income single parent children suffer much in getting
education resources which make some of them to be the victims of child labour hence they can
be dropout or have poor performance and fail to achieve their dreams.
Furthermore children from single-parent families face health problems due to lack of proper
care as a result of financial constraints. For example, their parents cannot afford to get balanced
diets for their children and thus the latter are easily attacked by diseases. Moreover, the children
lack psychological support, which can easily expose them to health problems such as mental
problems. McLanahan and Booth (1989) state that children in single-parent homes are more
likely to experience health-related problems as a result of the decline in their living standard,
including unbalanced meals, poor shelter and lack of health insurance for medication. Later on,
as children from single-parent families become adults, they are more likely to marry early, have
children early, and divorce. Girls are at the great risk of becoming single-mothers as a result of
non-child-bearing within a marriage or else divorce. According to Centre for Marriage and
Families (2005), children growing up without their own married parents are linked with higher
rates of stress, depression, anxiety and low self-esteem during the teenage years, problems that
can significantly reduce their ability to focus on classroom work and to achieve in school.
Research shows that parental divorce has lasting negative emotional effects throughout
19
childhood, adolescence and adulthood. Henslin (1993) also indicates that when one-parent is
missing, not only does the remaining one “fight a personal monster” but also the children do
battle as well. In single-parent families 30-50 percent of children suffer depression as compared
with only 5-10 percent in two-parent homes. Poor school performance, disturbance in social
adjustment and eating and sleeping disorders alert the parent that something is wrong.
Aggressive behaviour and illness, which are real or imagined, seem to emerge and multiply.
2.3.4 Effects of Single Parenting on Funding of Student
Moreover Single-parent students face economic hardship in their homes, leading to inability to
get necessary school materials such as school uniforms, school fees, exercise books, bus fare,
text books and other school needs. Economic hardship results into other problems like poor
nutrition and health problems, leading to failure to attend school. Financial conditions required
some adolescents to work part-time. These burdens resulted in children from single-parent
households having greater levels of absenteeism, tardiness and truancy in school. There are
many factors at school and at home which contribute to poor academic performance of pupils
from single-parent families. Such factors include truancy possibly due to lack of school fees and
school requirements; health problems associated with poor nutrition; poor concentration in
lessons associated with lack of needs; and possible poor image and mistreatment in school
which make them fail to pay attention to their teachers. They also lack guidance and follow-up
from parents, because many single-parents use most of their time to look for home needs.
Youngmin and Yuanzhang (2002) argue that parental divorce or separation has a bearing on
youths’ academic performance and educational expectations. Apart from poor school attendance
and poor academic performance many students from single-parent families tend to drop out of
school due to family poverty. Their parents cannot support their education as they lack money
for school fees, school uniform, bus fare, stationeries, textbooks and other school contributions.
In turn, such students are themselves forced to run away from school to look for employment so
20
that they can earn money to help themselves and their families. Henslin (1993) has pointed out
those children from single-parent families are more likely to drop out of school, to become
delinquent, to be poor as adults, to divorce and to bear children outside marriage.
In general, the literature suggests that single parents’ children are facing many challenges in
their lives. The challenges are such as economic hardship which leads then to miss school
requirements, also others are to drop out from school, to lack discipline, to engage in drugs and
alcohol abuse, poor attendance at school, sexual activity and teen pregnancy and poor academic
performance due to lack of parental involvement in their studies. Despite the challenges facing
these children in Tanzania there is no study that has touched these challenges and their effect on
education attainment in Kinondoni secondary schools.
2.3.5 Effects of Single Parenting on Social Development of Students’
There is research evidence concluding that the effects on children’s psychological well-being
are enormous when their parents‟ divorce. Clarke-Stewart & Hayward (1996) found that
children from divorced homes are emotionally affected. For example a study by Arendell
(1986) concluded that divorced women complained about the prevalence of the stereotype that
their children are likely to experience most of which take place in their school environment
which affects their academic outcome. However, additional research suggested that children
who lived with their fathers had greater sense of well-being than those children who lived with
their mothers after divorce (Biller & Kimpton, 1997). Azuka-Obieke Uchenna (2013) also
found that children from single parent homes are more likely to suffer deprivations and denials
of some rights and opportunities that will have negative psycho-social impact on them in school
years. Hetherington & Stanley-Hagan (1997) did an analysis of children from single homes and
those living with both parents. The study found that although children from divorced homes
did experience more psychological and behavioral problems than children from intact homes,
70% to 80% of these children emerge as “reasonably competent and well-adjusted individuals”
21
after a time of readjustment to the divorce. Downey and Ainsworth-Darnell (1998) indicated
that although general statistics show that overall, children living with both parents tended to be
emotionally strong and highly involved, 46%- 49% of children from single parent homes are
also emotionally strong.
2.3.6 Effects of Single Parenting on Intellectual Development of Students
The effect of the family dynamic takes a toll on the child and can result in difficulties. Single
parenthood raises further intellectual challenges compounding the level of stress, possibly
causing more difficulties in parent-child relationships (Lee, Kushner & Cho, 2007).
Factors which increase the likelihood that children will show poor academic achievemnt over
time include marital conflict, being raised in poverty, and single parenthood, parental
depression, and hostile/ angry parenting (Behere, Basnet & Campbell, 2017). Each of the
mentioned factors are typically present within the single-parent structure. Additionally,
depression, as a result of being from a single parent household, can lead to depression in the
adult years thereby affecting the intellectual ability of the child.
While most of the negative impact regarding single parent homes reflect economic
disadvantage, there are psychological effects that impact students as well. Children that
experience living in a single-parent household encounter psychological turmoil. Some of the
psychological stressors that are faced by children living in single- parent households include;
worrying about the parent who is no longer present within the household (Ryan, Classens &
Markowitz, 2013). There is an unconscious concern about the wellbeing of the parent that they
are not living with, on a day to day basis. Since the child is not able to physically see that
parent safe and secure in the home, it is easy for them to think the worst about their
whereabouts and whether or not they are safe. Additionally, children worry about what will
happen to them in the event of tragedy, like their primary caretaker suddenly losing their life.
Children brood about expressing their love for one parent to the other, for fear of making one
22
feel inadequate and for fear of their feelings being unwelcome, which can result in the child
suppressing loving and feelings altogether; even at later stages in their life. The psychological
impact that adolescents experience from living in households headed by single parents is
astounding and continues to be evident in the affected student. All these culminate to jettison
the intellectual capability of the child as he grows up.
2.3.7 Effects of Single Parenting on Moral Development of Students
Another challenge that is associated with single parents’ children’s life is involvement in sexual
activities and teen pregnancy. They engage in relationships with friends of the opposite sex to
compensate for the missed parental love and joy at their homes. By so doing, they think that
they are solving their problems while unfortunately risking themselves to pregnancy and/or
sexually transmitted diseases such as HIV/AIDS. Some girls engage in sexual activity so as to
get money to support their family and themselves. Billy et al (1994) comment that adolescent
females between the ages of 15 and 19 years, who are reared in homes without 25 fathers, are
significantly more likely to engage in premarital sex than adolescent females reared in homes
with both a mother and a father. As a result, most of these children either fail in school work or
are likely to be expelled from school for such habits.
Single-parents have little time to make follow up of their children’s academic progress. They
are overworked, using most of their time to find money to support their families. They do not
have time to talk with the children, checking for their children exercise books or if they are
attending school, as a result children academic progress decline. Nan and McLanahan, (1991)
in their study found that family structure is associated with parents’ educational expectations
and involvement with their children’s schoolwork. Children of single or stepparents reported
that their parents had lower educational expectations for them compared to reports from
children in intact families. The former group also reported that their parents are less likely to
23
monitor school-work and provide less overall supervision of social activities, as compared to
reports from children in intact families.
In addition David and Alan (1988) state that adolescents from divorced single-parent
households tend to have greater levels of absenteeism, tardiness and truancy in school as
compared with peers in intact families. Parental divorce alters daily routines and work schedules
while imposing additional demands on both adults and children living in single-parent
households.
Family instability has been linked to poorer child outcomes, in particular, with regard to
behavior. Children whose parents have divorced have more behavioral problems than those in
intact families; children living in stepparent and blended families also tend to display more
behavior problems. Overall, prior research has shown that children who have experienced any
sort of family change have poorer behavioral outcomes than children in stable, biological two
parent families (Ryan, Classens & Markowitz, 2013).
2.3.8 Effects of Single Parenting on Students Discipline
The other challenge is lack of discipline at school. Usually good behaviours, appropriate values
and attitude of children are molded by parents as parents are the role models of their children.
The children from single parent lack role models as well as supervision from their parents. Due
to the absence of one parent income, the remaining parent is forced to use most of her/his time
looking for home needs and as a result the children start misbehaving at home and at school.
Wendy and Kathleen (2003), observe that adolescents in intact families are less likely to exhibit
behaviour problems in school and tend to have higher levels of academic achievement.
Compared to children living in intact families, peers living in single-mother families or with
cohabiting partners are more likely to be suspended or expelled from school; more likely to be
engaged in delinquent activities or more likely to have problems getting along with their
teachers, doing homework or paying attention in school (Wendy and Kathleen, 2003). Children
24
growing up in single-parent households are at a great risk of depression that is manifested in
chronic and pronounced unhappiness, sexual promiscuity, delinquency in the form of drug
abuse, petty stealing, alcoholism and acts of breaking into intense anger, apathy and
restlessness. In so doing these students can’t concentrate in studies. (Lahaye, 1982). Also
Mandara and Murray (2006) assert that single parent students are more likely to use drugs and
alcohol with boys raised by single father more affected. Single parents struggle with time
management due to double responsibilities; therefore they are less involved with their children,
which give less encouragement to their children. Domina, (2005) maintains that the effect of
parent involvement in their children has been linked to both negative and positive influence.
Parental involvements prevent behaviour problems. Therefore whenever parents are less
involved with their children, generally children will involve themselves in the use of alcohol,
smoking cigarettes as well as marijuana in order to relieve anxiety and forget their problems.
In connection to lack of discipline at school, drug and alcohol abuse single parent children can
commit crime. Mothers who are left alone to raise children use most of their time to look for
money and material resources so as to support their families. They have little time for
monitoring the family, this leaving a chance and possibility for their children to start
misbehaving or committing crime. Moreover, children who are brought up in homes with
marital conflicts become angry and quarrelsome, this leading them to commit crime and other
antisocial acts. Demo and Adcock (1996) found in their study that in mother-only families,
children tend to experience short and long-term economic and psychological disadvantages: a
higher absentee rate at school, lower levels of learning, a higher dropout rate and more
delinquent activity. This is caused by lack of monitoring at their homes.
25
CHAPTER THREE
METHODOLOGY
3.0 Introduction
In this chapter the process an procedures that were followed in carrying out the study are
discussed under the following sub-headings.
3.1 Research Design
The research design adopted for this study was descriptive survey design. Mustapha (2016)
define descriptive research survey design as a form of design that uses questionnaires,
interviews, observations in order to determine the opinions, attitudes, preferences and
perceptions of the people. The reason for using descriptive survey method was borne out of the
fact that this method will help the researcher in gathering information from respondent on the
effects of single parenting on student’s academic achievement in secondary schools in Toro
Local Government Area of Bauchi state.
NUMBER OF STUDENT NUMBER OF TEACHERS

NAME OF SCHOOLS
S/N Male Female Total Male Female Total
Government Technical College
1 700 30 730 50 20 70
Gumau Toro, Bauchi State
2 Government Collage Toro, Bauchi 746 - 746 29 21 50
Community Day Sec. Sch. Rimin
3 300 121 421 40 10 50
Zayan, Toro LGA
Government Girls College
4 - 769 769 40 21 61
Nabardo
5 Community Day Sec. Sch. Tulu, 202 108 310 47 24 71
6 Community Day Sec. Sch.Zull 187 133 328 18 5 22
Community Day Sec. Sch.
7 189 132 321 10 6 16
Kwagyel
8 Govt. Day Sec. Sch Zaranda 200 168 368 14 7 21
9 Govt. Day Sec. Sch. Tilden Fulani 530 128 658 23 8 31
10 Sch. For Higher slam Studies 122 96 218 6 4 10
11 Govt. Day Sec. Narabi 310 160 470 22 15 37
12 Govt. Day Sec. Sch. Gindi 112 248 368 17 9 26
13 Govt. Day Sec. Sch. Nabardo 177 320 497 21 13 34
14 Govt. Day Sec. Sch. Kufai 80 237 317 15 8 23
3.2 Population of the Study
26
The target population for this study comprises of all the teachers and students in selected
secondary schools in Toro Local Government Area with a total population of two thousand
2000 students and teachers.
Total Total Student’s Teacher’s

S/ NAME OF SCHOOLS Population of Population 6% 7%
N Students of Students
Government Technical College
1 730 70 43.8 4.8
Gumau Toro, Bauchi State
Government Collage Toro,
2 746 50 44.76 3.5
Bauchi
3 421 61 25.26 4.27
Rimin Zayan, Toro LGA
Government Girls College
4 769 52 44.14 3.64
Nabardo
5 310 71 18.6 4.9
Tulu,
6 Total 178.56 21.28
Schools selected for the study;
3.3 Sample Size and Sampling Technique
Mustapha (2016) define sample size as method of selecting a proportion from a population
considered adequate to represent all existing characteristics of the target population. The sample
size for this study comprises of students from five (5) selected secondary schools in study area.
The sample size comprises of 200 respondents, comprising 179 students and 21 teachers. The
sampling technique used for this study was simple random sampling. Proportionate sampling
percentage was adopted using 6% for students and 7% for teachers’ population respectively.
3.4 Instrument for Data Collection
The Instruments used for data collection was questionnaire. The questionnaire was developed
by the researcher and is titled: Effects of Single Parenting on Students’ Academic Achievement
in Secondary Schools Questionnaire (ESPSAASSQ). This questionnaire is constructed on the
basis of research questions on a four point likert amended scale. The instrument (questionnaire)
is made up of twenty two (21) items on effects of single parenting on students funding, social
27
development, intellectual development, moral development, and discipline in secondary
schools..
The questionnaire has three parts. Part one examine demographic data of the respondents, part
two provides information on students’ family background. Part three has four clusters (A-E).
Cluster ‘A’ contains questionnaire items concerning the effects of single parenting on students
funding, cluster ‘B’ has item statements that examine the effects single parenting on students
social development, cluster ‘C’ contains item statements that deals with the effects of single
parenting on students intellectual development ‘D’ contains questionnaire items concerning the
effects of single parenting on students moral development and Cluster “E” show case items on
the effects of single parenting on students discipline. The questionnaire was structured in form
of four – point adopted from likert scale coded as follows: Strongly Agreed (SA), Agreed A),
Disagreed (D) and Strongly Disagreed (SD).
3.5 Reliability of the Instrument
The instruments was pilot tested using (20) students and (10) teachers at Government Day
Secondary School T/Balewa, a different environment from the study area but the respondents
have similar characteristics as those from the main study area. To determine the reliability of the
questionnaire, the scores from 30 respondents in the trial testing of the instrument were used in
establishing the internal consistency using the Cronbach Alpha procedure. The internal
consistency reliability estimate yielded 0.69 for influence of single parenting on funding of
student, 0.66 for effects of single parenting on social development of students, 0.61 for the
effects of single parenting on intellectual development of students, 0.70 for the effects of single
parenting on moral development of students and 0.84 for the effects of single parenting on
students discipline. These results showed that the instrument was fairly reliable, which means it
is good for the study.
28
3.6 Validation of the Instrument
The instrument for data collection was face validated. The initial drafts of the instrument were
submitted to my supervisor at National Teachers Institute Kaduna, Bauchi Study Center. The
supervisor subjected the instrument to rigorous scrutiny in order to ascertain the clarity,
relevance, adequacy and other attributes which a good research instrument should possess. The
researcher reconstructed the instrument based on the suggestions of the supervisor.
3.6 Methods of Data Collection
In view of the large population of the respondents for the study, the researcher made use of four
research assistants; two are NCE holders while the other two are Degree holders. The research
assistants were recruited from among the secondary school teachers in the study area. The
assistants were briefed on the objective of the study. Thus they were able to explain the items on
the questionnaire to the respondents both in Hausa and English languages so that the
questionnaire would not be wrongly filled. The questionnaires were administered directly to the
respondents and were collected on the sport.
3.8 Method of Data Analysis
The analysis of data on effects of single prenting on students’ academic achievement in
secondary schools in Toro Local Government Area was analysed based on the purpose of the
study and research questions using descriptive statistics in a logical order; analysis of research
questions one, two, three, four and five was based on frequency count, percentages and mean
rating for decision making. Data were coded and anaylse using SPSS version. The criterion for
decision was 2.50
29
CHAPTER FOUR
RESULTS AND DISCUSSION
2.0 Introduction
The chapter present and discusses results on effects of single parenting on student’s academic
achievement in secondary school in Toro LGA. The discussion has begun with the demographic
profile of students and teachers based on family. Following the discussion on demographic
profiles, the study would present the statistical result as well as analysis and interpretation based
on research questions and objective of the study.
4.1 Demographic Information of students and teachers
The demographic data in this chapter spelt out respondents’ background or characteristics which
may include; students’ gender, and family structure,. On the other hand teachers’ gender,
qualification, and years of experience makes their demographic features in this research work.
The essence of demographic data in educational research is to give a clear view about all
respondents who have participated in the study.
4.2 Demographic Information of Students Interviewed
Table 4.2.1 Students’ Demographic attributes

Variables Frequency Percentage (%)
Female 110 61.5
Male 69 38.5
Total 179 100
Family structure
Single Parent 46 25.7
Two-Parent Household 133 74.3
Total 179 100
30
Table 4.2.1 from the table above, background characterizes of the respondents show that 40.6%
are female students were 50.4%.constitute the male students’ respondents. The analysis further
revealed that majority of the student respondents at 78.2% are from two-parent’ households,
while (21.8%) of them are from single parents.
4.2 Demographic Information of Teachers Interviewed
Table 4.2.2 Teachers’ Demographic attributes

Variables Frequency Percentage (%)
Female 10 47.6
Male 11 52.4
Total 21 100
Qualifications
Graduate 11 52.4
NCE 10 47.6
Total 21 100
Experience
1–5 09 42.9
6 – 10 11 52.4
10 – above 1 4.8
Total 21 100
Table 4.2.1 from the table above, background characterizes of the respondents show that 56.7%
are male were 43.3%.constitute the female respondents. The analysis further revealed that
majority of the teacher respondents at 66.7% are graduate, while (33.3%) of them are NCE
holders. It was also gathered that 66.7% of the teachers had 6-10 years of working experience,
yet a small number of the teachers at 03.0% has working experience of 10 and above years.
31
4.3 Answer to research Questions
Five question were raised in chapter one and were answered below using simple frequency
count and percentage.
Research Question One: What is the effect of single parenting on students’ funding in
secondary school?
Table 4.3.1 Effect of single parenting on students’ funding in secondary schools
S/N Stat
ement SA A D SD Mean Decision
1 Separation of parents affects

students funding.
71 40 51 40 Accepted
35.5 20 25.5 15 2.68
2 Students from single parents
have difficulty in having 90 50 31 29
breakfast before going to 3.0 Accepted
45 25 15.5 14.5
school

face difficulties in paying 52 64 44 40
their school fees which lead to 2.64 Accepted
26 32 22 20
school dropout.

lack writing materials which 91 59 30 20
affects their academic 3.1 Accepted
45.5 29.5 15 10
achievement.
Table 4.3.1 indicated majority (35.5%) of respondents with a mean rating of 2.68 strongly
agreed that separation of parents’ students funding while (25.5%) strongly disagree. Similar
finding also revealed most (45%) of respondents strongly agreed that Students from single
parents have difficulty in having breakfast before going to school. Respondents’ decision here
was highly accepted with the mean rating of (3.0) while a minority of (15.5%) strongly
disagrees. Also result of the findings revealed that (32%) of the respondent with a mean rating
of 2.64 agreed that Students from single parents face difficulties in paying their school fees
32
which lead to school dropout while (22%) of the respondents strongly disagree. Further findings
revealed that (45.5) of the respondents strongly agreed that Students from single parents lack
writing materials which affects their academic achievement accepted at a mean rating of (3.1)
while (15%) of the respondents strongly disagree.
Research Question Two: What is the effect of single parenting on social development of
students’ in secondary school?
Table 4.3.2 Effect of single parenting on social development of students’ in sec. schools
S/N Stat
6 Lack of social development

54 52 50 44
affects the mental, and social
2.58 Accepted
progress of the students 27 26 25 22
7 Single parents have negative

100 82 10 8
impact on students’ social
3.37 Accepted
development/behaviours 50 41 5 4
Lack of social development

31 19 80 70
8 affects the educational state of
2.0 Rejected
students from single parent 15.5 9.5 40 35
9 Lack of social development of

students from single parents 60 58 50 32
lead them to join thug, cultism 2.73 Accepted
30 29 25 16
and gangs in school
Table 4.3.2 revealed 27% of respondents strongly agreed that lack of social development affects
the mental, and social progress of the students while (25%) of the respondents strongly disagree
with an acceptable mean rating of 2.58. The same findings reveal half (50%) of the respondents
strongly agree that Single parents have negative impact on students’ social
development/behaviours with an acceptable mean rating of 3.37 while a minority of (5%)
strongly disagree.. However few (15.5%) of the respondents strongly agree that lack of social
development affects the educational state of students from single parent. But a majority of
33
(35%) strongly disagree with a rejected mean rating of (2.0) below the decision mark of
2.5Further findings revealed that majority (30% ) of respondents strongly agree that lack of
social development of students from single parents lead them to join thug, cultism and gangs in
school with an acceptable mean rating of 2.7) as few (16%) of the respondents strongly
disagree.
Research Question Three: What is the effect of single parenting on intellectual development
of students’ in secondary school?
Table 4.3.3 Effect of single parenting on intellectual development of students’ in secondary
schools
S/N Stat

56 57 53 34
tends to have stunted growth
2.67 Accepted
and reasoning ability 28 28.5 26.5 17

62 70 40 28
suffer from low academic
2.54 Accepted
achievement 31 35 20 14
13 Single family structure

86 49 35 30
negatively affects all domains
3.0 Accepted
of students development 43 24.5 17.5 15

have difficulty in securing 99 50 30 21
admission into the higher 3.13 Accepted
49.5 25 15 10.5
institution of learning
Table 4.3.3 indicated few (17%) of the respondents strongly disagree that students from single
parents tends to have stunted growth and reasoning ability with an acceptable mean rating of
2.67. Similar findings revealed most (28.5%) of the respondents agree with an acceptable mean
rating of 2.67. Further findings revealed majority (35%) of the respondents agree that Students
34
from single parents suffer from low academic achievement with an acceptable mean of 2.54
above the grand mean. The same studies revealed majority of the respondents (43%) strongly
agree that Single family structure negatively affects all domains of students’ development with
an acceptable mean rating of 2.71, while (17.5%) strongly disagree. Similarly the study
revealed that (49.5%) of the respondents strongly agree that Students from single parents have
difficulty in securing admission into the higher institution of learning with an acceptable mean
rating of 3.13, as few (15%) strongly disagree. The implication here is that children from single
families are likely to perform very poor compare to those from two parents’ families.
Research Question Four: What is the effect of single parenting on moral development of
students’ in secondary school?
Table 4.3.4 Effect of single parenting on moral development of students’ in secondary
schools
S/N Statement SA A D SD
Mean Decision
Single parenting have
negative impact on student 61 57 50 29
16 2.72 Accepted
moral development 30.5 28.5 25 14.5
Single parenting has a great

influence on the spiritual
25 44 70 61
17 foundation in the overall 2.16 Rejected
12.5 22 35 30.5
development of the a child
Single family structure

negatively influence students’ 37 45 74 44
18 2.37 Rejected
academic achievement 18.5 22.5 37 22
Lack of moral development as

a result of single parenting
affects social and cultural 56 47 57 40
19 2.59 Accepted
values and can lead to poor 28 23.5 28.5 20
academic achievement
35
Table 4.3.4 revealed majority (30.5%) of the respondents strongly disagree that Single parenting
have negative impact on student moral development with an acceptable mean rating of 2.72
while (25%) disagree. Similar findings revealed most (30.5%) of the respondents strongly
disagree with a rejected mean rating of 2.16 that Single parenting has a great influence on the
spiritual foundation in the overall development of the a child, meanwhile (22%) agreed
Further findings revealed majority (37%) of the respondents disagree that Single family
structure negatively influence students’ academic achievement with a rejected mean of 2.37
while (22.5%) agreed.. (28.5%) respondents disagree that single parenting affects moral
development of students leading to poor academic achievement with an acceptable mean rating
of 2.59, while (28%) strongly agree.
Research Question Five: What is the effect of single parenting on students’ discipline in
secondary schools?
Table 4.3.5 Effect of single parenting on students’ discipline in secondary schools
S/N Statement SA A D SD
Mean Decision
Students from single parents
often have lower grades, test
66 55 52 27
16 score and higher dropout rates 2.93 Accepted
33 27.5 26 13.5
than those from two families
Lack of students discipline

leads to disturbances, class
boycotts, refusal to do
71 60 25 43
17 assignments, riots and 2.78 Accepted
35.5 32 12.5 21.5
destruction of school
properties
Close relationship with both

parents is associated with
positive adjustment in 74 49 37 40
18 2.78 Accepted
academic achievement of the 37 24.5 18.5 20
students
19 Students from Single parents 56 57 45 42 2.63 Accepted

usually exhibit negative moral 28 28.5 22.5 21
behaviours which affects their
academic achievements in
schools
36
Table 4.3.5 revealed majority (33%) of the respondents strongly agree that Students from single
parents often have lower grades, test score and higher dropout rates than those from two
families with an acceptable mean rating of 2.93 while (26%) disagree. Similar findings revealed
most (35.5%) of the respondents strongly agree with an accepted mean rating of 2.78 that Lack
of students discipline leads to disturbances, class boycotts, refusal to do assignments, riots and
destruction of school properties, meanwhile (21.5%) strongly agree Further findings revealed
majority (37%) of the respondents strongly agree that Close relationship with both parents is
associated with positive adjustment in academic achievement of the students with an accepted
mean of 2.78 while (20.%) disagreed.. The same studies revealed majority of the respondents
(28.5%) strongly agree that Students from Single parents usually exhibit negative moral
behaviours which affects their academic achievements in schools with an acceptable mean
rating of 2.63, while (22.5%) agree.
4.4 Discussion of Findings
The study has investigated the effects of single parenting on students’ academic achievement in
secondary schools. This section therefore discusses the findings of the study. Findings of the
study reveal that there is significant influence of single parenting on students’ academic
achievements in secondary schools in Torro Local Government Area of Bauchi State.
The result of the study agrees with the view of Frank (2012) that children of single parents have
poor concentration in the school and this have negative influence on students’ academic
performance.
Findings on the influence of single parenting on funding of students in secondary schools reveal
that there is significant influences as students from single parents have difficulty in having
breakfast before going to school, difficulties in paying their school fees which lead to school
dropout, lack of writing materials due to poverty and economic hardship which eventually
affects their academic achievement in school. This affirms the position of Olayemi (2014) when
37
he noted that single parents find it difficult to provide the desired child functional survival and
academic needs. The consequences of this include low concentration and poor academic
achievements in school.
Further findings on influence of single parenting on students’ social development indicate that
found that children from divorced homes are emotionally affected. For example a study by
Arendell (1986) concluded that divorced women complained about the prevalence of the
stereotype that their children are likely to experience most of which take place in their school
environment which affects their academic outcome. Lack of social development affects the
mental, and social progress of the students Single parents have negative impact on students’
social development/behaviours Lack of social development affects the educational state of
students from single parent Lack of social development of students from single parents lead
them to join thug, cultism and gangs in school
Findings on effects of single printing intellectual development of students revealed that students
from single parents tends to have stunted growth and reasoning ability, suffer from low
academic achievement and affects all domains of students development which eventually makes
it difficult for students to secure admission into the higher institution of learning. The above
findings agreed with Amadi and Nweke (2017) which is on the effects of home background on
educational development of secondary school students in Onicha Local Government Area of
Ebonyi State.
Similarly findings from the study on the effects of single parenting on moral development of
secondary school students revealed that single parenting have negative impact on student moral
development results of the study indicate its negative influence on the overall spiritual
foundation and development of the a child, it further revealed that lack of moral development as
a result of single parenting affects social and cultural values in children and can lead to poor
academic achievement. The implication of the study here is that, single parenting have negative
38
effects on children’s moral beahaviours as such parents find it difficult to watch over and
monitor their children behaviours as required. The above findings agrees with Mante et etal
( 2015) who opines that children and pupils whose parents monitor and get involved in
educational development of their children often achieve more in school. The same findings
agrees with Mpiluka (2014) who asserted that parents who could provide their children with
nurturing support were having an important influence on their children.
Findings on the effects of single parent on students’ discipline in secondary school shows that
Students from single parents often have lower grades, test score and higher dropout rates than
those from two families. Lack of discipline among student’s leads to disturbances, class
boycotts, refusal to carry out assignments, riots and destruction of school properties which
negatively influence students’ performance in school. However, close relationship with both
parents is associated with positive adjustment in academic achievement of the students therefore
students from Single parents usually exhibit negative moral behaviours which affects their
academic achievements in schools. The same findings also agrees with Ella, et al (2015) which
in their study on influence of family type on students’ academic performance revealed a high
significant influence on students’ performance in the whole school subjects to be studied. Thus
family structure has a direct influence on students’ discipline which negatively influence their
academic achievements performance in school.
39
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
The study was carried out to examine the effects of single parenting on students’ academic
achievements in selected secondary schools in Toro Local Government of Bauchi state. To
achieve this, the study was broken into five chapters. The study sampled two hundred teachers
and students from (5) selected secondary school in Toro LGA. Only public primary schools
were used for the study. The design for the study was descriptive research design and was
employ for the purpose of explanation, description, and discussion of some attribute or
characteristics observed from the subject.
The study was guided by five research objectives. The first objectives were to find the effects of
single parenting on students funding in secondary school and its influence on their academic
achievements. The research question was then stated that; what ere the effects of single
parenting on funding of secondary school students? The study found out, that majority agreed
that single parenting have negative effects on students’ funding in secondary schools
The second objective was addressed by the second research question which stated that; what ere
the effects of single parenting on social development of students in secondary school students?
The study found out, that majority agreed that single parenting have negative effects on
students’ social development in secondary schools.
The third objective was to be address by the third research questions which stated that; what ere
the effects of single parenting on intellectual development of students in secondary school
students? The study found out, that majority agreed that single parenting have negative effects
on students’ intellectual development in secondary schools.
The fourth objective was to be address by the fourth research questions which stated that; what
ere the effects of single parenting on moral development of students in secondary school
40
students? The study found out, that majority agreed that single parenting have negative effects
on students’ moral development in secondary schools.
The fifth objective was to be address by the fifth research questions which stated that; what ere
the effects of single parenting on students discipline in secondary school? The study found out,
that majority agreed that single parenting have negative effects on students’ discipline in
secondary schools.
5.2 Conclusion
Following the above findings, the study came up with four important conclusions as follows;
First, the study concluded that single parenting has high impact on students funding in
secondary schools.
Second, the study concluded that single parenting has high impact on social development of
students in secondary schools.
Third, the study concluded that single parenting has high influence on students’ intellectual
development in secondary schools.
Fourth, the study concluded that single parenting has high influence on students’ moral
development in secondary schools.
Fifth, the study concluded that single parenting has effect on students discipline in secondary
schools.
5.2 Implication of the study
It is not enough to know that a child comes from a single-parent home. Teachers, counselors,
educational psychologist and administrators need to have knowledge of those factors that affect
children from single-parent homes to better understand the behaviours and attitudes of the
children they are teaching. While many children in single-parent homes grow up into
successful, mature adults, many children being raise in single-parent homes may not reach their
full potential due to inadequate family resources. Teachers, counselors, educational
psychologist and administrators need to understand that children raised in floundering families
41
need schools that are warm, nurturing, structured and authoritative. School personnel also need
to provide support to the mother or father who is parenting solo. Having a teacher, counselor or
psychologist to consult and collaborate with, can be immeasurable help in raising well-adjusted
and successful children.
5.3 Recommendation
From the conclusion of the study, the following recommendations were made;
i. The government should initiate educative and enlightenment program on how to
improve and sustain intact parenthood through the radio, television and other mass
media.
ii. Government should commit more funds to take care of victims of single parenthood.
iii. Policy makers should always take the subjective views of their wards into consideration
in order to avert the problem of single parenthood in the society.
iv. Design and implement an improved and continuous open communication between the
teachers and the solo parents (like holding PTA meetings during the weekends to
accommodate working solo parents).
v. To provide guidance and aid to solo parents on how to further support the
academic activities of their children by offering parents online portals or gateways
where parents can access information, reading and instructional materials
communicating teaching ideas and suggestions to help learning take place at home.
This can also be done via Facebook page.
5.4 Suggestion for Further Studies
Based on the findings of the study researcher here suggests areas that deserve further
investigation. The following research area closely related to this study should be conducted in
order to cover the existing gaps. It is therefore suggested that study should be conducted
focusing on a large sample in other Local Government Areas of Bauchi State so as to establish
the magnitude of the problem and be able to generalized the findings.
42
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Appendix I
TEACHERS QUESTIONNAIRE
EFFECTS OF SINGLE PARENTING ON STUDENTS’ ACADEMIC ACHIEVEMENTS

IN SECONDARY SCHOOLS QUESTIONNAIRE (ESPSAASSQ)
PART ONE
PERSONAL DATA OF TEACHERS
1. Your Name---------------------------------------------------------------
2. Name of your school ------------------------------------------------------------------------------------
3. Years of experience -------------------------------------------------
3. Gender; Male Female
4. Qualifications; NCE Degree and above
PART TWO
QUESTIONNAIRE FOR STUDENTS
This section is made up of questions with response coded as follows: Strongly Agreed – (SA),
Agreed - (A), Undecided (U), Disagree (D), Strongly Disagree (SD) Read and respond
carefully and indicate with a tick () the items you believe to be obtainable in your school;
Items A: Effects of single parenting on students funding in secondary schools
N/ SA A D SD
Statements
S
1 Separation of parents affects students funding.
2 Students from single parents have difficulty in having

breakfast before going to school
3 Students from single parents face difficulties in paying their

school fees which lead to school dropout.
4 Students from single parents lack writing materials which

affects their academic achievement.
47
STUDENTS” QUESTIONNAIRE
EFFECTS OF SINGLE PARENTING ON STUDENTS’ ACADEMIC ACHIEVEMENTS

IN SECONDARY SCHOOLS QUESTIONNAIRE (ESPSAASSQ)
PART ONE
PERSONAL DATA OF STUDENTS
1. Your Name---------------------------------------------------------------
2. Name of your school -------------------------------------------------------------------
4. Your present Class---------------------------------------------------------------------
3. Gender; Male Female
5. Family Structure; (i) Single Parent (ii) Two Parents
PART TWO
QUESTIONNAIRE FOR STUDENTS
This section is made up of questions with response coded as follows: Strongly Agreed – (SA),
Agreed - (A), Undecided (U), Disagree (D), Strongly Disagree (SD) Read and respond
carefully and indicate with a tick () the items you believe to be obtainable in your school;
Items A: Effects of single parenting on students funding in secondary schools
N/ SA A D SD
Statements
S
1 Separation of parents affects students funding.
2 Students from single parents have difficulty in having

breakfast before going to school
3 Students from single parents face difficulties in paying their

school fees which lead to school dropout.
4 Students from single parents lack writing materials which

affects their academic achievement.
48
Items B: Effects of single parenting on social development of students in secondary schools
SA A D SD
Statements
5 Lack of social development affects the mental, and social
progress of the students
6 Single parents have negative impact on students’ social

development/behaviours
Lack of social development affects the educational state of

7 students from single parent
8 Lack of social development of students from single parents

lead them to join thug, cultism and gangs in school
Items C: Effects of single parenting on intellectual development of students in secondary

schools
SA A D SD
Statements
9 Students from single parents tends to have stunted growth and
reasoning ability
10 Students from single parents suffer from low academic

achievement
11 Single family structure negatively affects all domains of

students development
12 Students from single parents have difficulty in securing

admission into the higher institution of learning
49
Items D: Effects of single parenting on moral development of students in secondary
schools
SA A D SD
Statements
13 Single parenting have negative impact on student moral
development
14 Single parenting has a great influence on the spiritual

foundation in the overall development of the a child
15 Single family structure negatively influence students’

16 Lack of moral development as a result of single parenting

affects social and cultural values and can lead to poor
Items E: Effects of single parenting on students discipline in secondary schools
SA A D SD
Statements
17 Students from single parents often have lower grades, test score
and higher dropout rates than those from two families
18 Lack of students discipline leads to disturbances, class boycotts,

refusal to do assignments, riots and destruction of school
properties
19 Close relationship with both parents is associated with positive

adjustment in academic achievement of the students
20 Students from Single parents usually exhibit negative moral

behaviours which affects their academic achievements in
schools
50

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CHAPTER ONE

study, research questions, research hypotheses, scope/delimitation of the study, significance of

the study and operational definition of terms.

1.1 Background of the Study

process of transmitting what is worthwhile to members of the society. According to Mpiluka

acquired and intellect enlightened.

according to their roles and responsibilities as good citizens.

parent households face many challenges throughout their development.

achievement is paramount based on the findings of her study in Wanging’ombe District of

psychological problems. Economic hardship in single-parent families is most likely to require

performance based on findings in Kenya. (Kerubo & Kibera 2019).

mechanisms of families affecting children’s academic achievements in various parts of the

students’ academic achievement. (Olulube 2016)

student’s academic achievements in our secondary schools.

provide the needed attention they deserved.

in investigating the effect of single parenting on student’s academic achievement in secondary

schools in Toro Local Government Area of Bauchi State.

1.2 Statement of the Problem

words, learners need to be motivated by their parents in whatever they do.

academic achievements’ in secondary school in Toro LGA of Bauchi State.

academic achievement in secondary school in Toro Local Government of Bauchi State.

Specifically, the purpose of the study was to:

ii. Establish the effects of single parenting on social development of students’ in

iii. Examine the effects of single parenting on intellectual development of students in

v. Establish the effects of single parenting on students discipline in secondary schools

1.4 Research Questions

The study will provide answers to the following research questions:

1.4 Research Hypothesis

The study will be guided by the following research hypothesis:

ii. Single parenting has no significant influence on social development of students’ in

iii. Single parenting has no significant influence on intellectual development of students

iv. Single parenting has no significant influence on moral development of students in

v. Single parenting has no significant influence on students discipline in secondary

1.5 Significance of the Study

academic achievements in school.

knowledge/input required of them.

1.6 Scope and delimitation

students’ academic achievement in secondary schools with particular regards to students

funding, social development, intellectual development, moral development, and discipline.

The following terms used in the study are explained below.

taking care of him or her.

students’ grades or success obtained from examinations conducted in the school.

REVIEW OF RELATED LITERATURE

The review of related literatures on effects of single parenting on students’ academic

development, moral development and students’ discipline.

2.2 Theoretical Framework

would be given to most relevant theories.

educational achievement as a function of households’ production and parental investments.

On the other hand socialisation theory perceives educational attainment as a consequence of

parental supervision of a child is related to his or her educational achievement, supervision is

result of the child’s behavior.

decrease in stress which in turn improve parenting skills.

children academic achievement.

direct influence on their child’s academic performance.

2.3.1 The Concept of Single Parenting

development in our various societies, countries and the world as a whole.

2.3.2 The causes of Single Parent Families

remain to up bring the children alone.

parent children will increase too.