Differences in children's school success and family backgrounds : a comparative case study of pupils' performance in entrance examination in Ibadan, Nigeria

Abstract

This study reviewed the socio-economic backgrounds of pupils from various family structures (Monogamous, polygamous, single-parent and orphan children) against their academic performances in Ibadan North-East municipality of Ibadan, Nigeria. The diverse contending studies on how the socio-economic backgrounds of these family structures aid children’s academic attainments were examined. The data for this study was gathered in April, 2012. The study employed both qualitative and quantitative data collection method. A total of two hundred and twenty pupils between the ages of 10 to15 in junior secondary schools were sampled, N=220 and 8 teachers were interviewed from the various pupils’ schools. Findings from this study revealed that no significant differences existed in the pupils’ levels of academic attainment and ethnic background, while a significant difference was found between the monogamous and polygamous pupils’ religions across the various family structures observed. However, majority pupils’ level of computer literacy was found to be poor. No significant differences were also recorded in the pupils’ parents’ educational achievement and occupational status, as the majority of the parents were found to be at the working class level. Based on the levels of the pupils’ academic achievement, this study recommends: the need for effective parental involvement with children’s academic activities, implementation of strategic initiative programme aimed at assisting children who are socioeconomically disadvantaged and to generally improve the pupils’ literacy levels.