The influence of single-parenting on students' academic achievement in secondary schools in Dambatta LGA, Kano State
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- 1-5 Chapters
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- NGN 5000
Background of the Study
Single-parenting has become a prevalent family structure with significant implications for various aspects of children’s lives, including academic achievement. In Dambatta LGA, Kano State, secondary schools are witnessing the educational impacts of single-parent households, where one parent is solely responsible for the upbringing and support of children. Research indicates that the absence of a second parental figure can affect the emotional, social, and academic development of students (Aliyu, 2023). In many instances, single-parent households face economic and social challenges that may compromise the amount of time and resources available for academic support at home (Bello, 2024).
Moreover, the stress and responsibilities associated with single-parenting can influence the overall environment in which children learn, potentially leading to lower academic motivation and performance. Schools in Dambatta LGA have observed that students from single-parent families often require additional emotional and academic support to overcome these challenges. Various studies have underscored the need for targeted interventions to help such students achieve their full academic potential (Garba, 2025). Additionally, factors such as parental involvement, socio-economic status, and community support play a crucial role in mediating the effects of single-parenting on academic achievement.
The educational system in Dambatta LGA is increasingly tasked with addressing these disparities. Initiatives such as counseling services, after-school tutoring programs, and community engagement efforts have been implemented to support students from single-parent households. However, despite these efforts, significant gaps remain in understanding the full impact of single-parenting on academic outcomes. This study aims to investigate how single-parenting influences students’ academic achievement in secondary schools in Dambatta LGA by examining both direct and indirect factors. Through a comprehensive analysis of family dynamics, school support mechanisms, and socio-economic conditions, the research seeks to provide evidence-based recommendations for improving academic support for students from single-parent families (Aliyu, 2023; Bello, 2024).
Statement of the Problem
Despite the growing prevalence of single-parent households in Dambatta LGA, the academic achievement of students in these environments remains a concern for educators and policymakers. Students from single-parent families often experience challenges such as reduced parental supervision, limited financial resources, and increased emotional stress, which collectively contribute to lower academic performance (Aliyu, 2023). Schools have reported that these students are at a higher risk of underachievement, which may be exacerbated by insufficient targeted support programs. In many cases, educators are not adequately equipped to address the unique needs of these students, leading to an educational gap between them and their peers from two-parent households (Garba, 2025).
Furthermore, the limited availability of community and government resources to support single-parent families intensifies the challenges faced by these students. The lack of comprehensive data on the specific academic impacts of single-parenting in Dambatta LGA has resulted in policies that do not fully address the underlying issues. As a result, there is an urgent need for research that examines how family structure influences academic achievement and identifies effective strategies for intervention. This study seeks to fill this gap by exploring the relationship between single-parenting and academic performance in secondary schools, thereby providing insights that can inform the development of targeted support programs (Bello, 2024).
Objectives of the Study
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To investigate the impact of single-parenting on the academic achievement of secondary school students.
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To examine the mediating role of socio-economic factors in this relationship.
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To propose interventions that can mitigate the adverse effects of single-parenting on academic outcomes.
Research Questions
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How does single-parenting influence academic achievement in secondary schools?
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What socio-economic factors mediate the relationship between single-parenting and academic performance?
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Which intervention strategies can effectively support students from single-parent households?
Research Hypotheses
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H₁: Students from single-parent households exhibit lower academic achievement compared to those from two-parent households.
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H₂: Socio-economic constraints significantly mediate the relationship between single-parenting and academic performance.
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H₃: Targeted school interventions can significantly improve the academic outcomes of students from single-parent families.
Significance of the Study
This study is significant as it explores the influence of single-parenting on students’ academic achievement in secondary schools, providing crucial insights for educators and policymakers. By identifying the specific challenges and mediating factors, the research offers evidence-based recommendations for developing targeted support programs. These findings aim to foster a more equitable educational environment where all students, regardless of family structure, can achieve academic success. Ultimately, the study contributes to efforts aimed at reducing educational disparities and promoting inclusive academic excellence (Garba, 2025).
Scope and Limitations of the Study
This study is limited to secondary schools in Dambatta LGA, Kano State, and focuses solely on examining the influence of single-parenting on students’ academic achievement.
Definitions of Terms
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Single-Parenting: A family structure in which one parent is solely responsible for the upbringing of children.
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Academic Achievement: Measurable academic outcomes such as grades, test scores, and overall performance.
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Secondary Schools: Educational institutions providing education beyond the primary level.
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