ATEBUBU COLLEGE OF EDUCTION

EFFECTS OF SINGLE PARENTING ON THE ACADEMIC PERFORMACNE

OF PRANG D/A NO1 JHS1 PUPILS

YEBOAH ESTHER
 2022
ATEBUBU COLLEGE OF EDUCATION

EFFECTS OF SINGLE PARENTING ON THE ACADEMIC PERFORMACNE OF

PRANG D/A NO1 JHS1 PUPILS

BY

YEBOAH ESTHER

Project work submitted to the department of science, Atebubu College of Education, in

partial fulfillment of the requirements for award of Degree in Primary Education

JULY 2022
 DECLARATION

Declaration Candidate’s

I hereby declare that this project work is the result of our own original Research and that

no part of it has been presented for another Degree in this college or elsewhere.

Name:……………………………………Signature:……………………Date:…………

Index number:……………………………………………

Supervisor’s Declaration

I hereby declare that the preparation and presentation of this project work were

supervised in accordance with the guidelines on Supervision of project work laid down

by the University of Cape Coast.

Supervisor’s Signature…………………………Date:……………………

Name:……………………………………………………………………
 ABSTRACT

Single parenting is a situation where only a parent, either the father or mother is saddled

with the responsibility of taking care for the child. The pupils of Prang D/A No. 1 JHS

suffer greatly from incidences of single parenting which influences their academic

performance negatively. The study investigated into the effect of single parenting on

academic performance of JHS 1 pupils of Prang D/A No. 1 JHS and administers

appropriate interventions to address it. The population used for the study was fifteen (15)

pupils in JHS 1 class and six (6) teachers in the school together with their parents of the

pupils used in the school. Action research as a research design was used. The instrument

used to gather data were observation and structured interview. The data gathered from the

study was analyzed in a tabular form using frequencies and percentages. It was revealed

that pupils under single parental care suffer academically than their counterparts with

both parents. It was also revealed that teachers’ motivation, good teacher-pupil

relationships and good pupil-pupil relationships addresses challenges facing children

under single parenting. The study recommended similar study to be carried out in second

cycle institutions. Regular sensitization of parents and other care givers is also

recommended in this study.

 ACKNOWLEDGEMENT

My first thanks goes to my supervisor Mr. Adjei Yeboah of Science Department,

Atebubu College of Education for his mentorship. He was a supervisor, a colleague and

above all a father. His counseling gave me the right state of mind and confidence to bring

out a worthy work.

I will also like to say a word of thanks to teachers of Prang D/A No.1 Junior High

School especially, my mentor Mr. Sylvester Akpese for their support. They acted as

parents, guardians, friend’s siblings making the out programme a home away from home.

I will like to finally salute Mr. Martin Odzide for taking off time his busy

schedule to type and edit this piece of work. I thank who ever in one way or the other

contributed to the success of this piece of work.

 DEDICATION

I dedicate this piece of work to my parents Mr. and Mrs. Fleku, to my Aunties Ms. Mary

Fleku and Mrs. Dumorgah.

 TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION ..........................................................................................

1
1.0 Introduction ................................................................................................................................
1
1.1 Background to the study ........................................................................................................
1
1.2 Statement of the Problem .......................................................................................................
3
1.3 Purpose of the Study ..............................................................................................................
3
1.4 Significance of the Study .......................................................................................................
3
1.5 Research Questions ................................................................................................................
4
1.6 Delimitation of the Study .......................................................................................................
4
1.7 Limitation of the Study ..........................................................................................................
4
1.8 Organization of the Study ......................................................................................................
4

CHAPTER TWO : LITRATURE REVIEW ..........................................................................

6

2.0 Introduction ................................................................................................................................

6
2.1 Education and Single ....................................................................................................... 6
 2.2 Socio-Economic status of Single Parents ...............................................................................
7
2.3 The effects of Single Parenthood on the academic Performance of pupils in basic schools . 8
2.4 Physical and social classroom environment and single Parenthood in our schools ...............
8
2.5 Women in Single Parenthood and Child Poverty ..................................................................
9
2.6 Single Parenthood and Motivation .......................................................................................
10
2.7 Single Parenthood, the role of the church and NGOs ..........................................................
11 CHAPTER THREE:
METHODOLOGY ............................................................................ 12
3.0 Introduction ..............................................................................................................................
12
3.1 Research Design ...................................................................................................................
12
3.2 Population ............................................................................................................................
13
3.3 Sample and Sampling techniques ........................................................................................
13
3.4 Instruments used for the research .........................................................................................
13
3.4.1 Interview .......................................................................................................................
14
3.4.2 Observation ...................................................................................................................
14
3.5 Negotiation for Access .........................................................................................................
14
3.6 Pilot Study ............................................................................................................................
15
3.7 Administration of the Instruments/Data Collection Procedure ............................................
15
3.8 Interventions ........................................................................................................................
16
3.9 Post Intervention Measures ..................................................................................................
17
CHAPTER FOUR : RESULTS AND DISCUSSION ...........................................................
17

4.0 Introduction ..............................................................................................................................

18
4.1 Answering the research question .........................................................................................
18
4.1.1 Motivation of parents at both school and home ............................................................
19
4.1.2 Occupation of Parents ...................................................................................................
20
4.1.3 Provision of School needs by Parents ...........................................................................
20
4.1.4 Sibling size of pupils .....................................................................................................
21
4.1.5 Boy-Girl Relationship ...................................................................................................
22
4.2 Discussion ............................................................................................................................
24

CHAPTER FIVE : SUMMARY, CONCLUSION AND RECOMMENDATION ............... 27

5.0 Introduction ..............................................................................................................................

27
5.1 Summary ..............................................................................................................................
27
5.2 Conclusion ...........................................................................................................................
28
5.3 Recommendations ................................................................................................................
28
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter consists of the background to the study, statement of the problem, the

purpose of the study, research questions, and significance of the study, limitation,

delimitation and organization of the study.

1.1 Background to the study

Education is the method by which a society transfers its knowledge, culture and

values from one generation to another. Parents are strong facilitators of their children's

extrinsic and intrinsic motivation, and parents also assist in the development of the

children's autonomy (Deci & Ryan). In recent educational systems, every adult is

considered a teacher and every child considered a pupil. Parental involvement is defined

as the “dedication of resources by the parent to the child within a given domain (Grolnick

& Slowiaczek, 1994). Parents play an important role in children’s academic success from

early grades through high school (Chen & Wong, 2013). Parents are children’s first

interactions; their influence cannot be underestimated (Hornby & Lafaele, 2011). Pek and

Mee (2020) suggested parent involvement helps students plan for college and encourages

them to do well in school. Parents could be involved in school activities by participating

in events, committees, meetings, or volunteering (Child Trends, 2013).

Desforges and Abouchaar (2003) emphasized other involvement, such as getting

ready for school, developing school routines, and school extra-curricular activities.

Simply maintaining good communication is a great way to be involved (Bakker et al.,

2007). The major blow to parental involvement in children education is single parenting.
Single parenting is a situation where only a parent, either the father or mother is saddled

with the responsibility of taking care for the child (Adegboyega, 2019). The reasons for

single parenting vary from death of a parent to parental separation/divorce (Adegboyega,

2019). Single parenting result in pressurizing responsibility of nurturing a child is left to

the available parent (Adegboyega, 2019). This situation has tearing effect on the

performance of the child at school.

In spite of the numerous measures of churches and NGOs in fighting against

single parenthood, it is still on the ascendency. At my school of attachment, Prang D/A

No1 junior high school, it was observed that most pupils who perform poorly were under

single parents at home.

This alerted me to investigate into the effects to single parenthood on the academic

performance of the pupils of Prang D/A No1 JHS.

Prang D/A No1 junior high in the Pru District of the Bono East Region of Ghana.

It is situated at the Western part of Pru. The local dialect spoken is Twi, Bono, Hausa,

and Konkomba. Economically, few numbers of the people are government workers, some

are traders and the rest are farmers. Socially, the people live average life with regards to

how they relate to themselves and other people. Religiously, majority is Christians, some

are Moslems, some are Traditionalists and some do not belong to any of the three groups.

Realizing that most pupils in the village are under single parents, the researcher wants to

minimize the effects of single parenthood on the pupils of Prang D/A No1 junior high

school.
1.2 Statement of the Problem

In recent decades, the incidence of single parenting continues to increase yearly

and from country to country including Ghana. Single parenting continues to rise in the

Bono East region, particularly Prang, due to separation of parents who are in need of

daily bread and greener pasture, parental death and divorce. Research have shown that

single parenting have great impact on both child and parent.

Family, as the most important form of interaction and socialization of the child, is

hampered. This may make the child lack of physically, cognitively, spiritually, and

emotionally development (Santrock, 2004). It is therefore very imperative to investigate

into the causes and effect of single parenting and administer appropriate interventions to

support children in such condition.

1.3 Purpose of the Study

The purpose of the study was to examine the causes and effects of single parenthood on

the academic performance of pupils of Prang D/A No.1 JHS 1 and also suggest solution

that would lead to minimize the occurrence of single parenthood by the help of churches

and NGOs.

1.4 Significance of the Study

The outcome of this study will sensitize parents the need to stay together to take care of

their children. It is hoped that, the results of the work will inform directors of education

to always send teachers to the rural areas and introduce effective programmed learning

methods in the rural areas. It is also hoped that the study will appeal to NGOs and
philanthropists to always assist needy pupils to proper education and bring all parents

who try to dodge their parental responsibilities to book.

1.5 Research Questions

1 What effect does single parenting have on affected student performance?

2 How can the needs of students with a single parent be addressed?

1.6 Delimitation of the Study

A lot of causes and effects of social issues such as peer group influence, poverty,

rape etc. on poor academic performance of pupils have been identified. In spite of this,

the research work was focused on the effects of single parenthood on the academic

performance of Prang D/A No1 JHS1 pupils.

1.7 Limitation of the Study

In course of conducting the research I faced some challenges that in different

ways retarded the smooth pace and early outcome of the main findings and measures put

in place. Among them include truancy during interventions and pupils inability to speak

twi which is the local dialect of the people of Prang. However, the researcher believes

that, the work done would be used to solve the problem of poor academic performance

among jhs1 pupils of Prang D/A No1 junior high School.

1.8 Organization of the Study

Chapter one of this study presents a brief introduction to the literature which

forms the background information to research questions to be addressed. It also consists

 of statement of the problem, the purpose of the study, delimitations and limitations of

the study and operationally defined concepts. Chapter two focuses on the review of

related literature on the proposed area of research.

Chapter three comprises the description of the methodology the population and

sample, sampling procedures, the materials use in the data and the result of the pilot test.

It also provides data collection processes and procedures used in the study. Chapter four

takes a look at the results, findings and discussions of the research that was conducted

whereas the fifth chapter consists of the summary, conclusion and recommendations of

the study.
 CHAPTER TWO

LITRATURE REVIEW

2.0 Introduction

In this chapter of the research work, the researcher reviews the related literature

on the research under the following outlines/ headings.

2.1 Education and Single Parenthood

Single parenting is a situation where only a parent, either the father or mother is saddled

with the responsibility of taking care for the child (Adegboyega, 2019). Often it is opted

for by the parent (as in divorcee, adoption, artificial insemination, surrogate motherhood

or extramarital pregnancy) and often it is unforeseeable occurrence (as in the death of one

parent or abandonment by one parent). From the above it is observed that, single

parenthood is a situation where a parent cares for children in the home without any

assistance.

According to Callister, Paul and Burks, Stauart (2006), “families are having fewer

children that never but children are often staying home longer”.The report continues to

state that, high cost of college education keeps many older children at home. Census

takers at the end of the century have notices what they call a boomerang effect, where

adult children leave home but then later return.

 Divorce and single parenthood are among the factors encouraging adults to return

home. Parents often welcome the companionship and assistance of their grown children.

In addition, this report implies that, the high cost of education makes many older children

to remain at home since their single parents cannot cater for them.

This is affecting the children’s education because parents do not see anything

wrong with their children remaining at home and for that matter would not put in any

effort to send them to school.

2.2 Socio-Economic status of Single Parents

According to Harper Lee, “for a child, it is very hard to lose a parent. The child’s life

becomes more stressful because of economic loss and loss of supportive parent. Since

many children do not adjust well, the behavior is affected. The change is devastating for

many children and affects the rest of their life. Divorce of parents causes many problems

and affects children negatively. In line with this literature, It is observed that if pupils

have problems with their families with regards to the family’s Socio-Economic status and

peer who are not very productive, it can affect the academic performance, of pupils. In

addition, Labour Market Review (2006) reports that, the economy at the end of the 20 th

century offered most workers less security and more competition, a situation that does not

favor investment in marriage particularly among the young. People on average are

delaying marriage. The middle class peaked in the economic prosperity lasting from

1947 to 1973. Afterwards, the majority of Americans faced shrinking pay-checks.

Housing, utilities and health care ate up 35 percent of the average family’s paycheck

in1984 compared to 44 percent in 1980.

2.3 The effects of Single Parenthood on the academic Performance of pupils

The Lanet, January 25, paraphrased by CBS News Emma Ross, states that, “single

parenting is strongly associated with an increased risk of a number of negative social,

behavioral and emotional outcomes for children. However while the association is strong,

on balance the effect size and the actual numbers affected is modest. Many factors

influence how children develop in single parent families, the parents age, educational

level and occupational the family’s support network of friends and extended family

members. It implies that, depending on the factors stated above, a pupil in the basic

school can perform poorly or better in class. In support 2003 Swedish study also states

that, “those living with a single parents were about three times more likely to either kill

themselves or end in hospital after and attempted suicide by the age of 26 than children

living with two parents”. With this study, it shows clearly that, children with single parent

who can even do well in or schools end up killing themselves.

2.4 Physical and social classroom environment and single Parenthood in our schools

NASSP Bulletin 72, January, 1993 states that, “the learning environment is also

important to pupil’s performance”. In review, the above literature implies that, pupils

who do not meet or enjoy smooth, welcoming and call to learning atmosphere does not

do well in class.
 The literature also implies that pupils with single parents could only perform well in a

good and conducive atmosphere. It is also reported that, in the last decades of the 20 th

century adults reported high levels of satisfaction with their relationship but children

sometimes received too little attention and too little of a wealthy nation’s resources.

There is evidence of anxiety, depression and anger as some children are shuffled from

place to place and from relationship to relationship, fought over in custody battles and

left on their own while their parents work. The problems that some children experience

at home are brought to school and affect quality of education. Social work and

psychological counseling are now necessary adjuncts to schools from the preschool level

through college. Violence is a problem in the schools as well as the streets and this level

of violence is peculiar to the United State among industrialized countries and our own

localities. This violence is one of the factors that affect the quality of education in our

schools.

2.5 Women in Single Parenthood and Child Poverty

Millar, Jane and Ridge, Tess (2001) reported that, women are fewer children, yet many

children are being born outside marriage in 2000, that amounted to 1345,000 children.

The number of children under 18 years of age living with two parents has decreased

from 88 percent in 1960 to percent in 1997, and child poverty rate has risen. By 2000,

20 percent of children were living in poverty. In 1997, 24 percent of all children lived

with their mothers only. This is substantially higher than the 8 percent who did in 1960

and reflects both the increase in single motherhood and rising divorce

rate.
 Because working women still earn substantially less than their male counterparts and

are less likely to be promoted. A rise in female-headed households means that more

children are being raised in poverty. A minority of children lived with their fathers only.

In 1960, 1 percent of children lived with their fathers only. 37 years later, this

quadrupled to 4 percent.

Another 4 percent lived elsewhere, either with grandparents or other relatives. Large

numbers of America children, 851,000 lived with non-relative in 1997, mostly in foster

care.

In 2000, 83 percent of children living with a single parent lived with their mothers

and 17 percent with their fathers. The literature implies that, children who are born into

families of singles mothers are born into poverty and this affects the performance of the

children in the class and for that matter the quality of education in our communities.

2.6 Single Parenthood and Motivation

It is reported that by Assistant Secretary for Planning and Evaluation, US Department of

Health and Human services that, the safety not for families and community support for

parents and children have been rolled back at the end of the end of the 20th century. The

United State lags behind other developed nations in educational standards, social welfare

programs, infant mortality rates, legitimacy rates, public safety and other measures of

family well-being.

Crime, violence, drug abuse and homelessness, are problems that form these situations

and also weaken existing families. The report also states that, some of the problems with

family life come not from the high and idealistic expectations that Americans place on
their marriages, sexual relationships and parent-child relationships. Many Americans

hope for a perfect spouse and effect family and will experiment until they find satisfying

lives for themselves. The cost may be tenuous relationships. These tenuous family

relationships are not entirely new. In the 17th and18th centuries, families were similarly

unstable because of high death rates rather than divorce and children were raised in as

wide a variety of situation than as now.

2.7 Single Parenthood, the role of the church and NGOs

It is reported that one of the most common ways for single parents to seek and receive

help is over the internet by conversing with other single parents in similar situations.

There are various websites available, offering discussion forums and helpful advice to

those parents who find themselves alone. Other websites help by offering single parents

to support each other while also providing highly useful links to various solicitors,

counselors and financial advisors in any area of the UK. Examples of such websites are

only Dads and only Mums. The literature implies that there are NGOs who advice

single parents, link them to counselors and also help single parents financially so these

NGOs in our communities.

Church leaders and elders must also provide thorough marriage counseling before

blessing marriage so that individuals would have enough experience and know much

about marriage before entering into it. Churches must come together and from

counseling groups and provide single parents with counselors.

With all these I hope single parenthood will be minimized in our communities. It is also

reported that, children benefit from good role models; adults who set an example of how

to behave. Single parents through churches and NGOs must look for family or friends of
 the opposite sex to be role models for their children. If there are no family members or

friends available, groups like Big Brothers, Big Sisters can help. These role models or

groups would help in bringing up children with single parents and even academic wise.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter deals with the methodology, research design, population and sample

selection, research instruments

3.1 Research Design

Action research is the research design employed in the study. This is a research design in

which the researcher works in collaboration with other people to solve perceived

problems. It is an approach which aims at improving a problem related situation through

change. Action Research significantly helps the teacher to understand what actually goes

on in teaching learning situations. It is also important in the sense that it does not only

enhance the teacher’s professional status but also promotes teachers personal

development and the improvement of his/her teaching effectiveness.

In this type of research, the type of design is descriptive which specifies a given

phenomenon. It involves collecting data in order to test hypothesis or consumer research

questions concerning the current status of the subject of the study. The research work is

conducted under the following sub headings.

1. The target population for the study.

 2. The accessible population for the study.

3. The sample and sampling techniques.

4. The pilot study of the research work.

5. The administration of the instruments/data collection procedure.

3.2 Population

Prang D/A No1 jhs1 with a grand total of 15 pupils, constitute the target

population for the research work. Out of this total enrolment, 7 constitute enrolment for

girls and 8 for boys.

3.3 Sample and Sampling techniques

This describes the total number of respondents the researcher used for her research work

and how she came by them. Out of accessible population 1 used only 15 pupils through

stratified sampling. The researcher was very optimistic in bringing out unbiased result at

the end of the research work.

I therefore resorted to stratified sampling approach in order to fish out the right

respondents to satisfy the set objectives. The researcher performed the sampling with the

help of class tests, quizzes and terminal examinations where pupils with single parent and

both parents were selected which is stratified sampling.

3.4 Instruments used for the research

Instruments are the devices or tools I used in collecting information from the

respondents.
In order to obtain authentic and relevant information for the research work, I used the

following instruments to conduct my research.

(i) Interview

(ii) Observation

Interview

Interview can be defined as a way of verbally interacting with participants or respondents

in conducting research. It can also be described as a form of conversation between two or

more people. I decided to use this instrument with the mind that, follow up question and

clarifications can be made on issues that call for probing. Some of the information I

intend to elicit from the respondents include the educational background of parents,

occupation of parents, siblings’ size, motivation at home and school, the use of TLAS by

teachers during teaching.

3.4.2 Observation

Observation in research work is the process of watching something or someone for a

period of time in order to find out an answer or solution to a problem. It is basically an

opportunity of looking at what is happening or taking place.

It is also a gradual process of studying a situation. Many great educationist like Carl

Warden in the time used observation as a major instrument that helped them, to arrive at a

successful result. The researcher in line with the above used this instrument in that she

can elicit information like pupil’s attitude towards teaching and the relationship between

pupils and teachers and among the pupils in schools.

3.5 Negotiation for Access

On a bid to use Prang D/A No1 jhs1 as the source of obtaining relevant

information, on the 16th of January, 2008. I wrote a letter to the headmaster of the school

seeking permission to conduct a research on the causes, effects and possible solutions to

single parenthood among the parents of Prang D/A No1 JHS1.

The letter clearly showed the objectives of the research work. In response, the

headmaster on the 20th of January, 2008 granted the permission after he thoroughly

scrutinized the relevance of the research work to the development of education in Prang

D/A No1 JHS and therefore in Prang town.

3.6 Pilot Study

The researcher out of the sample population on 2ne of February, 2008 called the

primary four classes and pilot tested 10 pupils in order to detect any problem that might

crop up in the cause of the research work. After the test, all the problems that arose were

corrected before the main research work began.

3.7 Administration of the Instruments/Data Collection Procedure

This part explains how the researcher used both the population and instruments to collect

data from the respondents. Having used the stratified sampling to select the fifteen pupils

as the sample population for the research work and after the pilot study I administered the

above mentioned instruments to collect data for the research work. In order to get

firsthand information on activities that took place with the school, I critically observed

the pupils and realized that some of the pupils are having single parent at home. The

researcher also scanned through the admission register which showed the name of pupils,
names and occupation of their parents and guardians. This enabled me to trace some

parents of the pupils. I observed in addition the category of pupils that had single parents,

their family background, their mode of dressing and their performance in curricular

activities and compared them to the pupils with both parents. With regards to interview, I

interviewed some of the pupils on the topic under study. The pupil provided more

information on the topic by the help of their parents. Pupils were interviewed in the

classroom.

For convenience sake, the researcher prepared some questions that would enable her to

collect the necessary information from the respondents and these were in boded in the

interview scheduled. All these enabled me to get good responses from the pupils.

3.8 Interventions

The researcher having realized the effects of single parenthood on the academic

performance of Prang D/A No.1 JHS1 pupils put in place the following measures as

interventions.

As my first step, I met the teachers of these children with single parents and discussed

with them how to motivate the pupils in school especially when they deserve it. I also

suggested to the teachers to motivate even those who are not doing well academically so

that they can back up. It was also suggested that pupils who are equally good in other co-

curricular activities should also be well motivated to develop such skills. I then paid visit

to parents of the sampled pupils and had a very educative conversation with them on the

essence of motivating their wards and also some of the ways and manners in which they

could motivate these children to do will academically.

 Single parents were advised to be helping and seeing to it that, their wards do home

works assigned them at school. With regards to the occupation of the single parents and

how it is affecting the academic performance of pupils, I discussed with parents not to

interfere with the pupil’s private studies time.

It was advised that instead of engaging the children to work on the farm or sell items in

the morning before going to school, they should be allowed to go to school so that they

can undertake these duties on Saturdays. I further took leaflets on family planning room

community health nurses to educate the parents of the sampled pupils with single parents

on how they should plan their respective families so that the rate at which the sibling size

of pupils is affecting their academic performance will reduce. I also helped the staff to

establish guidance and counseling department in the school.

Since then, this department has been handling both on healthy relationship and how it

affects the academic performance of pupils with single parents. The next step I took was

to have a series of charts with the pupils on how they should see each other as friends to

be able to develop a very healthy boy-girl relationship among them.

3.9 Post Intervention Measures

At this stage of the research work, I presented the outcome of the interceptive measures.

With regards to motivation of pupils at both school and homes, I observed personally

that, most of the pupils were being motivated in school.

I interviewed some of the pupils and 75 percent of them said they now receive very good

motivation at both home and school. Some said their parents do go through their books,
congratulate and encourage them to do better than they were doing. When I interviewed

some of the pupils, they said their parents no longer engage them in the morning before

school. Some evens aid their parents arranged for teachers to be teaching them after

school. I also observed that, the pupils now do not look very tired and board in class

during teaching learning process. Finally, after observing the aforementioned signs of

change and to solidify my observation, I took and glanced through the pupils class work,

class test and homework books and realized that only few pupils (about 10 percent) were

still not performing well in class due to peculiar problems like ill health.

CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Introduction

This chapter presents results and discussions involving multiplicity of facts

generated from the research work.

Table 1: gives the enrolment of pupils of Prang D/A No1 JHS 1

Classification Boys Girls Total

Pupils with single parent. 5 5 10
Pupils with both parents. 3 2 5

Total 8 7 15

4.1 Answering the research question

In all 15 respondents were used. It is observed that numerous activities that ensued

between the following sub-headings.

 1. Motivation of parents at both school and home

2. Occupation of parents

3. Sibling size of pupils

4. Junior-senior relationship

5. Relationship between teachers and pupils.

6. Motivation of parents at both school and home

4.1.1 Motivation of parents at both school and home

With regards to the findings of the researcher, most of the teachers do not motivate

pupils with single parents instead; they punish them severely at the least offence

committed. Also most parents at home find it explicitly hard to encourage and motivate

their wards which if done would have gingered them to go to school and perform well.

Table 2: Motivation of pupils at both school and home

Responses Frequency Percentage (%)

Very Low 7 47

low 3 20

4 26
High
1 6
Very high

From table 2, it is clearly noted that 47% of the pupils received very low kind of

motivation at both school and home whilst 20% received low motivation. Only 26 % of

the entire population received high motivation from school and home. The remaining 6%
of the pupils sampled received very high kind of motivation from both home and school.

According to some of the pupils, most at times their efforts are not appreciated whenever

they give correct answers to question in class which would have served as a motivation

factor.

4.1.2 Occupation of Parents

From the information gathered and according to the pupils, it came to light that majority

of the parents are not regular income earners. The findings also show that, most of them

are farmers and petty traders and as such needed their wards to help them in their farms

before leaving for school. According to some of the pupils, their parents do not have

house helps and so they result to their wards to help them do all the necessary house

chores. Some other pupils interviewed whose parents are petty traders make them to help

sell some of their trading items before they go to school.

Table 3: shows the information on the statistical analysis of the occupation of

parents of the pupils.

Table 3: Distribution of Parents’ Occupation in Percentage.

Response Frequency Percentage

Traders 4 27

Farmers 8 53

Civil servants 3 20

4.1.3 Provision of School needs by Parents

I have come to realize upon interviewing the pupils sampled the divergent responses

from the pupils with regards to the rate at which their parents provide school needs for

them. The response from the pupils’ showed that, most of the parents find it difficult to

provide their wards with school needs due to the fact that they earn very low income and

even in an irregular pace. Some of the pupils also said, their parents ask them to sell in

the morning before going to school and sometimes they do not make any sales when they

go out to sell.

This is as a result makes the parents uneasy to provide the pre-requisite educational

materials to their wards. Table three shows the statistical analysis of how parents provide

their wards school needs when the pupils were interviewed. Table 4: statistical analysis of

how parents provide school needs to their wards.

Table 4: Provision of pupils needs

Responses Frequency Percentage

Regular 1 7

Irregular 8 53

Not at all 6 40

Analysis of table 4 shows that 53 percent of pupils parents only 7 percent of them do

provide school needs with about 40 percent of them not providing their wards educational

materials. In another development, it came to light that, pupils who fall victim to the

situation when parents do not provide them their school needs result to poor academic

performance.

4.1.4 Sibling size of pupils

Interviews conducted with pupils having single parents showed that most of them

have large family size or quite great number of siblings. Table 5: displays the statistical

analysis of the sibling size of the pupils sampled.

Table
5: Sibling size of the pupils in degree

Responses Frequency Percentage

Small Large 3 20%

7 47%
Very large
5 33%

Taking table into a critical consideration, it is clear that, 47 percent of the pupils have

large sibling size, 33 percent have very large with only 20 percent having a small sibling

size. It is observed that due to the large number of children, some parents find it very

difficult to control their wards and provide for them sufficiently which if done would

have help make the pupils perform well in class.

Some pupils said their parents usually make a section of them to stay at stay at home and

help so that on the next day, the other section can also stay for the first section to go to

school.

This inevitably makes pupils perform poorly in class.

4.1.5 Boy-Girl Relationship

With regards to the findings, table five presents the information on the statistical analysis

of the boy-girl relationship among pupils in the school of the researcher. 6: Percentage

distribution f boy-girl relationship among pupils of Prang D/A No1

Table
JHS1

Response Frequency Percentage

Bad 10 67%

Good 5 33%

The data displayed on table five shows crystals clear that no friendly boy-girl

relationship exists among pupils of the class. The table shows that 67 percent of bad

boygirl relationship exists among them.

It is observed that most of the boys always hurt the girls by hating them with object

knocking their heads and so on. It is therefore identified that pupils who fall victim to

such situations do not feel safe and comfortable in class.

4.1.6 Relationship between Teachers and Pupils

From the research findings, most pupils said there is less cordial relationship between the

pupils and their teachers. Some stated that, their teachers often castigate them on the least

offences committed. I personally observed that, teachers seldom chat or interact with

pupils.

According to some of the pupils, some teachers regard some pupils as disrespectful and

arrogant hence they do not want to engage them in any smooth relationship that may lead

to the pupils not respecting the teachers. Table Six and bar graph two show the responses
Table
gives by the pupils on the relationship with teachers. 7: Percentage distribution of

relationship between pupils and teachers

Responses Frequency Percentage

Very Bad 4 27%

Very bad 6 40%

Good 3 20%

Very good 2 13%

Total 15 100%

As shown in table 7, out of the 15 pupils interviewed, 1(27%) responded that there is very

bad relationship between pupil and teachers, 6(40 %) claimed there is bad relationship.

Whilst 3(20%) believed there is good relationship between teachers and pupils the

remaining 2(13%) said there is very good relationship between them and teachers. It is

very clear that there is no effective communication between the pupils and their teachers

hence the poor academic performance of pupils.

1 .2 Discussion

With an efficient and effective analysis of data collected, it is realized that lack of

motivation of pupils especially those with single parents at both home and school greatly

affects the academic performance of pupils in Prang D/A No1 JHS1. Inability on the part

of teachers to motivate the pupils in school and that on the part of parents/guardians

makes it uncomfortable for these pupils to concentrate in class hence most of them

poorly.
Table
 According to the analysis, most of these single parents are subsistence farmers who

therefore earn very low income. Most of these farmers engage their wards on their farms

in the mornings before going to school. Some of these parents who are petty traders also

make their wards to sell in the morning as well as after school.

Pupils who fail victim to such situations always come to school very tired and pay less

attention to lessons.

It is revealed in the study that most pupils from single parent families having large

sibling size often see themselves as the immediate supporting breadwinners hence engage

in several menial works to earn some income that can help them and their families as a

whole. The pupils do these menial works in the morning before going to school especially

on Prang market days. Most single parents pay no attention to how great the number of

their children is affecting the latter’s education instead they continue to give birth to more

children. All these occurrences in the lives of the pupils in the long run had made them to

become poor performers in class.

It is without doubt that, pupils enjoy schooling when there is a conducive and healthy

school atmosphere. Most pupils with single parents are coming from homes that are

already facing very hard times. Some are even coming from homes that their parents do

not create any healthy relationship between themselves and their wards hence they

resolve they can have solace only with their teasers in school. To the surprise of these

pupils, the teachers were always very harsh on them and punished them severely at the

least mistakes committed. This makes them to look dull in class since they see their

teachers as not to be friendly.

As this unfriendly nature of the teachers towards the pupils continues, the children tend

to perform poorly. Not only that but most of the pupils too do experience similar

unhealthy relationship among themselves. I have realized again that, most pupils with

single parents who do not feel comfortable with these circumstances end up paying no

attention in class and for that matter do not perform well.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter summarizes the findings of the study, conclusion drawn on the

findings and recommendations made to address the effect of single parenting on pupils of

Prang D/A No. 1 JHS.

5.1 Summary

Single parenting is a situation where only a parent, either the father or

mother is saddled with the responsibility of taking care for the child (Adegboyega, 2019).

The pupils of Prang D/A No. 1 JHS suffer greatly from incidences of single parenting.

Single parenting influences their academic performance negatively. This compelled the

researcher to investigate into the possible effect of single parenting and administer

possible measures to address it.

The purpose of the study was to identify the effect of single parenting on academic

performance of JHS 1 pupils of Prang D/A No. 1 JHS and administer

appropriate interventions to address it. The population used for the study was fifteen (15)

pupils in JHS 1 class and six (6) teachers in the school together with their parents of the

pupils used in the school.

 The instrument used to gather data were observation and structured interview. The

data gathered from the study was analyzed in a tabular form using frequencies and

percentages. The researcher used an action research as a research design.

It was revealed that pupils under single parental care suffer academically than their

counterparts with both parents. It was also revealed that teachers’ motivation, good

teacher-pupil relationships and good pupil-pupil relationships addresses challenges facing

children under single parenting.

The study recommended similar study to be carried out in second cycle

institutions. Regular sensitization of parents and other care givers is also recommended in

this study.

5.2 Conclusion

In recent decades challenges of this kind continue to crop up as civilization ascends and

as a developing county, Ghana is putting in place plans to outwit these challenges, give us

the upper hand in the global race for quality education. It is in the light of this that the

researcher deems it prudent to carry out this research work to minimize the extent to

which the environmental events try to bring about retrogressivenes to the educational

system at Prang D/A No1 JHS1.

It is hopeful that the various interceptive measures instituted shall continually be given

favorable consideration in a bid to totally drive away poor academic performance of

pupils with single parents among pupils of Prang D/A No1 jhs1 and other basic school in

the District.
5.3 Recommendations

Wisdom is like a pool of water. One fetches only the quantity his/her palm can contain.

In view of that, the research was limited to only Prang D/A No1 JHS1 mainly due to time

and financial constraints.

• It is therefore suggested that, further research into the topic should be at the Junior

Secondary Schools in towns and villages of Pru District.

• Regular sensitization should be made to parents and other care givers on the effect

of single parenting on pupils’ academic performance.

• Counseling unit should be set up in the basic schools to assist pupils with special

needs.
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 APPENDICES

Appendix A

Sampled interview guide for pupils

1. Age of parent

2. Occupation of parents

3. Number of siblings

4. How do your parent relate with you in the house? 5. Does your parent provide

you with school needs?

6. Does your parent motivate you in the house?

7. Does your parent s go through your exercise books?

8. Does your parent engage you during week days?