Influence of Family Type on Academic Performance of Secondary School Students in Public Secondary Schools in Narok South Sub County, Narok County Kenya
Chelimo Maurine *
Department of Educational Foundation and Psychology, Maasai Mara University, P.O. Box 861 – 20500, Narok, Kenya.
Asakhulu Newton
Department of Educational Foundation and Psychology, Maasai Mara University, P.O. Box 861 – 20500, Narok, Kenya.
Maina Ann
Department of Educational Foundation and Psychology, Maasai Mara University, P.O. Box 861 – 20500, Narok, Kenya.
*Author to whom correspondence should be addressed.
Abstract
At several academic levels, studies on factors influencing academic success have been conducted. These include internal and external factors and most of these studies have concentrated on family and school factors. The study objectives was; identifying the relationship between family type and students' academic performance. The research adopted Social cognitive theory propounded by Albert Bandura of 2002. In addition, the study used a descriptive research design. The study's target population consisted of 29 public secondary schools with a total of 1081 form three learners, 232 teachers and approximately 300 parents. The study used a sample of 9 schools with 137 students, 24 teachers, and 30 parents. Simple random sampling method was used to select the nine schools and purposive sampling method was used to select students and parents. Data from teachers and students’ were collected using a questionnaire (teacher and student questionnaire) and data from parents was collected through interview schedule. Validity of instruments was checked by the experts from the department. The test-retest technique was used to determine the instrument's reliability. Data was analyzed both descriptively and inferentially. Descriptive data was evaluated using frequency, percentages and inferential statistics that is t test was used to analyze and establish the relationship between the family type and academic performance of students. The hypothesis of the study was on the correlation between family type and students’ academic performance and was tested using a t-test. The findings of the study showed that the family type had no significant influence on the academic performance. Conclusion based on the study is that the family type had no much influence on academic performance. The study recommends that parents should be sensitize on the need to be involved and participate in supporting their children academically and that further research on other family factors be done so as to have a full picture of the influence of family. The outcomes are expected to be beneficial to school administrators, Planners, parents and also the student.
Keywords: Academic performance, academic achievement, family, family type, students, teachers, parents