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INFLUENCE OF FAMILY STRUCTURE ON CHILDREN’S MOTIVATION TO LEARN AND ACADEMIC ACHIEVEMENT IN MINNA METROPOLIS, NIGER STATE.

BY

NWAKAIBIE, KATHERYN BRIGHT PG/M.Ed/08/49656

DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA.

JULY, 2015.

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TITLE PAGE

INFLUENCE OF FAMILY STRUCTURE ON CHILDREN’S MOTIVATION TO LEARN AND ACADEMIC ACHIEVEMENT IN MINNA METROPOLIS, NIGER STATE.

BY

NWAKAIBIE, KATHERYN BRIGHT PG/M.Ed/08/49656

A PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR M.Ed ART, MASTERS DEGREE IN CHILDHOOD EDUCATION

SUPERVISOR: PROF. J.O. CHUKWU

JULY, 2015.

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APPROVAL PAGE This project has been approved for the Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka.

By

……………………………… …………………………… Prof J.O Chukwu Prof. C. Onwuka Supervisor Head of Department

……………………………... …………………………….. External Examiner Internal Examiner

……………………………………… Prof. U. Umo Dean of Faculty

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CERTIFICATION This is to certify that Nwakaibie Katheryn Bright, a postgraduate student in the Department of Educational Foundations with registration number PG/M.

Ed/08/59656, has satisfactorily completed the requirements for courses and research work for Master in Childhood Education. The work in this project is original and has not been submitted in part or full for any other graduate or post graduate programme of this University or any other institute of learning.

…………………………….. ………………………………… Nwakaibie, Katheryn B. Prof. J.O Chukwu Student Supervisor

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DEDICATION

This work is dedicated to God Almighty who made it possible, my family members for their assistance and prayers throughout the period of my study at the university.

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ACKNOWLEDGEMENTS

The researcher is most grateful to the King of Kings, the All-Knowing God, who has brought this work to completion and thus, far in the world of academics. The researcher is very grateful to her supervisor, Prof. J.O. Chukwu, an amiable vessel, for her valuable suggestions, criticisms and guidance at every stage of the work. Special thanks go to Prof. E.C. Umeano, Prof. J. Ibiam, Dr. G.C. Ugwu, Dr. E.N. Nwosu and Dr. C.S. Uguwnayi whose wisdom and intellectual contributions helped in shapening the focus of this work, may God continually bless you with all your heart desires.

With a heart of gratitude the researcher specially thank Dcns. Esther Silas S., Prof. I. N. Mogbo, Dr. C.S. Gana and Mallam A.M. Hassan at Federal University of Technology (FUT) Minna, Samuel, Muideen my typist and Mrs. Okonkwo Vivian Ifeoma and Pst. (Dr.) & Dcns Ekere. My parents inlaw Mr. and Mrs. Mary Nwakaibie, my Mumy Mrs. Okoduwa Victoria, my siblings Mrs. Omoyibo Roseline, and family Mrs. Okobi Veronica and family, Mrs. Gordons Julieth and family, Miss Queennette and Sandra Okoduwa, Mr. L.F.M. Okoduwa and family, Pst. Kelvin Okoduwa and family, Mr. Richard Okoduwa and family, whose contributions and encouragement boosted the effort of the researcher.

The researcher’s heartfelt gratitude goes to her husband, Pastor Bright C. N. her lovely and blessed children; Praise, King – David, Flourish, Excel and Chizoba for their unconditional love, wise councel and support at all times. She is grateful to all her friends, course mate and others, too numerous to mention for helping her pull through this programme.

Nwakaibie, Katheryn B.

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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

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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

CHAPTER FOUR: RESULTS 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

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Limitations of the Study 56 Suggestion for Further Studies 57 Summary of the Study 57 References 59

Appendices 65 Appendix A 65 Appendix B 66 Appendix C 68 Appendix D 69 Appendix E 75

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ABSTRACT The study sought to investigate the influence of family structure on children’s motivation to learn and academic achievement in Minna Metropolis, 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 population 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.

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CHAPTER ONE

INTRODUCTION

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. It is also a general opinion that the quality of family interactions has important associations with children’s motivation to learn and academic achievement. Kellaghan (1993) asserted for example, that the family environment a the most powerful influence in determining children’s motivation to learn and academic achievement and the number of years of schooling they will receive. In this study family refer

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12 to a group of people, comprises of mother, father and their children, related by blood or adoption, share responsibilities and live together or separate.

Family structure is made up of different types of families, and marriages. These include nuclear and extended family, single parenting, monogamous, polygamous multiple transition, monoandrous and polyandrous family structure.

Nuclear family structure is a group of people consisting of a pair of adults and their children (US NHI, 2007). Nuclear family is typically centre n married couple (US NHI,

2007). In this study nuclear family is a group of people consisting of mother, father and their children living together or apart.

Extended family structure is a family that is beyond the nuclear family, consisting of grandparents, aunts, uncles, and cousins all living nearly or in same household (US NHI,

2007). Extended family is a combination of bother nuclear family and other relatives associated with the nuclear family members.

Single parenthood is a problem of national proportion shared by all social and racial groups. Down (2000) holds that single parent refers to the parent who has most of the day to day responsibilities in the raising of the child or children, which would categorize him or her a dominant caregiver being the parent with which the child has residency, majority of the time. White, (2004), Cherlin, (2005) found out that children from single parent family structure tend to have lower levels of psychological well being. Single parenthood involves a situation where everything needed in the child’s upbringing is given by the custodian parent who live with the children (Berokraitis, 2012). The advent of single parenthood may result in increased strain on a single parent resources like time, energy etc, the desire to succeed in single parenting leads to anxiety (Wiley, 2004). The single parents also tend to worry about unpredictable income and poor housing which has influence on the child motivation to learn and academic achievement.

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Monogamous family structure is a form of relationship in which an individual has only one partner during their lifetime or at any one time as compared to polygamy (Barash,

David and Lipton, 2001). Monogamy holds the family together as an entity. Children from monogamous family structure have been proven to have less risk of psychological and cognitive problems (White, 2004). Children whose parents practice monogamy seems to be motivated to learn better than those who parents practice polygamy.

Monogamous family structure refers to a male and female social living arrangement e.g shared use of a territory, behavior, indicative of a social pair and or proximity between a male and female without inferring and sexual interactions or reproductive patterns (Barash et. al 2001). In this study monogamous family structure comprises of two adults of both sex, legally married and live together as husband and wife with or without children. Opposite of polygamy.

Polygamous family structure comprises of a man and multiple simultaneous wives, polyandry is where in a woman has multiple simultaneous husband; or group marriage, where in the family unit consist of multiple husbands, a woman married to more than one husband at the same time (Hughes, 2000). In this study, polygamous family structure is referred to a man, married to more than one wife at a time, live together or separately, have children together and share responsibilities in raising the children. The family has a very strong influence on the child’s motivation to learn and academic achievement. The reason is that different supportive learning environment for their respective children such support may include, love, time, finance in satisfying required child school need. The polygamous family structure may be more constrain in ensuring the provisions of essential children needs than the monogamous family structure. Powell and Steelman (2003) opined that children’s attainment depends on inputs of time, attention and many from their parents, the more children they are in the family the more less the inputs. In sufficient provision of supportive

14 learning environment could lead to low motivation to learn and academic achievement of children. Some of the characteristics of polygamous family structure many children are less inputs of time, attention and money invested on these children which may negatively influence the children motivation to learn and academic achievement.

Multiple transition family structure can be described as a basic unit, since it embraces all forms of interactive between individuals. The family provides the child with an identity with a social status and with economic well being. The child from multiple transition family structure experiences addition of step parents and half siblings. This may cause them to experience stress, and more transition may lead to greater stress. The addition of step parent is said to increase stress among children and adults, as families adjust to new routines, as the biological parent focuses attention to new partner as step children come into conflict with step parent. Amato (2005), the stress of family change is cumulative because any disruption requires re-adoption and therefore, the number of family transition has greater negative influence on children’s motivation to learn and academic achievement than any other particular family structure. In this study multiple transition family structure is the change of family, addition of step parent, and half siblings as a result of divorce and repeated divorce.

Cherlin (2007) opined that children who experienced multiple transition in family are likely to drop out of school, complete fewer years of formal schooling, score lower on standardize examinations than those from intact homes living with both biological parents. For high academic achievement, children should be motivated.

Motivation is an internal state that arouses, directs and maintains behavior Umeano

(2012). Mangal (2008), defined motivation as something, which prompts, compels and energizes an individual to act or behave in a particular manner at a particular time for attaining some specific goal or purpose. This implies that a child who is motivated to learn will participate actively and otherwise will not participate actively in learning activities. A

15 general definition that is consistent with prior research is that motivation is the process by which goal-directed activity is instigated and sustained, Pintrich and Schunk (2002). Based on this, motivation could be seen as the force that initiates, guides and maintains goal- oriented behaviours such as learning in order to pass exams. For this study, motivation can be defined as that which instigates and compel the urge to learn in a child and helps him or her sustain the drive to a moderate increase.

Since motivation is that force that instigate the child, there is need to make available learning materials for the child to be motivated to learn and be successful. Gesinde (2000), posits that the urge to succeed varies from one individual to the other. While for some individuals, the need for achievement is high, for others it is low and to some others it is moderate. The different variations could be that motivation to learn is believed to be developed during socialization process. The urge could also come from the sources through which children are motivated, such as intrinsic and extrinsic motivation.

Intrinsic motivation is the natural tendency to pursue personal interest and exercise capabilities and in doing so, seek out and conquer challenges (Deci & Ryan, 1985). Children who demonstrate intrinsic motivation to learn, engage in academic task due to the enjoyment or satisfaction they derived from the task and the desire to learn. Extrinsic motivation on the other hand, comes as a result of one wanting to earn a grade or reward, avoid punishment, and please the teacher/parent or for some other reasons. Children who are extrinsically motivated perform in order to obtain some rewards or avoid some punishment external to the activity itself, Mark Lepper (1998). In school both intrinsic and extrinsic motivation can be found to be indispensable in children’s sources of motivation are as a result of family structure. Motivation plays an important role in every learning process. In China a lot of researchers pay attention to learner’s motivation. The notion is accepted that motivation can lead to successful learning (Butler, 2005). Therefore, understanding the situation of children’s

16 motivation will be helpful for the organization of various teaching activities. The quality of activities the children are engaged in will determine the level of their achievement.

Family can have a strong influence on children academic achievement. When parent believe in their children’s competence and have a high expectations for them, provide the right environment for them to learn, then they get motivated which can in turn boost their academic achievement.

Academic achievement refers to how school children deal with their studies and how they cope with or accomplish different tasks given to them by their teachers (Answers

Corporaton, 2012). Academic achievement is viewed in terms of ‘result’, ‘success’ and

‘failure’, eHow.com (2012). Flood, Brensanger & Check (2007) defined academic achievement in terms of a person’s Grade point average. For this study achievement is the result of effort put into a thing and academic achievement is the end result of all efforts or inputs an individual released into his/her academics.

The academic achievement of a child can be greatly influenced by the family structure of the child. The instability of family structure has become an increasingly salient part of children’s lives. The stress of family change is cumulative because any disruption requires re- adoption which may have negative influence on the child’s motivation to learn and academic achievement.

Usually in Primary Schools, children are drawn from different family structures with vary background, composition, descent and residence. The varying characteristics of family structure seem to have influence on the general children’s motivation to learn and academic achievement. The reason may be that different family structure provide some characteristics supportive or enhances motivation to learn and a conducive environment for their respective children. Such support may include love, time, availability of learning materials. Some family

17 structures are more constrained in ensuring the provision of essential children’s needs than others leading to varying children’s achievement levels.

Researches specifically concern with motivation and learning (Krapp, Renninger &

Hidi, 1992; Schiefele, Krapp & Wintler, 1992) have focused on two components of motivation, individual motivation and situational motivation. Individual motivation refers to relatively stable orientations that have developed over time. Individual motivation has a dispositional quantity, residing in the person across situations (Renninger, 2000). Children having this type of motivation may come to class/school with a well developed motivation to learn. For them, learning tasks are likely to trigger more motivation in them. Individual motivation is mainly triggered through some previous involvement with a particular issue featured in the learning task.

Situational motivation on the other hand, refers to motivation that is built on a contextual feature that makes a task or activity motivating, and is depended on favourable environmental conditions in which learning occurs, (Boekaerts & Boscolo, 2002). Because it is dependent on the environment, situational motivation is said to be more transient in nature.

Situational motivation is seen in a child when he/she is presented with tasks that are of high or low motivation to him/her. The level of motivation triggered when a child is presented with a set of learning activities, could be an outcome of a well developed individual motivation through various experiences acquired before the child walks into the school environment on which family structure is not exempted. The National Common Entrance

Examination (NECO, 2014) grade distribution from 2010 – 2014 result revealed a mean failure rate of 66% of children who sat for the examination. It is viewed that family can have a strong influence on a variety of school outcomes including the development and maintenances of positive motivation. Even the degree to which children view themselves as either male or female and the sex roles attached to them are based on the family structure

18 they are exposed to and these could enhance or make the child’s motivation to learn at school and academic achievement.

Gender is a process of socialization or the process whereby a child learns the norms and roles that society has created for him or her (Maccoby, 2000). This plays a significant role in the establishment of his or her sense of femaleness or maleness. If a child learns she is a female and is raised as a female, the child believes she is a female, on the other hand, if told he is a male and raised as a male, the child believes he is a male. Beginning at birth, most parents treats their children according to the child’s gender as determined by the appearance of genital. Children quickly develop a clear understanding that they are either female or male, as well as a strong desire to adopt gender appropriate mannerisms and behaviours. In fact biology determines the sex, but interactions with the environment actually determines the nature of gender identity. It has been demonstrated that girls are often found to be more affected in their development by the quality of interaction with their family members, they are higher in their need for affection; seek to satisfy their affection needs more from family members and place greater importance on parents’ evaluations, (Wood, 2002). It would thus be reasonable to expect that girls interaction with parents may be greater than that of boys who have lower parental interactions; greater parental permissiveness, less parental orientation and care (Oguntelure & Oloruntegbe, 2010). As a result, boys may have greater record of low motivation to learn at the early stage of life than girls. This is supported by the argument of some researchers that gender difference in children’s academic achievement is only as a result of family structure on children’s motivation to learn (Ajayi & Mba, 2008).

There are some cultures in Nigeria that do not place high value for girl child education. Gbenga (1996) for instance found that the low income earning Tiv parents of

Taraba state preferred to spend their meager resources on their male children’s education and to send their female children to their husband’s home quite early in life. He found that this

19 goes a long way to influencing differentially their motivation to learn and academic achievement.

However, being that the world today and Nigeria in particular is placing much emphasis on gender equality. There is need to let families know that such movement should start from the home during child upbringing and socialization processes. Consequently, this study seeks to find out whether males and females that are exposed to same family structure will differ in motivation to learn and academic achievement or not. And to find out which family structure positively or negatively influence children’s motivation to learn and academic achievement.

Statement of the Problem

Minna Metropolis, which covers Bosso Local Government Education, Authority and

Chanchaga Local Government Education Authority. The people of these Local Government

Education Authorities are predominantly farmers, traders and civil servants. Prevalent in these areas are the polygamous family structure and the multiple transition family structure where women get married, divorced and keep repeating divorce, carrying these children from their biological father’s house to one step father’s house and to another, changing these children’s school regularly, thereby causing family and educational instability for these children. The level of motivation triggered when a child is presented with a set of learning activities could be an out come of a well developed individual motivation through various experiences acquired before the child walks into the school environment on which family structure is not exempted. The national common entrance examination (NECO, 2014) grade distribution from 2010 to 2014 result revealed in mean failure rate of 66% of children who sat for the examination. It is viewed that children’s motivation to learn and academic achievement are traceable to the children’s family structure. It therefore seems that the

20 children family structure in Minna Metropolis is faulty because of the failure rate of children and parents are not aware of their roles in their children’s cognitive, psychological and learning development at the child’s early stage.

Therefore, there is need to study the influence of family structure on children’s motivation to learn and academic achievement. In addition, there have been unresolved claims on the influence of gender in relation to family structure on children’s achievement.

Therefore the problem of this study put in question form is: what is the influence of family structure on children’s motivation to learn and academic achievement in Minna Metropolis

Niger State.

Purpose of the Study

The general purpose of the study is to find out the influence of family structure on children’s motivation to learn and academic achievement. Specifically, the study seeks to find out the:

1. Influence of family structure (single, monogamous, polygamous & multiple family

transition) on children’s motivation to learn.

2. Influence of family structure (single, monogamous, polygamous & multiple family

transition) on children’s academic achievement.

3. Influence of gender on children’s motivation to learn.

4. Influence of gender on children’s academic achievement.

Significance of the Study

Theoretically, sensitivity – Responsibility Theory of Attachment by Mary Ainsworth

(1969) posits that sensitive and responsive care giving is an essential requirement for neurophysiological, physical, psychological development of a child. These are the major

21 factors responsible for learning in child development and could be enhanced or married through family structure. By this a justification was made on the sensitive and adequate responsive family structure for moderate motivation to learn and academic achievement.

Practically, the result of this study will be significant to the children, parents, educational planners, counselors and primary school teachers. This study will serve as a guide to decide on the type of family structure they will want to practice. The findings of this study will benefit parents by informing them of the importance of motivation to children’s learning and it influence on their academic achievement. The children and the parents can be reached through seminars organized by the researchers in schools.

The educational planners will benefit from this study via the findings and recommendations, which will be made available to them through social media. Base on the findings of this study, counsellors will be able to predict the academic achievement of children based on their family structure and counsel them a right and employ strategies to ensure that children that may likely achieve poorly in their academics are properly motivated to boost their academic achievement.

The result of this study will be useful to teachers teaching in primary schools, to enable them carry along children from different family structure, by applying different teaching skills, to ensure that these children are not left out, but that the lessons are being inculcated into them. Teachers will be able to use various motivational strategies, to motivate, to teach and boost the academic achievement of the children. Teachers will be informed on how to handle situations of this sort themselves.

Teachers will be informed of the finding and trained on how to carry along children whose family do not properly motivate them to learn thereby negatively influence their academic achievement.

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Scope of the Study

This study was conducted in Niger State and was limited to Minna Methropolis, Niger

State. Precisely, Chanchaga Local Government Education Authority and Bosso Local

Government Education Authority, specifically this study is limited to primary five children.

This study examined the influence of different family structures; single parenting, monogamous, polygamous, multiple transition family structure, and gender related differences on children’s motivation to learn and academic achievement.

Research Questions

The following research questions guide the study:

1. How does family structure (single, monogamous, polygamous & multiple family

transition) influence children’s motivation to learn?

2. How does family structure (single, monogamous, polygamous & multiple family

transition) influence children’s academic achievement?

3. How does gender influence children’s motivation to learn?

4. How does gender influence children’s academic achievement?

Research Hypotheses

The following hypotheses were formulated to guide the study and tested at 0.05 levels of significance include:

HO1: There is no significant influence of family structure (single, monogamous,

polygamous & multiple family transition) on children’s motivation to learn.

HO2: There is no significant influence of family structure (single, monogamous,

polygamous & multiple family transition) on children’s academic achievement.

HO3: Gender has no significant influence on children’s motivation to learn.

HO4: Gender has no significant influence on children’s academic achievement.

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CHAPTER TWO

REVIEW OF LITERATURE

This chapter presents a review of literature on the influence of family structure on children’s motivation to learn and academic achievement. Literatures were reviewed under the following sub-headings:

Conceptual Framework

• Concept of Family

• Concept of Family Structure

• Concept of Motivation

• Concept of Learning

• Concept of Gender

• Concept of Achievement

• Concept of Academic Achievement

• Relationship Among Family Structure, Children’s Motivation to Learn and Academic

Achievement

Theoretical Frame Work

• Sensitivity – Responsibility Theory of Attachment by Mary Ainsworth (1969)

• Maslow’s Hierarchy of Needs Theory (1954).

Review of Empirical Studies

• Studies on Influence of Family Structure on Children’s Motivation to Learn and

Academic Achievement.

• Studies on Influence of Gender on Children’s Motivation to Learn and Academic

Achievement.

• Summary of Literature Review 13

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CONCEPTUAL FRAMEWORK

Concept of Family

The family is the first contact of the child as the child is born, the family has a prominent role to play in the child’s education. The family is expected to nurture the child not only physically also academically, by sending the child to school, make available reading materials for the child study and physically available for the child. The family is a group of people who share affinal, consanguinal and adoption ties and are within two generations (Oti,

2005). The family is a focal socializing agency in a pre-industrial society, especially in Africa

Oti (2003). The family is an institution provides for the rearing and socialization of children.

It is a forum for the child’s initial contact with the society. It is the basic group for individual social identity (Oti, 2003).

The family is a social group characterized by common residence economic cooperation, and reproduction. It comprises of adults of both sexes, at least two of whom maintain a socially approved sexual relationship, and one or more children, own or adopted of the sexually cohabiting (Volo, J.M, Volo D.D, 2006). Family as a representative of the larger society, is the place where the child learns the real behavior patterns, values, attitudes, norms etc. of the society. The family is structured in such a way that different types of families are captured.

Concept of Family Structure

In family structure, family members are people who are related by blood due to co- habitation, marriage, or adoption. Family structure is a composition of membership of the organization and patterning of relationships among individual family members (Hao & Xie,

2002). Family structure is the interaction between children and their parents, whether

25 biological, step parent or single parent, living within one household (Case-Lin & Melanahan,

2001).

Family structure is made up of different types of families which includes; the nuclear and extended family, single parenthood, monogamous, polygamous and multiple transition family structure.

The nuclear family; the term nuclear is used in its general meaning referring to a central entity or nucleus around which others collect. In its most common usage, the term nuclear family refers to a household consisting of a father, a mother and their children, all in one household dwelling (Ruggles, 2010). Nuclear family which consists of a pair of adults and their children is in contrast to a single-parent family, and to the larger extended family.

The extended family which is the opposite of nuclear family is a composition of the nuclear family members and other relatives like grandparents, aunt, uncle, and cousins all living nearly or in the same household (US NHI, 2007). An example is a married couple that lives with either the husband or the wife’s parents. The family changes from immediate household to extended household.

Single parenthood is a problem of national proportion shared by all social and racial groups. Down (2000), holds that single parents refers to the parent who has most of the day to day responsibilities in the raising of the child or children, which would categorize him/her as the dominant caregiver who is not living with his/her spouse or partner or those who are not married. The dominant caregiver being the parent with which the child has residency, majority of the time. In this study, single parent is one parent who is available, and saddles all upbringing responsibilities, especially the education of their children. If a parent is alive but for one reason or the other, no longer stays with the spouse and never in any way contributed to the upbringing of the child, that parent is referred to as to as a solo parent and not single parent. Single parenthood involves a situation where everything needed in the child’s

26 upbringing is given by the custodian parent who lives with the children. The children may however visit the non-custodian parent which is the solo parent, depending on the situation on ground (Berokraitis, 2012).

The researcher conceives single parenting as the raising up of a child and the provision of his financial, psychological, physiological, spiritual, social and academic needs by one parent. This could be the mother or father who is bereaved, separated, divorced or single parent by choice in a case of either an adult or a teen mother, who raises the child alone upon desertion after pregnancy by the partner.

There are various types of single parenthood identified as; single parenthood by death of spouse. This refers to a situation, where one of the couple single handedly raises the child because of the death of the spouse which could be by a fatal accident, illness, war, fire outbreak, natural catastrophe, among others. Another is single parenthood by separation or divorce. Here, the case is as a result of marital failure or maladjustment, differences and difficulties inevitable in marriage. When couples are not able to resolve them, they breakup and live apart from one another, either for sometime or all the time, thereby leaving on spouse with the responsibility of child upbringing (Osareren, 2002).

Single parenting by teenage pregnancy is another type. The type refers to the situation where young girls, on account of premarital intercourse have child when both partners are not prepared for marriage (Osareren, 2002). Another style is single parenthood by choice.

Sometimes the decision to have a child outside wedlock is voluntary, especially when a person-whether male or female especially female, considers herself to be old, yet not married

(Osareren, 2002). Single parenthood by adoption is yet another type of single parenthood.

Adoption is a process that follows the transfer of the legal rights responsibility and privileges of parenthood to a new legal parent (Osareren, 2002). Osareren again identified single parenthood by terminal illness or incidence of psychiatric problem; a married person maybe

27 forced to bring up children alone due to the terminal illness of his/her partner. This ailment incapacitates the partner towards family responsibility.

There are several characteristics vivid in single parenthood identified by Osareren

(2002) as loneliness, assumption of responsibility by one parent commitment, anxiety and hard work.

Loneliness as a characteristics of single parenthood is very vivid especially when it is not by choice. Loneliness may be so crushing and even incapacitate the general well-being of the present family. Assumption of responsibilities by one parent, is the responsibility of providing the physiological, social, safety, psychological and financial needs, among others by the surviving parent. Commitment as one of the characteristics of single parenthood, both the single parent and the children get into several commitments for survival, which may result to strain on the single parent time, energy, emotion and ability to work. Anxiety which is another characteristics of single parenthood result from the desire to succeed. Hard work as one of the characteristics of single parenthood occur as a result of the surviving parent trying to meet the responsibilities of the absent parent to the children.

Monogamous family structure is a term of relationship in which an individual has only one partner during their lifetime or at any one time as compared to polygamy. The term is also applied to the social behavior of some animals referring to the state of having only one male at any one time. In that of human, social monogamy refers to a male and female social living arrangement e.g. shared use of a territory, behavior indicative of a social pair and or proximity between a male and female without inferring and sexual interactions or reproductive patterns. In humans, social monogamy equals monogamous family structure.

Sexual monogamy is defined as an exclusive sexual relationship between a female and male based on observation of sexual interaction (Barash, David, P., & Lipton E., 2001).

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Monogamous family structure is characterized by healthy children, emotional stability, less risk of STDs, attachment and company. Healthy children is one of the characteristics of monogamous family structure; no child in the world deserves a broken home. Monogamy will make sure that the child grow up in a secure, safe and healthy environment. The number of institutionalized children is alarmingly large, and one of the reasons children need to be institutionalized is divorce. One of the major causes of divorce, in turn is cheating in a relationship. It is a vicious circle, which can be avoided if one chose to abide by monogamy.

Emotional stability is also another characteristics of monogamous family structure, which holds the family together as an entity. A ‘family’ means the partner have each other, the children have both a father and a mother. The polygamous nature of one of the two partners might create friction between the partners, if their ideas, belief and boundaries about the concept do not all match. They may eventually lead to conflict. Even if the children are not directly involved in such conflict, they do not escape burning their hands in the fire. The emotional consequences of these are great and deep in the child.

Less risk of STDs can be greatly curbed by adhering to monogamy. Switching partners or keeping multiple partners can give rise to all kinds of STDs, many of which are fatal. Even with the use of protection such as condoms, STDs may still be passed on from an infected to an uninfected partner. The changes cannot be completely ignored. Another characteristics of monogamy is attachment.

Attachment is a need by all human beings. Every human being has the undeniable need to be physically and emotionally attached. It forms an important factor of many most relationships. Monogamy let the parent enjoy the feeling of attachment of course, the other type of attachment may not always be beneficial, but healthy attachment is indeed necessary.

There is also another characteristics called company.

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Company, it would be nice to have company when parents are old and their hair is gray. Monogamy means that parents will not be alone when life is not exciting or as busy as it was in their yesteryears. Old parents when crave for company so if they are alone. Its better to spend their old age with someone they really love.

The aspect that speaks most strongly of monogamy is that it is the best and most secure kind of atmosphere for children to grow up. It ensures balanced, physical, mental and emotional development of children. It is really important that children be brought up in the right kind of atmosphere for them to grow up unto responsible individuals of the society.

Irrespective of all these characteristics of monogamous family structure, some individuals still prefer the polygamous family structure. Polygamous family structure includes more than two wives. When a man is married to more than one wife at a time, the relationship is called polygamy, and when a woman is married to more than one husband at a time, it is called polyandry. If a marriage includes multiple husbands and wives, it is called group marriage.

Polygamy exists in these specific forms, polygamy, wherein a man has multiple simultaneous wives, polyandry wherein a woman has multiple simultaneous husbands or group marriage, wherein family unit consists of multiple husbands.

Polygamous family structure is associated with a greater age gap between husbands and wives, as man must marry younger girls for their second wives, this leaves younger man without wives for longer periods. Polygamy may also result from the practice of levirate marriage. In such cases, the deceased man’s heir may inherit his assets and wife, or more usually, his brother may marry the widow. This provides support for the widow and her children (usually also members of the brother’s kin group) and maintains the tie between the husband and wives kin groups.

The sororate is like the levirate, in that a widower must marry the sister of his dear wife. The wife’s family, in other words, must provide a replacement for her thus maintaining

30 the ties between them. Both levirate and sororate may result in a man having multiple wives.

Some polygamous marriages are same-sex. In some societies as the Loveden in South Africa aristocratic woman who can afford or pay bribe wealth in cattle can take wives and assume male political roles. Such marriage could also be considered polyandrous since the main spouse is a woman.

Polyandrous is a practice where a woman has more than one husband at the same time. Polyandry is believed to be more likely in societies with scarce environmental resources, as it is believed to limit human population growth and enhance child survival. It is a rare form of marriage that exists not only among poor families but also the elite. For example, in the Himalayan Mountain, polyandry is related to the scarcity of land, the marriage of all brother in a family to the same wife allows family land to remain intact and undivided. If every brother married separately and had children, family land would be split into unsustainable small plots. In Europe, this was prevented through the social practice of impartible inheritance (the disinheriting of most siblings, many who went on to become

Celibate and Monks and Priest). Polyandry is practice in different types: fraternal and non- fraternal polyandry family structure.

Fraternal polyandry family structure is traditionally practice among nomadic Tibetans in Nepal, part of China and part of Northern India, in which two or more brothers are married to same wife, with the wife having equal sexual access to them. It is associated with partible paternity, the cultural belief that a child can have more than one father.

The non-fraternal polyandry family structure occurs when the wives husbands are unrelated, as among the Nager of India. In this case, a woman undergoes a ritual marriage before puberty and she is acknowledge as the father of all her children. She however, may never cohabit with him, taking multiple lovers instead, men must acknowledge the paternity of their children (and hence demonstrate that no castle prohibition have been breached) by

31 paying the midwife. The woman remains in their maternal home, living with their brothers, and property is passed matrilineally. Polygamous family structure has its characteristics, which includes the following.

• It allows the production of children when one partner is infertile.

• Ensures that children will always be cared for (unlikely that all parents will die at

same time),

• It maximizes the seed-spreading potential of males.

• Increases amount of family (extended) that can be counted on in times of hardship.

• Always have a baby sitter.

• Perceived unfairness.

The Multiple Transition Family Structure is one of the institutions that makes up the social system, the family seems outstanding because of its vital functions which it performs in the society. The family can be described as the basic unit since it embraces all forms of interactions between individuals. The family provides the individual with an identity, with a social status, and with economic well-being. Several study have found that multiple transition family structure is especially damaging for children. Children in primary school who experienced two or more family transition are likely to show disruptive behavior at school, are likely to have poorer emotional adjustment, and to have lower grades and achievement scores compared to children who experienced no transition (Martinez and Forgatch, 2002).

Past research suggest that children who experience multiple transition in family may experience stress and more transitions may lead to greater stress. The additional of step parents is said to increase stress among children, as children adjust to new routines, as the biological parents focuses attention on the partnership, or as step children come into conflict with the step parent. This increased stress could cause children to have more emotional problems or to perform worse in school. Thus, it could potentially have effect on behavioural

32 or cognitive outcomes. Family transition can produce feelings of depression and financial stress as they typically mothers, juggle a host of new demands, including the emotional and academic needs of the children and change in parenting and other responsibilities (Amato,

2005).

Stress from family transition can in turn disrupt children’s sense of security and feelings of connectedness with parents and creates ambiguity in family relationships resulting to low motivation to learn and poor academic achievement. According to Amato (2005), the stress of family change is cumulative because any disruption requires re-adoption and therefore the number of family transitions has greater negative consequences for children than any particular family structure experienced. Scholars have generally agreed that children who experience multiple transition family or repeated divorced homes are likely to drop out of school, complete fewer years of formal schooling, score lower on standardized examinations than those from intact homes living with both biological parents (Cherlin,

2007). Aniako (2011) is of the view that children from repeated divorce families structure or multiple transition family structure have the tendency of exhibiting negative attitudes towards studies which in turn affects their academic achievement negatively. There are some characteristics of multiple transition family as:

• It involves many step parents.

• It involves many half siblings.

• Several transitions from one home to another.

• Frequent change of environment.

• Increases stress among family members.

• Causes family instability.

• Causes of conflict among half siblings.

• Causes conflict among step parents and step children.

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• It causes insecurity among children.

Concept of Motivation

Among the factors influencing children’s learning, motivation is thought to be a very important reason for difference in achievement. Boekaerts (2000) is of the view that motivation is a very important factor which determines the success or failure in every learning process, it is a value and a desire for learning. According to Mangal (2008) motivation may be regarded as something which prompts, compels and energizes an individual to act or behave in a particular manner at a particular time for attaining some specific goal or purpose.

Deductively, motivation in learning is a specific kind of motivation manifested in the field of learning especially in schools. It can also be seen as the driving force of the learning process, activating it first and then directing it towards the learning goals. A child with this kind of motivation to learn is one who has the energy and drive to learn, work effectively and always have the urge to achieve in school.

Motivation can directly influence the frequency of using learning strategies, will power of learning, goal setting and the persistence in learning. Izard & Ackerman (2000) also maintained that learning motivation influences the learners’’ autonomous learning ability, and determines the learner’s confidence in overcoming difficulties. Motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. It is typically defined as the force that accounts for the arousal, selection, direction and continuation of behavior. Pintrich (2004) also proposed that definition of motivation. In his opinion, motivation may be constructed as a state of cognitive and emotional arousal which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and physical effort in order to attain a previously set goal.

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As mentioned above, motivation plays an important role in every learning process. In

China a lot of researchers pay attention to learners’ motivation. The notion is accepted that motivation can lead to successful learning (Butler, 2005). Therefore, understanding the situation of children’s motivation will be helpful for the organization of various teaching activities, the adoption of effective teaching approaches and the promotion of learning.

Gesinde (2000) points out that researcher on motivation to learn can help us to understand the individual differences, the psychological process of learning in children and to come up with effective methods to promote school children’s motivation, to learn. Motivation to learn in the social constructivist paradigm of learning and teaching, learning is identified as a complex pedagogical, psychological phenomenon, and motivation in learning as the key mediating variable within it (Pintrich & Schrauben, 1992). Motivation in learning can also be defined as a child’s tendency to find academic activities meaningful and worthwhile and to try to derive the intended academic benefits from them (Woolfork, 2010).

Motivation is defined by various authors in different ways. Ngwoke (2005) sees motivation as the condition within the learner that compels him or instigates him into action especially goal-directed activities. In other words, it is a condition that energizes, directs and sustains the learner’s goals. Motivation is used to explain behavior. It represents the reasons for peoples actions, desires and needs, its defined as one’s direction to bebaviour or what causes a person to want to repeat a behavior and vice versa Ryan & Edward (2002).

Motivation is the tendency to find out challenges, to push to find out for more, explore and learn as much as possible. It is about reaching the most possible potential as a human being

(Cherry & Kendra 2013). On the basis of various researches, it has been empirically shown that motivation is significantly linked to children’ learning and directly to their academic achievement (Boekaerts, 2001; Jarvela, 2003). Motivation to learn affects the academic achievement through various quantitative and qualitative indicators of the learning process.

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Research shows that motivation influences cognitive processes in the course of learning as it is connected with storing information into long-term memory, and with its recognition and retrieval. Motivation in learning is mainly expressed in the attitude of children towards learning and in their different approaches to learning. Jarvela & Niemivirta (2001) point out the fact that motivation to learn encourages higher forms of learning and consequently contributes to higher quality knowledge.

Motivation influences the form or nature of learning activities in a variety of ways.

On the one hand, it balances the pupil’s effort put into learning (in promotion to the level of difficulty of the learning task). On the other hand it influences the application of learning strategies, encouraging the pupil to learn and enabling them to successfully reach their goals.

The third level of motivation influence on the learning outcome is related to the optimal psychological state of the pupil during learning. Children motivation in learning is manifested in different motivational levels which could be high; moderate or low. In terms of learning, a highly motivated child is hyperactive and over anxious in the learning environment. This could lead the child to disruptive learning behaviours such as anxiety, forgetting, over- zealousness and probably poor achievement in class. Likewise, if a child has low motivation towards learning, he may become disruptive, apply minimal effort and as a result is more likely to perform poorly. In more extreme cases a low motivation to learn may lead to truancy and dropping out of school. Moderate increase in motivation gives moderate increase in achievement (Ngwoke, 2004). But this moderate motivation, if not sustained, will fall down.

The sources of different motivational levels could be traced to types of motivation such as intrinsic and extrinsic motivation which the child is expose to before he enters the school environment and within the school environment.

Intrinsic and extrinsic motivation is being viewed from different perspective different authors. Woolfork (2001) describe intrinsic motivation as involving internal or personal

36 factors such as needs, interest, curiosity and enjoyment. A child who is intrinsically motivated undertakes an activity for its own sake or because the activity itself is rewarding.

Intrinsic motivation refers to the motivation to engage in an activity which the learner thinks is enjoyable and satisfying, it is seen in people who find learning intrinsically rewarding.

They simply value knowing and expanding their store of information. Intrinsic motivation in learning exists when learners take learning seriously, try to understand and improve; not just finish the work and get the grade, but pay attention, work hard and persist, even if the learning tasks are not particularly interested.

Extrinsically motivated behaviour on the other hand, are those actions carried out to achieve some instrumental end, such as earning a reward or avoiding a punishment. They are extrinsically motivated to learn, believing that they will always benefits from it can influence behavior, but ultimately it is the internal force of motivation that sustains behavior. Children study harder and with more vigor and intensively when they are internally motivated than when they are externally motivated. Both traits motivations are important in child’s learning but children should be made to have general trait motivation move so that their motivation to learn should be sustained at optimal level.

Concept of Learning

The ability to learn is possessed by children, progress overtime tends to follow learning curve. It does not happen all at once, but builds upon and is shaped by previous knowledge. Learning is defined by cognitive instructional psychologists as the product of the interaction between teachers and learners within a specific learning environment Eze (2005).

A child who is motivated to learn actively self-regulate his or her learning behaviours by setting standards for performance, and taking corrective actions when set standards are not met. He is usually motivated and active in pursuing learning.

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Learning involves doing, activities, acts among others by Butler and White, (1995), that it adopts a number of self-regulated strategies in task performance, (Eze, 2005). Ifeluni and Idahosa (2005) sees learning as a relatively permanent change in behavior, a capacity that results from experience. It is a process that we infer from individuals behavior through interaction with the environment. Hence, learning is a special kind of change in behavior. It does not include those changes having to do with growth processes or with temporary conditions such as fatigue or the influence drug. This is supported by Ngwoke (2004) who states that learning is a process which causes a change in behavior of an individual and his environment. Human learning is a process of adaption which may lead, hopefully, to better adjustment to the demands of life. It is a continuous process which goes on throughout life. It may be observed in the form of development or change attitudes, interest, adjustment, skills, values, beliefs, cognitive structure, insights, mannerisms, and gestures.

From the above definitions, it can be deduced that learning involves both positive and negative change. For example, mannerisms and gestures could be negative and thereby acquiring that the learner be reconditioned or made to unlearn the negative habits. Similarly,

Ifeluni and Idahosa (2005) says that learning is generally considered to be both a process and an outcome of a lifelong activity intended to modify the behavior of the individual to enable him to cope and adapt to the demands of his environment. Learning can also be seen as a natural phenomenon developed by man in the process of seeking solutions to his numerous problems, Sam (2005). Learning is not limited to children alone, adults also learn on daily basis. For the purpose of this study, learning can be seen as a relative change in a child’s behavior as a result of his or her exposure to events in the environment. For effective learning to take place, the child must be ready for it, both psychological and physically. A child is psychologically ready to learn when he or she is mentally and emotionally ready to learn and

38 to participate actively in the learning process. Likewise, a child is physically ready to learn in school, when he or she have attained the stipulated age required of him or her to learn.

Concept of Gender

Gender is the range of characteristics pertaining to, and differentiating between masculinity and femininity. Depending on the context, these characteristics may include biological sex( i.e the state of being male or female), sex – based social structures (including gender roles and other social roles) or gender identity (Linda, 2010). Sexology John Money introduced the terminological distinction between biological sex and gender as a role in 1955.

Before his work it was uncommon to use the gender to refer to anything but grammatical categories. However, Money’s meaning of the word did not become widespread until the

1970s, when feminist theory embrace the concept of a distinction between biological sex and the social construct of gender. Today, the distinction is strictly followed in some contexts, especially the social sciences and document written by the World Health Organization

(WHO). However in many other contexts, including some areas of social sciences, gender includes sex or replaces it although this change in the meaning of gender can be traced to the

1980s, a small acceleration of the process of the scientific literature was observed in 1993 when the USAs Food and Drug Administration (FDA) started to use gender instead of sex. In

2011, the FDA reversed its position and began using sex as the biological classification and gender as a person’s self representation as male or female or how that person is represented to by social institution based on the individual’s gender presentation. ABC of Women Worker’s

Rights and Gender Equality, Ilo, Geneva, 2000 sees gender as a rejection of the underlying biological distinction in the word “Sex” and in the expression “Sexual Inequality”. Gender implies knowledge of the difference between the sexes, yet that knowledge is also a way of organizing the world and is inseparable from the social organization of those differences.

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Knowledge, much like power, which is one of its pillars, is neither determined nor finite; it is variable and subject to countless changes. The same is true of complementarities and opposition between the sexes which can change and come about through changes in society.

Gender is therefore an essential dynamic concept which brings into question the apparent immutability of social roles. Despite these advances in theory, women continue to be placed, implicitly, in the category of nature – Instinct, sentiment, and irrationality – while men, on the contrary, are placed in the category of culture – reflection, abstraction of a mental system.

Concept of Achievement

Human beings must accomplish things in order to function in life, earn a living and pay bills. Achievement is a completion or a conclusion of an ongoing metamorphosis of who we are inside (Laura, 2008). Achieve means to bring to a successful conclusion; accomplish; attain; to gain as by hard work or effort – states that by its nature achievement is an outcome, a finality (Laurel, 2008).

The family is to “achieve” raising the children to be conscious, contributing members of society. Sometimes children are rewarded for “achieving” milestones that are determined significant, like graduation from school, receiving a promotion, good grades and winning a prize etc. Achievement is that which make one feel more accomplished and fulfilled than he/she can imagine. Achievement can be connected to larger purposes for academics.

Concept of Academic Achievement

Communication of acquired knowledge and all educational outcomes is a thing of great global concern. Children’s achievement tells much on their future. Academic achievement of children involve the totality of study inputs, how they deal and cope with studies, and an output/task accomplishment (Jordan, 2010).

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The concept of academic achievement has been viewed by several authors in different ways. This results from the angle through which they consider the term Academic achievement. Answers corporaton, (2012) holds that academic achievement refers to how children deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Answers corporaton (2012) sees academic achievement as the ability to study and remember facts and being able to communicate acquired knowledge verbally or on paper. eHow, (2012) & Answers Corporaton, (2012), defines academic achievement in terms of “result”, “success”, “failure”. For this study the researcher conceives academic achievement as the totality of individual child’s input and output. In a clear way academic achievement is the combination of child’s study-zeal from when he left the home to school.

Academic achievement according to Flood, Bresenger and Check (2007) and eHow and Answers Corporation (2012) has two aims, which is in agreement with Levine and

Pollack (2002) views two key indictors to academic achievement as study adjustment and academic task accomplishment respectively. Study adjustment is the ability to surmount the deficiencies natural to family structure, and study habit is to settle for academic life Aduwa,

2001 & Jordan, (2010). Study adjustment is the first academic achievements strategy for all children. Igbo, Aniako & Ndam, (2010); Anaiko (2011), study adjustment, for academic achievement can thus include family structure, child’s willingness and zeal to go to school, the child’s ability to listen without distraction and ask question during lesson or teaching.

Academic task accomplishment is another indicator to academic achievement which means, a task is an undertaking, a well defined responsibility or a piece of work assigned or done as part of ones’ duty which may be difficult (Answers corporation, 2012). Academic task refers to classroom activities or order to develop and access their cognitive ability. These activities are given from the school curriculum and children are expected to have respect for them (Smith, 2011). This study sees academic task accomplishment as the child’s ability to

41 successfully finish school curriculum as a requisite for the award of result and certificate after graduation. It is also the totality of the child’s output and outcome in his academic pursuit.

Study adjustment (academic input) and academic task accomplishment (output) are important aspects of academic achievement worthy of assessment as the child grow up and study under the guidance and auspices of his/her parents.

Relationship Among Family Structure, Children’s Motivation to Learn and Academic

Achievement.

Although there has been a great deal of research conducted on family structure, our understanding of the family remains incomplete. The primary reason for this may be attributed to the fact that the family is not a static institution. A substantial body of research confirms that the structure of the family into which a child is born and nurtured presents both advantages and disadvantages that subsequently influence the child’s motivation to learn and academic performance (McLanahan & Sandefur, 1994).

A child who is highly motivated to learn is likely to seek out challenges, use effective learning strategies and make use of feedback (Renninger & Hidi, 2002; Lipslein & Reninger,

2006). A motivated child can study hard while in school but the family structure determines the effort he/she exerts in the study. Children’s motivation to learn and academic achievement is anchored on family structure. On the contrary, children that are poorly motivated based on the family structure they operate are likely to performance poorly academically. Children of high motivation tend to acquire high academic achievement. The source of children’s motivation to learn can be traced to the family structure. Family structure has been identified as a strong determinant factor in children’s motivation to learn and academic achievement (Aduwa, 2004). Skinner (1974) expressed that what is most important in any human act including children’s motivation to learn and academic achievement is not

42 the “indwelling parts” like cognitive ability or “self concept” but the necessary environment

(family) that elicits the required academic achievement. Skinner therefore held that creating rewarding and enabling environment is required for children’s motivation to learn and academic achievement.

Theoretical Framework

Sensitivity-Responsibility Theory by Mary Ainsworth

Sensitivity – responsivity theory of attachment by Mary Ainsworth propounded in the year 1969. Ainsworth posits that parents who are sensitive and responsive to their children’s needs establish sense of security in their children. When a child knows that the parents are dependable, it creates a secure base for the child to explore the world thereby facilitating the child’s learning skills and ability. Attachment to Ainsworth is a lasting psychological connectedness between parents and their children. Sensitivity on the other hand is the parents awareness attuned of the child’s act and vocalization as communicative signals to indicate needs and wants. Responsiveness also is the capacity of parents to attend to the child’s needs and wants.

Ainsworth focus on four aspects of child’s care ; sensitivity to child’s signals; corporaton vs interference with ongoing behaviour ; psychological and physical availability and acceptance vs rejection of child’s needs . Base on these aspects Ainsworth insisted that to motivate a child to learn, parents needs to be sensitive to the child’s needs, cooperate and interfere with the child’s ongoing behavior, be available for the child both psychologically and physically and always accept the child. If these are being done by the parents, school attendance will be of interest to the child and the child will be highly motivated to learn.

When parents apply this theory in rearing the child, the child will be highly motivated to learn.

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Maslow’s Hierarchy of Needs Theory

Hierarchy of needs theory was propounded by Maslow in the year 1954.Maslow proposed a hierarchy of five innate needs that actuate and direct human behavior. They are the physiological, safety, social, self esteem and self actualization needs. These needs are common to all children irrespective their family structure. Maslow described these needs as instinction by which he meant that they have a hereditary component. These needs are arranged in order from strongest to weakest. Lower needs must be at least partially satisfied before higher needs of the child such as food, shelter and others are significant in the child’s academic achievement. Maslow proposed that for the child to achieve high in his/her academics, the parents should meet the child’s physiological needs which is hunger, thirst etc. the safety needs should as well be met by making available shelter security and health, the third need in Maslow’s hierarchy of needs theory is social needs, which means that the child should be loved, these gives the child self esteem, the child have confidence in his/herself, want to be recognized and attain high(achievement) and last in his hierarchy of needs theory the child wants to be self actualized and be fulfilled in life. When parents apply this theory in the family the child becomes motivated to learn and achieve high in his/her academics.

Review of Empirical Studies

This section will review the existing related literatures on influence of family structure on children’s motivation to learn and academic achievement.

Studies of Influence of Family Structure on Children’s Motivation to Learn and

Academic Achievement

A study conducted by Hassan (1995) investigated factors influencing science motivation of secondary school children in Ekiti State Nigeria. The purpose of the study was to determine the influence of some selected variables (instruction, student, home and social)

44 on the development of student’s motivation in science. A sample of 340 science children which were randomly selected from four major secondary schools in the study area, comprising 166 boys and 174 was used for the study. The study adopted a survey design and

4 research questions and 4 hypotheses guided the study. Data of the variables stated were collected from all children in the sample by means of questionnaire consisting of personal information questions, check list and rating scale. Mean score of both groups on every variable were computed while the level of significance was set as 0.05 level of significance.

The findings did not support the present study which maintains that children’s level of motivation in a particular leaving episode determines their achievement.

In another study conducted by George, (2008) studied motivation and Mathematics achievement in problem solving approach. The purpose of his study was to explore the relationship between interest and Mathematics achievement in problem solving approach 150 children (90 boys and 60 girls) were used for the study. Three scales were used to measure interest and Mathematics achievement of children. The data collected were analyzed using descriptive statistics and t-test and the result revealed that a high proportion of children have positive motivation towards Mathematics task. This support the present study which is of the view that when school children have positive motivation towards a particular leaving episode they will actively participate in the learning process.

In a study conducted by Elias, M.I. (2006) on family structure and academic achievement on the children in Bangladash, the of the study was to investigate the influence of family structure on children’s academic achievement in school. A sample of 100 children and their respective families were used for the study.

Family structure and children’s motivation scale was the instrument used for data collection. The design of the study is correlational design, two research questions and two hypotheses guided the study.

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The findings revealed that family structure do not make any difference on children’s motivation to learn. Therefore do not have any influence on children’s academic achievement. Rather, the way in which parents motivate their children counts for their academic achievement. School children who perform better on achievement test are rated as more task oriented by their teachers.

In a study conducted by Ossai and Ucheagwu, (2008) on time parents spend with school children as correlates of intelligence in Anambra state Nigeria. The study seeks to determine the contributions of the amount of time parents spent with children on intellectual functioning or motivation of their children 72 participants which comprised 24 children and

48 parents were used for the study, the study adopted correlation research design and the instrument used was Maze sub-test of the Wechsler pre-primary and primary school intelligence (WPPSI) test and parents. Check list sheet which was scored by them using observational self report design. Two research questions and two hypotheses guided the study and Pearson Product Moment Correlation was used in data analysis. The result showed very low correlation between the true parents spent with children and their scores on Maze subtest of WPPSI.

Olatoye, Ademola and Agnotogun, (2009) conducted a study on parental involvement as correlate to children’s achievement in Mathematics and Science in Ogun state Nigeria. The purpose of the study was to determine whether children’s high or low achievement in

Mathematics is dependent on parental involvement. Sample of 480 children’s from 30 primary schools in Ogun state were randomly selected for study. Correlation research design was employed to carry out the study. Nine research questions and nine hypotheses guided the study. The total variance of parent’s involvement in Mathematics and Science of their children was measured at 0.05 level of significance and the result obtained showed that parental involvement is an important prediction of Mathematics and Science achievement.

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The findings showed that there existed a significant difference in the parental involvement in public and private primary school children. Private school children enjoying more parental involvement than their counterparts in public schools.

Studies on Influence of Gender on Children’s Motivation to Learn and Academic

Achievement

In a study by Tara, Cole and Zahun-Waxler, (2005) on Parental Emotional

Expression. Gender Differences and Relations to Child Adjustment. The purpose of the study is to examine gender difference in children’s submissive and disharmonious emotions and parental attention to these emotions. A sample of 60 children and their mothers and father participated, when children were 4 and 6 years old, it adopted a survey design and checklist was used to obtain information for data analysis on which children’s emotion expressed and parental responses during a game were coded. The findings revealed that girls expressed more submissive emotion than boys. Fathers attended more to girl’s submissive emotion to boys at preschool age.

Fathers attended more to boy’s disharmonious emotion than to girls at early school age. Parental attention at pre-school age predicted later submissive expression level. Child disharmonious emotion predicted later externalizing symptoms. Gender differences in these emotions may occur as early as pre-school age and may be subject to difference responding, particularly by fathers. This study reveals that gender bias on the side of the father, this culminated to variation in the children’s submissiveness. But if their submission could not have been many variations in their submissiveness. This study contradicts the present study in that the present study maintains that since the world and Nigeria in particular is emphasizing on gender equality, parents ought to support the movement by avoiding gender segregation during socialization processes.

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A study by Faleye and Ogundoku, (2006) to investigate the influence of age, gender, religion and physical location as predictor of the social interaction of some Nigerian adolescents during puberty. The sample of study is 250 Nigerian adolescents in their period of puberty in Ogun state Nigeria. Using an expost facto research design, a pretested self- reporting scale (The Adolescent Social Interaction in Puberty Scale) was used to elicit data on the composite and relative contribution of identified demographic variables that has influence on the social interactions of participants during puberty. Three research hypothesis were tested using multiple regression and the t-test statistical analysis. Findings indicated that demographic variables jointly influence the social interaction of the adolescents sampled the study, while the relative significantly influenced social interactions during puberty. Social interaction was more pronounced towards a friend of the opposite sex and peers with adolescents indicating little or no parental influence on their social interactions during puberty. Gender differentials were minimal but age of adolescents and their physical location greatly influence social interaction during puberty. The findings are in support of the present study, in the sense that the present study is emphasizing on gender indifference in children’s achievement. The present study is of the view that when a child is exposed to an adequate parental motivation irrespective of gender, he or she will be motivated to learn.

Summary of Literature Review

The literature review looked at all the variables contained in this study. Family structure varies from family to family. Family structure is the composition of membership of the family and the organization and patterning of relationship among individual family members. Family structure which include nuclear and extended family, single parenthood, monogamous, polygamous and multiple transition family was also viewed. Nuclear family is typically centred on married couple and their children. Extended family is a family that is

48 beyond the nuclear family, consisting of grand parents, aunts, uncles, and cousins all living nearly or in the same household. Single parenthood which involves a situation where everything in the child’s upbringing is given by the custodian parent who lives with the child.

Monogamous family structure is a situation where an individual is married to only one partner in a life time. Polygamous family structure is a state where a man is married to more than one wife at a time. Forms of polygamy were viewed as: polyandrous family which has its types as fraternal and non-fraternal polyandry and the characteristics of polygamous family structure was also viewed.

Family structure may have influence on the children’s motivation to learn and academic achievement. Motivation and its features and components as they relate to children’s learning were discussed. The discussion suggests two motivational orientations that are important in children’s learning both in school and at home and they are intrinsic and extrinsic motivation which will lead to little or minimal effort toward learning, this leads to poor academic achievement and disruptive learning behaviours. And moderate motivation which will only lead to high academic achievement and if not sustained properly will decline.

Parents are therefore expected to strive to ginger and sustain their children’s motivation to an optimal level to enhance academic achievement and reduce disruptive learning behaviours.

Motivation as a concept that influence learning as was discussed suggests that children will only participate on the learning task they are motivated to, the ones they see their parents are motivated too. Aspects of motivation which are situational and individual motivation are listed. The review shows that motivation is an important condition for school learning. Academic achievement refers to how school children deal with their studies and how they cope with or accomplish different task given to them by their teachers. Even though motivation has been recognized as an important condition for school learning, parents continues to wrestle with the difficulties of working with academically unmotivated children.

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They do not have clear understanding of their potential role in helping these children to be well motivated. Therefore these study aims to find out whether the family structure the child is exposed to at home can enhance or mar the child’s motivation to learn and academic achievement.

Two theories were outlined to support the study and they are; Sensitivity-

Responsibility Attachment Theory by Mary Ainsworth which supports family structure on children’s motivation to learn. The theory maintains that children’s that are well motivated by their parents tend to learn more than other children with less family motivation. This study therefore aims to find out the different family structures that exist in Chanchaga Local

Government Education Authority and Paikoro Local Government Education Authority and then find out whether children’s low motivation to learn and academic achievement is as a result of the type of family structure they are exposed to at home. Maslow Hierarchy of Need

Theory on the other hand was used to support family structure on children’s motivation to learn and academic achievement. Theory supports the facts that children learn when their psychological needs for food, shelter, love are met, they will have self-esteem and become actualized, which means, they become fulfilled in life because of their high achievement. On this note, this study will help families to know how to motivate their children to learn.

Finally, the studies on empirical studies supporting influence of family structure on children’s motivation to learn and academic achievement was reviewed. The reviewed studies revealed that there is a link between family structure on children’s motivation to learn and academic achievement with little variations in relation to develop and developing countries.

In addition most works on family structure on children’s motivation to learn were carried out in the western nations with families knowing the importance of their involvement in children’s academic achievement. It is observed that little or no such has been done specifically on family structure on children’s motivation to learn. Instead family involvement

50 on children’s academic was found and the findings revealed that most parents do not understand the importance of their involvement in their children academic achievement.

Studies on motivation reviewed revealed that children with high level of motivation, will learn more while those with low level of motivation will not learn. Being that children’s ability to learn is dependent on their motivation, and families do not have a clear understanding of their role in helping school children to develop motivation, this study aims to find out the different types of family structure and their influence on children’s motivation to learn and academic and achievement. Likewise, studies on gender influence on children’s motivation to learn and academic achievement were also reviewed. Findings revealed that demographic variables, gender inclusive jointly influenced the motivation of school children.

Therefore, this study tends to bridge this gap by emphasizing on gender equality during parental child nurturing process.

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CHAPTER THREE

RESEARCH METHOD

This chapter describes the design and procedures that was adopted in carrying out the work. The chapter presents the design of the study, the population of study, sample and sampling technique, instrument for data collection, validity of instrument, reliability of instrument, method of data collection and method of data analysis.

Design of the Study

The design of the study is ex-post facto or causal comparative research design. Ex- post facto research design seeks to investigate already existing phenomenon; thus seeking to find out the present status of its existence or absence of what is being investigated.

According to Keillinger in Eze (2005), ex-post facto research design is a systematic empirical inquiry in which the researcher does not have direct control on the independent variables because they are inherently not manipulated. This study met the requirement for an ex-post-facto design because the researcher could not manipulate the independent variable which is family structure.

Area of the Study

This study was carried out in Minna metropolis Niger State. Minna Metropolis is made up of two Local Government Education Authorities, namely; Bosso Local Government

Education Authority, and Chanchaga Local Government Education Authority. Specifically the area of study was Chanchaga and Bosso Local Government Education Authorities.

Parents from these areas are basically civil servants, farmers and traders. The choice of this area for the study arose because, in most of the research studies carried out on family structure, none was carried out in this area considering literature available to the researcher.

It was therefore, necessary that since family structure is a very strong prerequisite for children’s motivation to learn and academic achievement, there is the need that its influence on children’s motivation to learn be studied in this area.

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Population of the Study

The population of the study include all the primary five children in Minna metropolis, totaling 9,995. Of this population, Chanchaga Local Government Education Authority has

4,957 primary five children; Bosso Local Government Education Authority has 5,038 primary five children. Source: Planning, Research and Statistics (PRS Minna, 2013). The choice for primary five children was based on the fact that at this level, children could express themselves, more so, it was not an exam class, therefore, could be easily accessible

Sample and Sampling Technique

The total sample size of the study was 452 primary five children in public schools.

This number comprised of 228 male and 224 female children in public schools in Chanchaga

Local Government Education Authority and Bosso Local Government Education Authority.

The choice sample was based on Nwanna (1992) prediction that “when the population is in many hundreds, 40% of the total population should be drawn; when it is in few thousands,

10% of the total population should be drawn; and when the population is in many thousands,

5% of the population should be drawn. The sample was drawn using multiple stage sampling techniques. At first stage, purposive random sampling was used to draw primary five children from Minna metropolis; precisely Chanchaga Local Government Education Authority and

Bosso Local Government Education Authority. At second stage, proportionate sampling was used to draw the 12 schools from 32 schools in Chanchaga and Bosso Education Authority.

For each Local Government Education Authority, about 40% to the number of schools was randomly drawn to ensure average representativeness. This resulted to drawing 12 public schools from 32 public schools in Chanchaga and Bosso Local Government Education

Authorities. Seven (7) schools from Chanchaga Education Authority and Five (5) schools

53 from Bosso LGEA. At the third stage, simple random sampling by balloting was used to select the required schools from each stratum.

Having selected the targeted schools, family structure instrument which serve as an identifier instrument was used to identify children from different family structure among the children in primary five, purposive sampling was used to administer motivation to learn questionnaire to the identified children. This was to avoid selecting children from one family structure only.

Instrument for Data Collection

The academic achievement score of children for a session was collected using children’ results for three terms, that is, first, second and third term respectively (See

Appendix E) The instrument named Influence of Family Structure on Children’s Motivation to Learn Questionnaire was splited into; that is instrument one and two in respect to the variables under study. These were Family Structure Questionnaire (FSQ) and Children’s

Motivation to Learn Questionnaire (CMLQ)

First, the instrument which was Family Structure Questionnaire was of two sections;

Section A and B. Section A was structured to obtain personal data from the respondents while section B comprised of items structured on 4-point-scale of ‘Strongly Agree’ (SA),

‘Agree’(A), ‘Disagree’ (D), and ‘Strongly Disagree’(SD), to elicit information that provided answers to the research questions on study. Family Structure Questionnaire (FSQ) was a 40 items instrument which has four clusters. Cluster 1-4 contained 40 item questions, 10 questions in each cluster was used to elicit information on the family structures of the respondents.

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The second instrument was instrument for Children’s Motivation to Learn

Questionnaire (CMLQ) which was divided into two clusters, that is each clusters 5 & 6, each cluster contained 10 item questions that was used to elicit information on children intrinsic and extrinsic motivation to learn respectively.

Validation of Instrument

The Influence of Family Structure on Children’s Motivation to Learn Questionnaire

(FSCMLQ) preliminary drafted was given to three experts. One from Childhood Education,

Psychology of Education, and Measurement and Evaluation, all in University of Nigeria

Nsukka for face validation. The experts examined the instrument on the bases of relevance, item format, sustainability and clarity. The items were corrected and modified on the basis of suggestions and recommendations of the experts. (See Appendix B & C)

Reliability of Instrument

To determine the reliability of the instruments, a trial test was conducted using 40 children (having same characteristics as the target sample) from U.K Bello Pimary School,

Paikoro at Paikoro LGEA Education Authority which was outside the scope of the study. On the test of internal consistency using Cronbach Alpha Statistics, the Alpha coefficient values of the instrument yielded the following cluster 1, Single Parenthood family structure 0.87, cluster 2, Monogamous family structure 0.79, cluster 3, Polygamous family structure 0.71, cluster 4, Multiple Transition family structure 0.75, cluster 5, intrinsic motivation 0.67 and the average for all the clusters was 0.74 (See Appendix D) This shows that the yield result is high enough for the instrument to be considered reliable.

Method of Data Collection

The questionnaire was administered and collected on the spot by the researcher and two research assistants whom the researcher trained on how to interpret the item questions to

55 the children in an understandable form using both English Language and Hausa dialect, since majority of the children were not able to read and understand the item question very well on their own. This will enhanced the children’s honest response and ensure effective retrieval of the instrument.

Method of Data Analysis

Data collected was analyzed with respect to the research questions posed and the hypotheses formulated for the study. Mean and Standard Deviation was used in answering the research questions, while analysis of variance (ANOVA) was used to test the null hypotheses.

All hypotheses formulated for the study was tested at 0.05 level of significance. To determine the acceptance and rejection level, the mean of 2.50 was chosen as cut-off point.

The decision point was between the upper limit of four and lower limit of 2 respectively.

This means that any item with mean ratio 2.50 and above was considered agree. While item with mean value of 2.49 or below was considered disagree.

Further, analysis of significance test was carried out to determine where the difference occurred among the respondents, if any. Any item having ANOVA calculated value equal or less than the critical value was considered having no significant difference and above was considered having significant difference.

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CHAPTER FOUR

RESULTS

This chapter presents the analysis of the data in accordance with the research questions and the hypotheses that guided the study.

Research Question One: How does family structure influence children’s motivation to learn?

Table 1: Mean and Standard deviations of motivation scores of Children from different family structures

Family Structure N Mean Std. Deviation

Single Parenthood 168 3.16 .51 Monogamous Family 188 3.21 .52 Polygamous Family 81 2.97 .48 Multiple Transitional Family 15 3.17 .49 Structure Total 452 3.15 .51

Table 1 shows the motivation scores of children from different family structures. It shows that children from single parenthood family structure had mean motivation score of 3.16 with standard deviation of 0.51; children from monogamous family structure had mean motivation score of 3.21 with a standard deviation of 0.52; children from polygamous family structure had mean motivation score of 2.97 with standard deviation of 0.48 while children from multiple transitional family structure has mean motivation score of 3.17 with standard deviation of 0.49. This implies that the children from monogamous family structure had the highest mean motivation to learn followed by the children from multiple transitional family structure while the children from polygamous family had the lowest mean motivation to learn. This have indicated that family structure does influence children motivation to learn.

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Research Question Two: How does family structure influence children’s academic achievement?

Table 2: Mean and Standard deviations of achievement scores of Children from different family structure

Family Structure N Mean Std. Deviation

Single Parenthood 168 39.23 18.82 Monogamous Family 188 61.25 15.97 Polygamous Family 81 31.17 18.91 Multiple Transitional Family 15 35.40 16.16 Structure Total 452 36.67 17.70

Table 2 shows the mean achievement scores of children from different family backgrounds.

The analysis shows that children from single parenthood family structure had mean achievement score of 39.23 with standard deviation of 18.82; children from monogamous family structure had mean achievement score of 44.28 with a standard deviation of 15.97; children from polygamous family structure had mean achievement score of 37.17 with standard deviation of 18.91 while children from multiple transitional family structure have mean achievement score of 35.40 with standard deviation of 16.16. This reveals that children from the monogamous family structure had the highest mean achievement score followed by the children from single parenthood family structure while children from polygamous family structure had the lowest mean achievement score. Thus, family structure have influence on children’ academic achievement.

Research Question Three: How does gender influence children’s motivation to learn? Table 3: Mean and Standard deviations of motivation scores of male and female Children

Gender N Mean Std. Deviation Female 248 3.13 .51

Male 204 3.17 .51

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Analysis of data in Table 3 shows the mean motivation scores of male and female children to learn. It shows that female children had mean motivation score of 3.13 with standard deviation of 0.51while the male children had mean motivation score of 3.17 with standard deviation of 0.51. This reveals that male children had higher mean motivation score to learn than their female counterparts.

Research Question Four: How does gender influence children’s academic achievement?

Table 4: Mean and Standard deviations of achievement scores of male and female Children

Gender N Mean Std. Deviation Female 228 37.42 17.00

Male 224 35.91 18.39

Table 4 shows that mean achievement scores of female and male children. It shows that female children had mean achievement score of 37.42 with standard deviation of 17.00 while the male children had mean achievement score of 35.91with standard deviation of 18.39. This reveals that female children had higher mean achievement score than their male counterparts.

Hypothesis One: The influence of family structure on children’s motivation to learn is not significant.

Table 5a: Analysis of variance of the influence of family structure on children’s motivation to learn

Sum of Squares df Mean Square F Sig. Between Groups 3.436 3 1.145 4.383 .005 Within Groups 117.083 448 .261 Total 120.519 451

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The analysis of data in Table 5a shows that the probability associated with the calculated value of F (4.383) for the family structure on children’s motivation to learn is 0.005. Since the probability value of .005 is less than the .05 level of significance (p < .05), the null hypothesis was rejected. Thus, family structure significantly influences children’s motivation to learn.

Table 5b: Post Hoc Multiple Comparison Test

(I) Family structure (J) Family structure Mean Difference Std. Error Sig. (I-J) Monogamous Family -.04806 .05427 .853 Polygamous Family .19573* .06915 .047 Single Parenthood Multiple Transitional Family -.00384 .13776 1.000 Structure Single Parenthood .04806 .05427 .853 Polygamous Family .24379* .06795 .005 Monogamous Family Multiple Transitional Family .04422 .13716 .991 Structure Single Parenthood -.19573* .06915 .047 Monogamous Family -.24379* .06795 .005 Polygamous Family Multiple Transitional Family -.19957 .14370 .588 Structure Single Parenthood .00384 .13776 1.000 Multiple Transitional Family Monogamous Family -.04422 .13716 .991 Structure Polygamous Family .19957 .14370 .588 Table 5b shows the Post Hoc multiple comparison test for the significant influence of family structure on children’s motivation to learn. The multiple comparison test revealed that monogamous family structure contributed most to the significant influence of family structure on children’s motivation to learn followed by the single parenthood.

Hypothesis Two: There is no significant influence of family structure on children’s academic achievement. Table 6: Analysis of variance of the influence of family structure on children’s academic achievement

Sum of Squares df Mean Square F Sig. Between Groups 2224.770 3 741.590 2.387 .068 Within Groups 139155.715 448 310.615 Total 141380.485 451

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Table 6 shows that the probability associated with the calculated value of F (2.387) for the influence of family structure on children achievement is 0.068. Since the probability value of

0.068 is greater than 0.05 level of significance (p > .05), the null hypothesis was accepted.

Thus, family structure has no significant influence on the children’s academic achievement.

Hypothesis Three: Gender has no significant influence on children’s motivation to learn.

Table 7: Analysis of variance of the influence of family structure on children’s academic achievement

Gender N Mean Std. Deviation Df t-cal Sig. (2-tailed)

Male 228 3.13 .51 450 -.825 .410 Female 224 3.17 .51

Table 6 shows that the probability associated with the calculated value of t (-.825) for the influence of gender on children’s motivation to learn is 0.410. Since the probability value of

0.410 is greater than 0.05 level of significance (p > .05), the null hypothesis was accepted.

Thus gender has no significant influence on the children’s motivation to learn.

Hypothesis Four: Gender has no significant influence on children’s academic achievement. Table 8: Analysis of variance of the influence of gender on children’s academic achievement

Gender N Mean Std. Deviation Df t-cal Sig. (2-tailed)

Female 228 37.42 17.00 .367 Male 224 35.91 18.39 450 .904

Table 6 shows that the probability associated with the calculated value of t (.904) for the influence of gender on children’s academic achievement is 0.367. Since the probability value of 0.367 is greater than 0.05 level of significance (p > .05), the null hypothesis was accepted.

Thus gender has no significant influence on the children’s academic achievement.

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Summary of Findings

The following are the findings of the study;

1. Children from monogamous family structure had the highest mean motivation to learn

followed by the children from multiple transitional family structure while the children

from polygamous family had the lowest mean motivation to learn. Thus the analysis

showed that family structure significantly influences children’s motivation to learn.

2. Children from monogamous family structure had the highest mean achievement score

followed by the children from single parenthood family structure while children from

polygamous family structure had the lowest mean achievement score. Thus, family

structure have influence on children’s academic achievement.

3. Male children had higher mean motivation score to learn than their female

counterparts. However, gender has no significant influence on the children’s

motivation to learn.

4. Female children had higher mean achievement score than their male counterparts. It

was further revealed that gender has no significant influence on the children’s

academic achievement.

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CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY

The chapter presents the discussion of findings; conclusions reached of the study;

educational implications of the study; recommendations; limitations of the study, suggestions

for further research and the summary of the study.

Discussion of Findings

The discussion of the findings was done under the following subheadings.

• Influence of family structure on children’s motivation to learn

• Influence of family structure on children’s academic achievement

• Influence of gender on children’s motivation to learn

• Influence of gender on children’s academic achievement

Influence of Family Structure on Children’s Motivation to Learn

The result of the study showed that Children from monogamous family structure had the

highest mean motivation to learn followed by the children from multiple transitional family

structure while the children from polygamous family had the lowest mean motivation to

learn. Further analysis showed that family structure significantly influences children’s

motivation to learn. This finding is in agreement with the findings of Jamila (2009). Jamila

found that those who get motivation from their fathers achieved the best result, followed by

those who get motivation from their mothers, sibling or others, and then those who get no

motivation at all. Comparing the results for those who get motivation with that of those who

get no motivation at all, it was found that motivation has a considerable effect, regardless of

its source. In other words, among those who got “fair” grades there were twice as many who

reported not getting help with homework than who reported otherwise, while a clear

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63 majority of those who got the “very good” grades had received help with homework. In a similar study, Renninger & Hidi, 2002; Lipslein & Reninger, (2006) found that a child who is highly motivated to learn is likely to seek out challenges, use effective learning strategies and make use of feedback. A motivated child can study hard while in school but the family structure determines the effort he/she exerts in the study. Children’s motivation to learn and academic achievement is anchored on family structure. On the contrary, children who are poorly motivated based on the family structure they operate are likely to perform poorly academically. Children of high motivation tend to acquire high academic achievement. The source of children’s motivation to learn can be traced to the family structure. Family structure has been identified as a strong determinant factor in children’s motivation to learn and academic achievement (Aduwa, 2004).

Influence of Family Structure on Children’s Academic Achievement

The findings of the study revealed that children from monogamous family structure had the highest mean achievement score followed by the children from single parenthood family structure then children from multiple family structure while children from polygamous family structure had the lowest mean achievement score. Thus, family structure have influence on children’s academic achievement. However, family structure has no significant influence on the children’s academic achievement. This finding is in line with the findings of Lauglo

(2008). According to Lauglo, family structure influences children’s academic achievement.

This is particularly important given the dramatic changes in family structure over the last 50 years. In Lauglo’s study of family structures and their effect on children’s academic achievement, Lauglo initially found no significant differences. However, when he controlled for mothers’ education he found a clear tendency for children who lived with two formally married parents to achieve the best results, followed by those who lived with cohabiting parents, and then those whose parents were separated or divorced. By family structure the

64 researcher mean whether the child lives with one or two parents, as well as whether the child lives with two parents or one parent and one step-parent.

Influence of Gender on Children’s Motivation to Learn

It was found that male children had higher mean motivation score to learn than their female counterparts. However, gender has no significant influence on the children’s motivation to learn. This finding is in line with the findings of Faleye and Ogundoku (2006). According to

Faleye and Ogundoku gender difference was not significant in children’ motivation to learn.

Influence of Gender on Children’s Academic Achievement

The findings of the study showed that female children had higher mean achievement score than their male counterparts. It was further revealed that gender has no significant influence on the children’s academic achievement. The finding of this study agrees with the findings of

Faleye and Ogundoku. Faleye and Ogundoku found that gender differentials were minimal but age of adolescents and their physical location greatly influence social interaction during puberty. This finding however, contradicts the findings of Anders (2008), Bakken (2008)

Kristofersen (2008). Anders, for example, in a study of gender differences at basic school, found that girls do on average better than boys. Breaking down the same analysis by minority

(immigrant) background, he found gender variation to be lower. Further, Anders analysed gender differences with relation to parental education level. In this analysis Anders, found gender differences in academic achievement among children whose parent have not completed secondary level education to be higher than among children whose parents had a university degree. The data set used in this study shows clear gender variation in terms of children’s results in individual subjects. In terms of the total sum of the three subjects, the result is shown by multivariate analysis. The coefficient of the gender dummy variable shows that the girls achieve better results than boys by about 0.47 points. Gender is among the essential analytical dimensions in social education research. In the Norwegian context,

65 studies show that girls achieved better results than boys do in basic school. Anders (2008), for example, in his study of gender differences at basic school, found that girls do on average better than boys. Breaking down the same analysis by minority (immigrant) background, he found gender variation to be lower. Further, Anders analysed gender differences with relation to parental education level. In this analysis he found gender differences in academic achievement among children whose parent have not completed secondary level education to be higher than among children whose parents had a university degree (Bakken, 2008). The data set used in this study shows clear gender variation in term of children’ results in individual subjects (Kristofersen, 2008). In terms of the total sum of the three subjects, the result is shown by multivariate analysis. The coefficient of the gender dummy variable shows that the girls achieve better results than boys by about 0.47 points.

Conclusion

Based on the findings of the study, the researcher concluded that family structure does significantly influences children’s motivation to learn. It was however found that family structure significantly influence children’s academic achievement. However, gender does not have significant influence both on children’s motivation to learn and their academic achievement.

Educational Implications of the Study

The findings of this study have several implications. Among the implications are;

1. Polygamous nature of family do not create conducive environment for children to

learn. This was revealed by the findings that children from monogamous families

performed better than their counterparts from any other type of family structure.

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2. The findings imply that if parents do not care about their children education,

children’s achievement in school will continue to be poor. Hence, parents may begin

to talk to the child about their expectations for his/her educational and occupational

attainment; they may seek extra help for children’s studies, such as buying various

workbooks, finding cram schools or tutors to enhance school studies; and they may

contact the school and teachers about their concerns and wishes.

3. The findings showed that gender does not significantly influence the academic

achievement of primary school children. This implies that equal opportunity should be

given to both male and female children in order to get the best of their academic

achievement.

Recommendations

Based on the findings of the study, the following recommendations are made by the researcher;

1. Government should enact laws that will reduce the cases of divorce and polygamous

marriages.

2. Parents should be fully involved in the education of their wards by assisting them in

their home works and getting other relevant materials ready for them.

3. Children should be properly guided at home by the members of the family in order to

enhance their achievements in schools.

4. Equal opportunities should be given to both male and female children to enhance their

educational pursuits.

Limitations of the study

The findings of this study may have been affected by some limiting factors which include;

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1. The study could cover only Minna metropolis due to time constrain.

2. In order to carry out an intensive study within the time frame, the study was limited to

only primary five school children in Minna metropolis, Niger State

Suggestions for Further Studies

Based on the limitations of the study, the researcher suggested the following areas for further studies;

1. The study can be replicated by increasing the study area to cover more than the state capital

2. The study can also be carried out in an area where both junior and senior secondary

school students will constitute the sample for the study.

Summary of the Study

The study sought to investigate the influence of family structure on children’s motivation to learn and academic achievement in Minna Metropolis 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 population of the study comprised of all the primary five children in

Minna metropolis Niger state totaling 9,995. A total sample of 452 primary five children in public schools was used for the study. This number comprised of 228 male and 224 female children in public schools in Chanchaga and Bosso local government education authorities.

The academic achievement scores of children for a session were collected using children’ results for three terms, that is, first, second and third term respectively. The instrument named Influence of Family Structure on Children’s Motivation to Learn Questionnaire was equally used for data collection. Mean and Standard Deviation were used in answering the

68 research questions, while analysis of variance (ANOVA) was used to test the null hypotheses.

The following are the findings of the study;

1. Children from monogamous family structure had the highest mean motivation to learn

followed by the children from multiple transitional family structure then children

from single parenthood family structure while the children from polygamous family

had the lowest mean motivation to learn. Thus family structure significantly

influences children’s motivation to learn.

2. Children from monogamous family structure had the highest mean achievement score

followed by the children from single parenthood family structure then children from

multiple transition family structure while children from polygamous family structure

had the lowest mean achievement score. Thus, family structure have influence on

children’s academic achievement.

3. Male children had higher mean motivation score to learn than their female

counterparts. However, gender has no significant influence on the children’s

motivation to learn.

4. Female children had higher mean achievement score than their male counterparts. It

was further revealed that gender has no significant influence on the children’s

academic achievement.

Based on the findings of the study, conclusions were made. Educational implications of the study were x-rayed from where some recommendations were proffered. Finally, limitations and suggestions for further studies were made.

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APPENDICES APPENDIX A Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka.

Dear Respondent,

LETTER OF INTRODUCTION I am a Post Graduate student of the above mentioned department and institution, currently carrying out a research on: Influence of Family Structure on Children’s Motivation to Learn and Academic Achievement of Primary School Children in Niger State Education Authority. Please respond to the under listed questions as required, which will be treated in strict confidence. I do appreciate your corporaton.

Yours sincerely,

Nwakaibie,Katheryn B.

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APPENDIX B INSTRUMENT FOR INFLUENCE OF FAMILY STRUCTURE. FAMILY STRUCTURE QUESTIONNAIRE (FSQ) (INSTRUMENT ONE) SECTION A: Bio Data NAME OF PUPIL: ______NAME OF SCHOOL: ______GENDER: Male Female INSTRUCTION: Please tick (ü) in the box as appropriate to you.

KEY: SA = Strongly Agreed

A = Agreed D = Strongly Disagreed SD = Disagreed

S/N ITEMS SA A D SD CLUSTER 1: Single Parenthood 1 My parent’s constant weeping over the death of my father/mother affects me academically. 2 My parent’s sad countenance affects me this misbalances my rapt attention at school. 3 The hurt of divorce of my mother/father affects me academically. 4 I am still trying to meet up with my normal grade point ever since my father/mother left the home. 5 The absence of my father/mother who always supports me when studying contributed to my not being able to be among the recipients of school prize during the last school speech/prize giving day 6 My single parent's secluded behavior in the society troubles me such that I lose concentration at school. 7 My single parent always pampers me and this makes me lack the ability to take up academic challenges. 8 My single parent's constant away from home burdens me with too much domestic activities, such that am not faithful to my study time table. 9 I lose persistency in studying whenever I remember my father/mother's death. 10 My father/mother's condition after the death of his/her spouse makes me lose interest in studying.

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CLUSTER 2: Monogamous Family Structure My parent(s) 11 Always encourage me to study hard. 12 Are always available to ensure that I do my home work. 13 Always ensure that I have learning materials available in various forms, such as books, kit, video, puzzle etc. 14 Always check my books after school. 15 Are inquisitive about my academic progress. 16 Do assist me when studying. 17 Helps me in learning by teaching me rhymes and songs 18 Pay attention to my learning curiosity. 19 Ask me to tell them of the books I need for my school work. 20 Do chat with me after school, teaching me the secrets of academic success. CLUSTER 3: Polygamous Family Structure My parent(s) 21 Do not show concern about my academic progress. 22 Do not assist me in doing my home work because he has too many children to attend to. 23 Do not care if I do my home work well or not. 24 Do not check my books after school. 25 Do check my take home assignment before submission. 26 Provides all my textbooks for me, so that I learn better. 27 Do engage me with too much domestic work, so I go to school very late. 28 Usually make out time to talk about my education with me. 29 Do not pay attention to my learning curiosity. 30 I don't study after school because of the noise generated from the large number of my family members. CLUSTER 4: Multiple Transition Family Structure 31 My step mother/father does not like me around him/her. 32 My brothers/sisters always quarrel with me, making me find it difficult to understand what I study. 33 My step father does provide for me school books, encouraging me to study hard. 34 I am not always happy whenever my step father/mother is at homes, which do affect my studies at home. 35 I kept on changing school because of my mother's remarriage thereby affecting me academically. 36 My mother's former husband always quarrels with me making me not to study. 37 My mother always quarrels with me to please her new husband, which does affect my concentration when studying. 38 My mother kept on moving us from one step father's house to another, causing instability in my academics. 39 My step father and half siblings always treat me like an outcast, which does affect me at school. 40 My half siblings do ask me out of their father's house, not wanting me to study.

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APPENDIX C MOTIVATION TO LEARN QUESTIONNAIRE (MLQ) (INSTRUMENT TWO)

CLUSTER 5: Intrinsic Motivation

41. I want to get better grades than other children.

42. I expect to do well in my studies.

43. I do my assignment on my own because I want to learn.

44. I study hard because I want to pass my examination.

45. I like to ask questions in the class to learn new things.

46. I study together with other children in the class, to learn from them.

47. I have personal time-table for my study.

48. I like participating in every learning process in the class.

49. I like asking questions in the class to learn more.

50. I like answering questions in the class.

CLUSTER 6: Extrinsic Motivation

51 1 answer questions in the class to get gifts from my teachers.

22. 1 like going to school because my parents force me.

53. Studying will allow me to learn many useful things.

54. I learn to please my parents.

55. I pay attention to learning to please my teachers.

56. I am challenged by a friend's good grade.

57. I am regular at school because my parents want me to.

58. I try to identify children in the class whom I can ask for help, if necessary.

59. My parents will give me gifts when I pass my examination.

60. Getting a good grade in the class is the best thing I desire right now.

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APPENDIX D

THE COMPUTATION OF RELIABILITY COEFFICIENT OF THE INSTRUMENT USING CRONBACH ALPHA’S METHOD

Number of Responses on the items

+ 4 3 2 1

- 1 2 3 4

ITEMS SA A D SD VARIANCE

S/N

CLUSTER 1 : Single Parenthood

Positive 1 3 22 14 1 0.43

Negative 2 11 19 7 3 0.77

Negative 3 12 21 7 0 0.47

Positive 4 1 11 10 18 0.83

Positive 5 1 11 11 17 0.81

Negative 6 19 20 10 1 0.65

Negative 7 12 16 12 0 0.62

Negative 8 6 17 17 0 0.51

Negative 9 0 12 24 4 0.37

Positive 10 0 9 18 13 0.55

Total 6.01

CLUSTER 2: Monogamous Family Structure

Negative 11 3 14 18 5 0.65

Positive 12 0 11 15 14 0.64

80

Negative 13 0 10 21 9 0.49

Positive 14 0 16 18 6 0.50

Positive 15 1 10 18 11 0.64

Positive 16 0 26 13 1 0.29

Negative 17 0 9 31 0 0.18

Positive 18 2 37 1 0 0.08

Positive 19 0 11 14 15 0.66

Negative 20 22 10 8 1 0.68

Total 5.47

CLUSTER 3:Polygamous Family Structure

Positive 21 3 22 14 1 0.43

Negative 22 11 19 7 3 0.77

Negative 23 12 20 7 1 0.49

Positive 24 0 12 10 17 0.76

Positive 25 13 11 11 16 0.81

Negative 26 19 20 10 1 0.67

Negative 27 12 16 12 0 0.62

Negative 28 6 17 17 0 0.51

Negative 29 0 12 24 4 0.37

Positive 30 0 9 18 13 0.55

Total 5.98

CLUSTER 4: Multiple Transition Family Structure

Negative 31 3 14 18 5 0.65

Positive 32 0 11 15 14 0.64

81

Negative 33 0 10 21 9 0.53

Positive 34 0 16 18 6 0.64

Positive 35 1 10 18 11 0.38

Positive 36 0 26 13 1 0.31

Negative 37 0 9 31 0 0.19

Positive 38 2 37 3 0 0.09

Positive 39 0 12 13 15 0.56

Negative 40 23 11 7 0 0.37

Total 4.36

CLUSTER 5: Intrinsic Motivation

Negative 41 4 21 13 2 0.59

Positive 42 12 18 8 2 0.68

Negative 43 10 23 6 1 0.39

Positive 44 2 10 11 17 0.74

Negative 45 2 10 12 16 0.77

Positive 46 18 21 8 3 0.82

Negative 47 14 14 8 4 0.38

Positive 48 4 18 18 0 0.69

Negative 49 1 11 20 8 0.52

Positive 50 0 11 16 13 0.61

Total 6.19

CLUSTER 6: Extrinsic Motivation

Negative 51 1 14 20 5 0.39

Positive 52 5 11 10 14 0.66

82

Negative 53 4 6 21 9 0.46

Positive 54 3 16 15 6 0.52

Negative 55 0 10 19 11 0.61

Positive 56 3 23 10 4 0.29

Negative 57 4 7 26 3 0.31

Positive 58 2 37 1 0 0.21

Negative 59 2 14 9 15 0.44

Positive 60 20 12 8 1 0.66

Total 4.55

The coefficient alpha

k [1− vi] α = ∑ k −1 vt

Where k = number of items

Vi = Variance of individual items of the questionnaire

Vt = Variance of the total Instrument

Cluster 1

N = 40, EX = 2480, SD = 2.47

× = 62.00 S =6.20 S2 =38.44

10 (6.01) ∴ α = [1− ] 10 −1 38.44 = 0.87

83

Cluster 2

N = 40, EX = 2040, SD = 2.21

× = 51.00 S =4.90 S2 =24.01

10 (5.47) ∴ α = [1− ] 10 −1 24.01

= 0.79

Cluster 3

N = 40, EX = 2200, SD = 2.30

× = 55.00 S =4.41 S2 =19.45

10 (5.98) ∴ α = [1− ] 10 −1 19.45

= 0.71

Cluster 4

N = 40, EX = 1560, SD = 1.95

× = 39.00 S =4.00 S2 =16.00

84

10 (4.36) ∴ α = [1− ] 10 −1 16.00

= 0.75

Cluster 5

N = 40, EX = 2360, SD = 2.02

× = 59.00 S =4.10 S2 =16.81

10 (6.19) ∴ α = [1− ] 10 −1 16.81

= 0.65

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APPENDIX E SINGLE PARENTHOOD FAMILY STRUCTURE

NAME OF PRIMARY PUPIL’S AVERAGE SCORE S/N NAME OF PUPIL SCHOOL FOR A SESSION 1. Abdullahi Ibrahim Kuyan Bana 51.3 2. Sahabi Mohammed Kuyan Bana 49.0 3. Zainab Abdulmalik Kuyan Bana 52.0 4. Hafsat .B. Suleiman Kuyan Bana 61.2 5. Ikilimat Ibrahim Kuyan Bana 50.0 6. Maryam I. Mohammed Kuyan Bana 49.0 7. Aisha Abdullahi Kuyan Bana 50.4 8. Ibrahim Tajudeen Kuyan Bana 51.3 9. Aisha Yahaya Kuyan Bana 53.4 10. Yusuf Umar Kuyan Bana 46.3 11. Hauwa Isah Kuyan Bana 51.2 12. Zulkalauni Abubakar Kuyan Bana 50.4 13. Aminu Umar IBB 47.3 14. Ayomide Israel IBB 50.6 15. Abdullahi Zubaru IBB 46.7 16. Danis Abnios IBB 50.3 17. Fatima Abubakar IBB 49.4 18. Jamilu Adamu IBB 53.6 19. Hafsat A. Suleiman IBB 48.3 20. Aisha Ibrahim IBB 49.1 21. Maryam .A. Mohammed IBB 50.2 22. Bahajatu Bello IBB 51.5 23. Joshua Olusola IBB 52.4 24. Hassana Mohammed IBB 47.3 25. Mustapha Usman IBB 53.2 26. Riliwat Bashar IBB 52.1 27. Nafisa Jimbo IBB 53.0 28. Yahaya Yusuf IBB 48.1 29. Waliyu Ahmed IBB 50.2 30. Saadu Mohammed Limawa 43.8 31. Nanafiduasi Isyaka Limawa 46.4 32. Abdulwahab Abdulazeez Limawa 50.0 33. Sadiq Attahiru Limawa 48.6 34. Fanuda Shehu Limawa 45.6 35. Aisha .M Mohammed Limawa 46.5 36. Asmau Rabin Limawa 51.4 37. Bukkaya Musa Limawa 49.3 38. Tahaya Yusf Limawa 53.2 39. Bashar Mohammed Limawa 52.4 40. Munirat Yusuf Limawa 54.0 41. Summaya Musu Limawa 50.3 42. Hafsat Shehu Limawa 60.2 43. Aisha Wakilu Limawa 44.3

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44. Bege Walhana Limawa 52.4 45. Bashiru Salihu Limawa 44.2 46. Agnes Jeremiah Limawa 43.0 47. Ramatu Nasiru Limawa 45.2 48. Abdulsamad Ayewale Limawa 36.3 49. Aisha .A. Mohammed Limawa 47.4 50. Rayyanatu Lawal Limawa 48.1 51. Ibrahim Umar Limawa 50.2 52. Mohammed Audu Limawa 46.2 53. Maryam Mohammed Limawa 47.5 54. Rukkaya Ibrahim Limawa 48.6 55. Aishatu Suleiman New Tunga 45.3 56. Musa Mohmud New Tunga 49.6 57. Fatima Usman New Tunga 44.4 58. Musa Mohammed New Tunga 50.3 59. Balkisu Mohammed New Tunga 46.4 60. Hajara Yusuf New Tunga 51.2 61. Hafsat Yusuf New Tunga 48.3 62. Sadia Musa New Tunga 36.5 63. Abdulushah Kasimu New Tunga 45.5 64. Isah Mamudu New Tunga 46.4 65. Isaac Meshack New Tunga 62.3 66. Suleiman Zakari New Tunga 50.1 67. Abdulkarim Mohammed New Tunga 50.1 68. Amina Adamu New Tunga 46.2 69. Ibrahim Rhalrid New Tunga 47.4 70. Karimu Haruna New Tunga 40.3 71. Gimba Mohammed New Tunga 51.6 72. Abubakar Isah New Tunga 32.7 73. Hassara Ibrahim New Tunga 41.5 74. Nura Yakubu New Tunga 52.3 75. Amas Yakubu New Tunga 46.4 76. Fatima Aliyu New Tunga 45.4 77. Amina Mohammed New Tunga 36.5 78. Mohammed A. Mohammed New Tunga 40.3 79. Fatimah Yakubu New Tunga 52.5 80. Ismailis .M. Sulaman New Tunga 53.5 81. Khadijat Adamu New Tunga 54.3 82. Shuaibu Hussani New Tunga 31.4 83. Nasiru Yusuf New Tunga 40.3 84. Keystone Owoleye New Tunga 51.4 85. Thanklord Thomas New Tunga 45.2 86. Yahays M. Usman New Tunga 46.7 87. Kasmu Sariki New Tunga 48.6 88. Alhaji Mohammed New Tunga 52.3 89. Annah Jonah Barkin Sale 53.8 90. Hamran Mohammed Barkin Sale 48.4 91. Ramatu Jibril Barkin Sale 36.6

87

92. Sadiya Muhammad Barkin Sale 45.2 93. Salamatu Abdulkarim Barkin Sale 46.7 94. Latifat Abdullahi Barkin Sale 48.6 95. Ahmed Abubakar Barkin Sale 52.3 96. Israel Olushola Barkin Sale 53.8 97. Zainab Mustapha Barkin Sale 48.4 98. Bello Garba Barkin Sale 36.6 99. Saibu Moh’d Barkin Sale 45.1 100. Usama Abdullahi Barkin Sale 46.2 101. Ahmed Umar Barkin Sale 39.3 102. Ramatu Ibrahim Barkin Sale 40.2 103. Lukman Audu Barkin Sale 40.6 104. Adamu Mohammed Barkin Sale 50.5 105. Hadijatu Usman Barkin Sale 46.4 106. Adamu Usman Barkin Sale 62.5 107. Farida Musa Barkin Sale 51.4 108. Maryam Ahmed Dutsen Kura 45.6 109. Xhadilat Zakari Dutsen Kura 44.8 110. Awwal Mohammed Dutsen Kura 50.6 111. Shanibu Saleh Dutsen Kura 60.9 112. Salamatu Ibrahim Dutsen Kura 51.4 113. Mustapha Danisdi Dutsen Kura 37.6 114. Mohammed Idris Dutsen Kura 52.5 115. Fati .S. Mohammed Dutsen Kura 48.4 116. Sulale Isah Dutsen Kura 50.0 117. Taibat Sahisu Dutsen Kura 52.4 118. Shamsiya B. Mohammed Dutsen Kura 46.3 119. Ahmed Mohammed Dutsen Kura 48.6 120. Abdul Lateef Kwasua 50.3 121. Nanafirduasi Adama Kwasua 46.3 122. Jibril Mamude Kwasua 48.6 123. Sulleman Mohammed Kwasua 50.3 124. Safil Abdullahi Kwasua 46.4 125. Rukays .B. Umar Kwasua 51.2 126. Nasiba Mohammed Kwasua 48.1 127. Musa Ibrahim Kwasua 32.7 128. Abdullahi Shaidus Kwasua 40.6 129. Gima Muhammad Kwasua 39.1 130. Suleiman Musa Kwasua 47.3 131. Rilwan Karima Kwasua 51.5 132. Aliyu Usman Kwasua 50.8 133. Yakubu Sadiya Suleiman Kwasua 49.4 134. Amos Joy Kwasua 46.3 135. Mustapha Audu Kwasua 46.6 136. Bala Hassan Kwasua 62.1 137. Ndagi Suleiman Kwasua 52.6 138. Mahmud Usman Kwasua 48.7 139. Magret Isaac Kwasua 61.0

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140. Habiba Sani Kwasua 39.8 141. Isah Ibrahim Kwasua 51.1 142. Kabiru Tanko Kwasua 55.0 143. Adamu Mohammed Kwasua 48.7 144. Tatabu Nasiru Dr. Umar Faruok 49.9 145. Abdulrasaq Junaid Dr. Umar Faruok 50.4 146. Jemimah Raji Dr. Umar Faruok 52.2 147. Rabiu Mohammed Dr. Umar Faruok 49.8 148. Mohammed B. Moh’d Dr. Umar Faruok 54.3 149. Anas Jibril Dr. Umar Faruok 40.3 150. Wachiko Baba Nda Dr. Umar Faruok 44.5 151. Alhaji Bature Dr. Umar Faruok 55.0 152. Samson Musa Dr. Umar Faruok 52.7 153. John Thomas Dr. Umar Faruok 47.4 154. Philip Zach Dr. Umar Faruok 58.2 155. Aliyu Haruna Dr. Umar Faruok 39.9 156. Sadia Musa Dr. Umar Faruok 46.0 157. Ahmed Mohammed Dr. Umar Faruok 61.1 158. Abdul Lateef Dr. Umar Faruok 48.3 159. Adamu Mohammed Dr. Umar Faruok 51.6 160. Hadija Usman Dr. Umar Faruok 46.3 161. Adamu Usman Dr. Umar Faruok 49.6 162. Farida Musa Dr. Umar Faruok 52.6 163. Maryam Ahmed Dr. Umar Faruok 48.7 164. Farida Usman Dr. Umar Faruok 39.8 165. Maryam Baba Dr. Umar Faruok 51.2 166. Musa Aisha Dr. Umar Faruok 54.0 167. Abdulwaha Habiba Dr. Umar Faruok 48.7 168. Yahaya Nasiru Dr. Umar Faruok 49.4

MONOGAMOUS FAMILY STRUCTURE

NAME OF PRIMARY PUPIL’S AVERAGE SCORE S/N NAME OF PUPIL SCHOOL FOR A SESSION 1. Barnabas Helen Kuyan Bana 52.1 2. Adama Ramatu Kuyan Bana 61.8 3. Musa Jummal Kuyan Bana 78.6 4. Adamu Muazu Kuyan Bana 82.5 5. Suleiman Isyaku Kuyan Bana 70.6 6. Musa Maryam Kuyan Bana 50.8 7. Isah Bashir Kuyan Bana 48.6 8. Musa Bashir Kuyan Bana 74.8 9. Muhammad Ahmad Kuyan Bana 81.1 10. Jomo Adamu Hope Kuyan Bana 62.7 11. Ibrahim M. Sadiya Kuyan Bana 64.3 12. Garba Barnabas Kuyan Bana 79.0 13. Bello Sakinatu Kuyan Bana 66.9 14. Yahaya Zainab Kuyan Bana 53.7

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15. Babangida Amina Kuyan Bana 56.2 16. Adamu Zainab Kuyan Bana 49.9 17. Ibrahim Sabo Kuyan Bana 78.7 18. Ibrahim Zakk Abigail Kuyan Bana 89.4 19. Danjuma Grace Kuyan Bana 62.5 20. Danlami Alheri Kuyan Bana 79.2 21. Lantans Ibrahim Kuyan Bana 81.3 22. Abba Abubakar Kuyan Bana 49.6 23. Zaidu Mustapah Kuyan Bana 62.6 24. Abdulfatai Ashetu Kuyan Bana 56.8 25. Adamu Bulus Kuyan Bana 66.7 26. Juma Aliyu Kuyan Bana 68.3 27. Idris Adamu Kuyan Bana 73.4 28. Fstirnari Haruna Kuyan Bana 81.5 29. Mashudul Abdulsalam Kuyan Bana 69.7 30. Mashudul Abdulsalam Kuyan Bana 55.7 31. Ramatu Mohammed Kuyan Bana 66.2 32. Idris Nuhu Mahoro Kuyan Bana 69.2 33. Salamatu M. Usman Kuyan Bana 71.6 34. Idris Adamu Kuyan Bana 54.5 35. Jumai Adamu IBB 44.7 36. Suleiman Abdullahi IBB 50.4 37. Aliyu Zubaru IBB 48.6 38. Hafsat S. Dads IBB 42.7 39. Habiba Hassari IBB 68.3 40. Mansur Umar IBB 61.6 41. Elistria Isah IBB 70.8 42. Fatimah Adamu IBB 82.9 43. Mahman Aminu IBB 59.2 44. Bridget Sado IBB 72.8 45. Fuizia A. Umar IBB 65.4 46. Tasiu Musa IBB 80.6 47. Tamilli Ibrahim IBB 81.2 48. Inn Mercy IBB 70.6 49. Rapheal Owoyele IBB 60.3 50. Safia Shehu IBB 72.4 51. Abdullahi Yusuf IBB 74.3 52. Garba Amina IBB 73.4 53. Mohammad Khadijat IBB 68.7 54. Elijah Oluwaseun Agnes IBB 72.8 55. Aliyu Maimuna IBB 83.3 56. Adamu Baneba Rashidat IBB 84.3 57. Adamu Ibrahim IBB 76.6 58. Surajo Ismaila IBB 73.3 59. Cosmas Mercy IBB 66.6 60. Augustine Rose IBB 59.5 61. Alegbe Jennifer Dr. Umar Farouk 81.4 62. Aliyu Hauwa Dr. Umar Farouk 83.3 63. Isah Ganbo Dr. Umar Farouk 76.7 64. Yakubu Musa Dr. Umar Farouk 70.1 65. Adamu Yakubu Dr. Umar Farouk 69.4 66. Bala Jafar Hasssan Dr. Umar Farouk 64.3 67. Nakuta Hafsat Dr. Umar Farouk 52.5

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68. Al-Hassan Moshammed Dr. Umar Farouk 51.4 69. Umar Manta Haima Dr. Umar Farouk 59.6 70. Uhembe Thaddeus Dr. Umar Farouk 60.3 71. Abdullahi Wafiqa Dr. Umar Farouk 49.9 72. Ishaku Blessing Dr. Umar Farouk 46.3 73. Barau Halima Musa Dr. Umar Farouk 82.4 74. Yusuf Muktar Dr. Umar Farouk 80.1 75. Gana Solomon Dr. Umar Farouk 70.1 76. Umaru .A. Muhammed Dr. Umar Farouk 80.3 77. Obadiah Regina Dr. Umar Farouk 70.4 78. Mohammed Alhaji Dr. Umar Farouk 69.6 79. Jibrin Zuwaira Dr. Umar Farouk 81.4 80. Akhigbe Aina Felice Barkin Sale 66.3 81. Yahuze Usman Barkin Sale 71.1 82. Ahmed Bashir Barkin Sale 54.0 83. Usman Uban Fatima Barkin Sale 57.8 84. Ibrahim Alhaji Hawa Barkin Sale 60.7 85. Ibrahim Aishatu Alhaji Barkin Sale 47.3 86. Beatrice Effiong Barkin Sale 72.2 87. Wisdom Adebayo Barkin Sale 56.8 88. Attahiru Adamu Barkin Sale 54.5 89. Ibrahim Ibrahim Barkin Sale 62.3 90. Enoch Naroka Barkin Sale 66.4 91. Sakpe Abigail Shebegeni Barkin Sale 72.6 92. Shaaba Mohammed Barkin Sale 73.3 93. Ibrahim Sirajo Barkin Sale 64.4 94. Tanko Umar Faruk Barkin Sale 51.5 95. Mohammed Abdulkadir Barkin Sale 81.6 96. Mohammed Abdulmutalib Barkin Sale 87.7 97. Abdullahi Mohammed Barkin Sale 50.8 98. Zechariah Deborah Barkin Sale 49.8 99. Musa Jibrin Limawa 46.6 100. Hyaghbunde Erddo Limawa 77.4 101. Bitrus Gaza Kaura Limawa 65.2 102. Luko Irimiya Limawa 52.6 103. Zuwaira A. Mohammed Limawa 52.7 104. Yakubu Maimuna Limawa 74.4 105. Maigari Safiya Limawa 70.5 106. Abdullahi Suleiman Limawa 70.4 107. Sakiwa Baba Abubakar Limawa 44.6 108. Iliyasu Amina Limawa 70.5 109. Isyaku Shamsiya Limawa 71.5 110. Abdullahi Abdulkadir Limawa 77.4 111. Adamu Saidu Limawa 61.3 112. Abubakar Salihu Limawa 64.6 113. Shagari Yabo Limawa 53.3 114. Aliyu Abdulazeez Limawa 58.7 115. Alhassan Adamu Aliyu Limawa 78.4 116. Aderibigbe Adewumi Limawa 69.3 117. Mohammed Kpad Ibrahim Limawa 73.2 118. Abdullahi Salihu Adamu Limawa 48.4 119. Nonyelum Chinonye Limawa 45.0 120. Mohammed Hadiza Limawa 60.1

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121. Mimi Adewole New Tunga 79.2 122. Hauwa .K. Mohammed New Tunga 65.3 123. Mohammed D. Sanni New Tunga 63.4 124. Dikko Nuhu New Tunga 72.3 125. Rabiu D. Ismaila New Tunga 80.4 126. Danladi Abdulrahman New Tunga 76.3 127. Bejos Yemih Lilian New Tunga 49.7 128. Kpakiko Yakubu Ahmed New Tunga 50.6 129. Zubairu Bilyaminu New Tunga 53.1 130. Danlami Daye Peter New Tunga 48.8 131. Janet Gabriel New Tunga 71.4 132. Musa Bilkisu New Tunga 66.5 133. Abdullahi Zaizab New Tunga 72.7 134. Zamani Adamu New Tunga 73.9 135. Auta Sagaza Jacob New Tunga 71.3 136. Adamu Sabiu New Tunga 60.4 137. Yahaya Muhammed D. New Tunga 62.4 138. Mustapha Mohammed New Tunga 51.3 139. Ndaaba Mohammed Alhaji New Tunga 73.6 140. Alhassan Maryam New Tunga 84.7 141. Musa Ozaki Fatima New Tunga 78.8 142. Sani Sadiya New Tunga 77.2 143. Hassan Gambo New Tunga 84.0 144. Idris Kusharki Aliyu New Tunga 60.1 145. Aminu Aisha New Tunga 58.6 146. Mohammed Gogo Fati New Tunga 51.6 147. Abdullahi Safina New Tunga 83.3 148. Idris Zulaihat New Tunga 47.4 149. Mohammed Musa New Tunga 82.5 150. Abdulhamid Khadijat Waziri New Tunga 67.6 151. Ibrahim Amina New Tunga 80.7 152. Bashir Zainab New Tunga 71.3 153. Yusuf Ahmed Kwasua 68.7 154. Mohammed Malami Ibrahim Kwasua 70.8 155. Goodluck Akubueze Kwasua 61.9 156. Mangut Mabur Yusuf Kwasua 22.4 157. Mohammed Lami Zainab Kwasua 81.8 158. Garba Usman Kwasua 67.3 159. Isah Wando Abdulkareem Kwasua 54.6 160. Alhassan Ndagi Jibrin Kwasua 82.4 161. Aliyu Kuta Hamisu Kwasua 66.3 162. Wodi Mohammed Kwasua 52.8 163. Shuaibu D. Habibat Kwasua 48.2 164. Salihu Abdulkadir Kwasua 50.3 165. Ibrahim Dallatu Yahaya Kwasua 60.4 166. Hussaini Abubakar Kwasua 62.7 167. Shuaibu Kasimu Kwasua 49.8 168. Mohammed Sabiu Kwasua 76.3 169. Umatr B. Umar Kwasua 73.6 170. Abdullahi Usman Kwasua 62.3 171. Aliyu Habibat Kwasua 54.4 172. Kegun Alhaji Salamatu Dutsen Kura 50.0 173. Muhammed Saba Dutsen Kura 53.1

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174. Adamu Mohammed Maryam Dutsen Kura 86.3 175. Abubakar Nurudeen Dutsen Kura 66.4 176. Danladi Jamilu Salihu Dutsen Kura 65.3 177. Ibrahim Musa Dutsen Kura 71.2 178. Philibus Isuwa Dutsen Kura 52.8 179. Lukman Oluwatobi Zainab Dutsen Kura 56.4 180. Muhammed Muse Dutsen Kura 49.3 181. Cynthia Okonkwo Dutsen Kura 70.7 182. Juliana Okon Dutsen Kura 68.8 183. Ogaga Omotekoro Dutsen Kura 72.7 184. Osaranme Favour Dutsen Kura 63.8 185. Taiwo Adeniyi Dutsen Kura 57.3 186. Erunwu Omelege Dutsen Kura 83.4 187. Edith Minigi Dutsen Kura 70.5 188. Juliet Favour Dutsen Kura 66.7

POLYGAMOUS FAMILY STRUCTURE

NAME OF PRIMARY PUPIL’S AVERAGE SCORE S/N NAME OF PUPIL SCHOOL FOR A SESSION 1. Abubakar Hadiza Limawa 40.3 2. Ibrahim Fatima Limawa 36.4 3. Yahaya Mohammed Limawa 36.6 4. Idris Maku Yakubu Limawa 38.5 5. Abubakar Usman Limawa 40.1 6. Idrisu Usman Limawa 40.1 7. Ibrahim Alhassan Amina Limawa 38.4 8. Ahmed Aliyu Limawa 50.6 9. Yusuf Gaza Limawa 49.6 10. Jibrin Aliyu Limawa 36.5 11. Mohammed Sakiwa Moh’d Limawa 48.5 12. Musa Muhammed Musa Limawa 50.4 13. Sofa B. Jessica Limawa 51.3 14. Gimba Muhammad Limawa 53.4 15. Suleiman Yakubu Atsu New Tunga 49.1 16. Suleiman Maryam New Tunga 52.5 17. Maharaja Muhammad New Tunga 40.4 18. Bello Iliyasu New Tunga 56.7 19. Abubakar Mustapha New Tunga 49.6 20. Junaidu Idris New Tunga 50.5 21. Mohammed Abdullahi Dr. Umar Farouk 48.4 22. Mohammed Baba Aisha Dr. Umar Farouk 40.4 23. Ahmadu Mohammed Dr. Umar Farouk 41.3 24. Halimat Mohammed Dr. Umar Farouk 40.2 25. Sani Nurudeen Dr. Umar Farouk 50.0 26. Mohammed Attahiru Barkin Sale 51.3 27. Bello Mustapha Barkin Sale 49.5 28. Musa Tuna Barkin Sale 43.3 29. Hussaini Khadijat Barkin Sale 36.6 30. Sunday Francis Samson Barkin Sale 40.4 31. Moh’d Tsado Alhaji Barkin Sale 45.5 32. Mohammed Musa Wakili Barkin Sale 47.4 33. Yau Abdullahi Sani Kwasau 48.1 34. Alfa Abdullahi Kwasau 50.2 35. Danjuma Lydia Kwasau 51.7

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36. Isah Ndaman Dutsen Kura 62.1 37. Ibrahim Abubakar Dutsen Kura 36.5 38. Solomon Yakubu Dutsen Kura 40.4 39. Murtala Madugu Dutsen Kura 45.3 40. Najibullahi Idris Kakihum Dutsen Kura 36.1 41. Mohammed Aliyu G. Dutsen Kura 40.2 42. Alhassan Abdullahi Kuyan Bana 48.2 43. Ibrahim Adamu Kuyan Bana 30.1 44. Abubakar Salaha Kuyan Bana 39.2 45. Baba Mohammed Aliyu Kuyan Bana 40.7 46. Ibrahim Abdulkasim Kuyan Bana 41.5 47. Mohammed Fatima Kuyan Bana 36.6 48. Adamu Saifullahi Kuyan Bana 50.0 49. Mohammed Mohammed Kuyan Bana 48.1 50. Ndatsu Abubakar Kuyan Bana 40.2 51. Salihu Saidu Kuyan Bana 36.7 52. Ismaila Mariyam Kuyan Bana 40.1 53. Suleiman Babangida Binta Kuyan Bana 48.5 54. Aisha Musa Kuyan Bana 50.6 55. Abubakar Ibrahim Kuyan Bana 45.6 56. Idris Haruna Kuyan Bana 60.6 57. Usman Maryam IBB 52.3 58. Mohammed Abdullahi .H. IBB 51.5 59. Muhammad Ibrahim Baba IBB 49.4 60. Junaidu Haruna IBB 50.5 61. Abubakar Allaw Nasiru IBB 48.6 62. Mohammed Enagi Ahmed IBB 50.5 63. Jibrin Egba Mohammed IBB 51.4 64. Adamu Abdullahi Kirikpo IBB 52.3 65. Abubakar Adamu IBB 53.1 66. Hassan Aisha Limawa 50.2 67. Danjuma Elizabeth Limawa 44.5 68. Suleiman Kuba Abdulkadir Limawa 48.4 69. Abubakar Hadiza Limawa 46.6 70. Usman Hafsat Limawa 43.5 71. Ibrahim Hassana Limawa 46.4 72. Salihu Attahiru Ebbo Limawa 62.1 73. Muhammed Amina Limawa 51.3 74. Ndaiji Muhammad Limawa 50.1 75. Awwal Malik Limawa 48.2 76. Yunusa Amina Limawa 36.1 77. Gimba Alhaji Amina Limawa 44.4 78. Ogundepo Bunmi Limawa 50.0 79. Dikko Abel Jagaba Limawa 52.0 80. Nuhu Eli Limawa 49.1 81. Shuaibu Asmau Awaisu Limawa 54.2

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MULTIPLE TRANSITIONAL FAMILY STRUCTURE

NAME OF PRIMARY PUPIL’S AVERAGE SCORE S/N NAME OF PUPIL SCHOOL FOR A SESSION 1. Hassan Barau Zayyad Kuyan Bana 46.1 2. Mohammed Abdullahi D. Kuyan Bana 44.2 3. Ahmed Waziri Basiru Kuyan Bana 52.1 4. Sabiu Aminu IBB 51.3 5. Isah Guduko Yusuf IBB 53.2 6. Musa Alhaji Musa Limawa 48.3 7. Usman Alhassan New Tunga 60.1 8. Ladan Barde Khadijat New Tunga 48.4 9. Ahmed Usman New Tunga 53.1 10. Mohammed N. Tauheed Dr. Umar 46.2 11. Suleiman Muhammed Barkin Sale 43.3 12. Mohammed Jamilu Kwasau 44.1 13. Teslim Maryam Dutsen Kura 51.6 14. Mohammed Usman Dutsen Kura 47.8 15. Yahaya Ahmed Dutsen Kura 53.2