Influence of Family Structure on Children’s Motivation to Learn And Academic Achievement in Minna Metropolis, Niger State.
The sought to investigate the influence of family on children’s motivation to learn and achievement in Minna , Niger State. To guide the study, four research questions were posed and answered while four hypotheses were formulated and tested at 0.05 level of significance.
The study adopted ex-post facto or causal comparative research design. The of the study comprised of all the primary five children in Minna metropolis, Niger State totaling 9,995.
A total sample of 425 primary five children in public schools in Bosso and Chanchaga Local Government Education Authorities were used for the study. The academic achievement scores of children for a session were collected using children’s result for three terms.
The instrument named influence of Family Structure on Children’s Motivation to Learn Questionnaire was used for data collection. Mean and Standard Deviation were used in answering the research questions, while analysis of variance (ANOVA) was used to test the null hypotheses.
The findings of the study revealed that; children from monogamous family structure had the highest mean motivation to learn followed by the children from multiple transition family structure while children from polygamous family had the lowest mean motivation to learn.
Further analysis showed that family structure significantly influences children’s motivation to learn. Children from single parenthood family structure had lower mean achievement score than children from monogamous and multiple transition family structure while children from polygamous family structure had the lowest mean achievement score.
However, it was further revealed that family structure has no significant influence on the children’s motivation to learn and children’s academic achievement. Gender has no significant influence on children’s motivation to learn and academic achievement.
Based on the findings, it was recommended among others that parents should be fully involved in the education of their wards by assisting them in their home works and getting other relevant materials for study ready for them.
TABLE OF CONTENTS
Title page ii
Approval page iii
Certification iv
Dedication v
Acknowledgements vi
Table of Contents vii
Abstract x
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 9
Purpose of the Study 10
Significance of the Study 10
Scope of the Study 11
Research Questions 12
Research Hypotheses 12
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 14
Concept of Family 14
Concept of Family Structure 14
Concept of Motivation 23
Concept of Learning 26
Concept of Gender 28
Concept of Achievement and Concept of Academic Achievement 29
Relationships Among Family Structure, Children’s Motivation to Learn and Academic Achievement 31
Theoretical Framework 32
Sensitivity and Responsibility Theory by Mary Ainsworth 32
Maslow’s Hierarchy of Needs Theory 33
Review of Empirical Studies 33
Studies on Influence Family Structure on Children’s Motivation to Learn and Academic Achievement 33
Studies on Influence of Gender on Children’s Motivation to Learn and Academic Achievement 36
Summary of Literature Review 37
CHAPTER THREE: RESEARCH METHOD
Design of the Study 41
Area of the Study 41
Population of the Study 42
Sample and Sampling Techniques 42
Instrument for Data Collection 43
Validation of the Instrument 44
Reliability of the Instrument 44
Method of Data Collection 44
Method of Data Analysis 45
Summary of Findings 51
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION, SUMMARY, IMPLICATIONS, AND RECOMMENDATIONS
Discussion of Findings 52
Conclusion 55
Educational Implication of the Study 55
Recommendations 56
Limitations of the Study 56
Suggestion for Further Studies 57
Summary of the Study 57
References 59
INTRODUCTION
1.1 Background of the Study
Children’s lives are influenced by the number of parents and siblings that they live with, as well as by whether their parents are married. Parents with children make up a family.
A family is a group of people who share Affinal, Consanguinal and adoption ties and are within two generations (Oti, 2005). Fairly is a close knit group of people who care about and respect each other (Hughes, 1999).
The fairly is a social group characterized by common residence, economic corporaton and reproduction. It comprises adults of both sexes, at least of two of whom maintain a socially approved sexual relationship and one or more children own or adopted, of the sexually cohabiting adults.
Family is a group of two or more people that are related by blood, marriage, adoption, step or fostering and who usually live together in the same household. This includes newly wedded couples without children, couples with dependants, single mums or dad with children, siblings living together.
Family is the focal socializing unit in the society especially Africa (Oti, 2003). The family as an institution provides for the rearing, socializing and education of the child. It is a forum for the child’s initial contact with the society. It is the basic group for individual’s social identity. It is the most common unit of socialization.
The stability of the family and its antecedents are important in the child’s education.
REFERENCES
Aduwa, S.E. (2004). Dynamizing the instructional system: An Inquiry for Effective Childhood Education in Nigeria. Nigerian Journal of Curriculum Studies 11(2):239-245.
Ainley, M.D; Hidi, S. & Berndorff, D. (2002). Interest, learning and the psychological process that mediate their relationship. Journal of Educational Psychology, 94, 1 – 17.
Ainsworth, M.D.S (1969). Object relations, dependency and attachment: A Theoretical Review of the Infant-Mother Relationship. Child Development, 40, 969 – 1025.
Ainsworth, M.D.S (1973). The development of infant mother attachment. In B. Caldwell & H. Ricciuti (Eds). Review of Child Developmental Research. 1 – 94. Chicago: University of Chicago Press.
Ainsworth, M.D.S (1978). Ainsworth, M.D.S (1973). The development of infant-mother attachment. In B. Caldwell & H. Ricciuti (Eds), Review of Child Developmental Research. (p.1 – 94) Chicago: University of Chicago Press.
Akanbi, T. (2005). Gender difference in achievement in science: A Review. Ilorin Journal of Science Education, 1 (2), 29-38.