Family Type (Monogamy and Polygamy) and Academic Performance of Student: The Case of Students in Cross River, Nigeria
[1]
Grace Igaba Onongha, Faculty of Education, Osun State University, Ipetu-Ijesa Campus, Osun State, Nigeria.
The study investigated family type (monogamy and polygamy) as determinant of secondary school students’ academic performance. The study employed comparative approach. Participants were three hundred senior secondary school students selected using the stratified sampling technique from five Secondary Schools in Etung Local government Area, Cross River State, Nigeria. A valid and reliable instrument was used to gather demographic information from the participants. The grades awarded by the subject teachers (in Mathematics, English and Economics) were used as measures of academic performance. Independent samples Test (t-test) was used as statistical tool. The results indicated no significant difference in the academic performance of students from monogamous families and those from polygamous families (t = 0.017, P> 0.05). The results further revealed no significant gender difference in the academic performance of students from both families (t= 0.015, P>0.05). The insignificant differences in the academic performance of senior secondary school students from monogamous and polygamous families implied that both family type exerted similar influence on students’ academic performance. Based on the findings, it was suggested that parents should be more committed to the education of their children.
Family Types, Monogamy, Polygamy, Academic Performance, Gender, Parental Educational Support
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