Monogamous vs Polygamous Families
This study compared the academic achievement of students from monogamous and polygamous families. It was a causal comparative study under the survey research approach. The sample consisted of 100 SSI students from monogamous families and 100 SSI students from polygamous families. Simple random sampling method was used In selecting four secondary schools in Offa, Kwara State.
Stratified simple random sampling method was also used In seiecting the students. A proforma was used for collecting data on the academic achievement of the students. Analysis of the data, using t-test statistics showed that a significant difference exists between the academic achievement of students from monogamous homes and those from polygamous homes. One of the Implications bf this finding to teaching and learning is that a consideration of students’ family background is Important because it will help teachers to find out the types of home the students come from.
They will also be aware of the nature of social interactions in such homes and the psychological, social and emotional problems the students are facing at home. This knowledge will help teachers to counsel the students on how to overcome such problems and have positive attitude towards the situation so, that their academics will not be adversely affected. The teachers will also understand the importance of a conducive social climate in teaching and learning.
The study recommended that parents from Polygamous families be considered to ensure that their” homes are rid of rancour and other behaviours 82 that might influence the child’s achievement negatively. Introduction Over the years, many educational authorities have sought to find out the reasons for the downward trend in the academic achievement of secondary school students. Obemeata (1971), and Daramola (1994) attributed it to the students’ background that is, the type of home environment where the child is raised.
They stressed that the environmental condition and the nature of social interaction that goes on in the family may have some positive or negative influence on the academic achievement of a child. Daramola (1994) further stated that the factors affecting a child’s educational achievement include the occupational status of the parents, the attitude of parents to their children’s education, and the values transmitted by the parents. . . Wilkins (1976) noted that in monogamous family, both parents show active interest in what their child is doing at school.
They also encourage his reading habits, and this enables him to have obvious advantage over his peers from polygamous families. He further noted that the child from a polygamous family may have just few textbooks, while the child from monogamous family may have almost all the books recommended at school. In polygamous families also, it may be the mother’s responsibility to see that the children do their home work, provide them with materials needed for academic work and, in most cases, manage to pay the children’s fees.
This is contrary to what happens in the monogamous families. Lewis (1981) also opined that in traditional African cultures (especially in Nigeria), one of the reasons for sanctioning polygamy was the strong desire for offspring. In their yearning for children, they tend to forget that the more the children they have, the more difficult it becomes to finance the education of the children. Concerning student problems, Wilkins (1976) also emphasized that in the monogamous family, degrees of agreement and violent disagreement are worked out by both husband and wife.
Both also share the same losses and griefs. Adika (1987) also noted that conflicts are relatively easier to solve in the monogamous than in the polygamous families. Moreover, less psychological disturbance is envisaged in the former than in the latter. Students from polygamous families are therefore more likely to experience more problems than students from monogamous families. This will invariably affect their academic achievement. This is because, according to Sanders (1974), psychological problems are potential sources of trouble with learning.
The above studies have revealed that the nature of social interaction that goes on in a family, can affect the child psychologically and emotionally. When a child is in a poor mental state because of psychological disturbances, his or her academic performance may be affected. In view of the aforementioned reasons, there may be the tendency to hastily conclude that polygamy will give rise to poor academic achievement. However, it is necessary to take cognizance of the fact that the resultant rivalry in polygamous homes may rather have a positive effect on the children’s academic achievement.
This is because in a bid to out-shine the half brothers and sisters academically the children may be forced by circumstance to develop a serious and healthy reading habit, thus, enhancing their academic achievements. Besides, some polygamous fathers may still have interest in their children’s education and also have the means to adequately cater for them financially and otherwise. The Problem Considering the powerful influence of the family on the child and its importance as a primary agent of socialization, there is no doubt that the academic achievement of the child can be enhanced or hindered depending on the social climate in the family.
It appears that many people have not yet recognized that their family type has a great impact on their children’s academic achievement. More researches are therefore needed in this area: Is there any significant difference in the academic achievement of students from monogamous homes and those from polygamous homes? This is the focus of this study. Purpose and Significance of the Study This study investigated the relationship between students’ family type and their academic achievement.
This was done by finding out if a significant difference exists between the academic achievements of students from monogamous homes and those from polygamous homes in Offa, Kwara State. The findings of this study would reveal to teachers and parents the effect of the social climate at home on students’ academic performance. The need for parents to provide conducive environment at home for students’ learning and the need for teachers to adequately act as ‘loco parents’ and as counsellors to students would also be highlighted. Hypotheses The following hypotheses were formulated to guide the study. rom monogamous families and those from polygamous families.
There is no significant difference in the academic achievement in English Language of students from monogamous families and those from polygamous families. I. 2 There is no significant difference in the academic achievement in Mathematics of students from monogamous families and those from polygamous families. I. 3 There is no significant difference in the academic achievement in Integrated Science of students from monogamous families and those from polygamous families. I. 4 There is no significant difference in the academic achievement in Social Studies of tudents from monogamous families and those from.
There is no significant difference in the academic achievement of students polygamous families. Methodology. This is a causal comparative study under the survey research approach. It used 200 SSI students sampled from four randomly selected schools in Offa, Kwara Stat,e. It consisted of 100 students from monogamous families and 100 students from polygamous families. Simple random sampling method was used to select four schools from the twelve secondary school in Offa. Twenty students each were randomly selected from the Science, Arts and Commercial classes.
A total of 60 students were selected per school. This gave a total of 240 students, and since this was a comparative study, 100 students from polygamous families and 100 students from monogamous families were finally used for the study. A questionnaire was used to elicit information on the student’s name, class in school and family type. A proforma was also used to collect the students’ Junior Secondary Certificate Examination results in four core subjects: English, Mathematics, Integrated Science and Social Studies.