IMPACT OF SINGLE PARENTING ON THE ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN PH METROPOLIS

TOPIC IS SUITABLE FOR:
1- Education 
2- Guidance and Counselling Department
3- Sociology Department
4- Psychology Department

TOPIC: THE IMPACT OF SINGLE PARENTING ON THE ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN PH METROPOLIS

TABLE OF CONTENTS
Title Page
Dedication
Certification
Acknowledgment
Table of Content
List of Tables
List of Figures
Abstract
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
Chapter Two: Review Of Literature
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review
Chapter Three: Research Methodology
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.10 Ethical Consideration
Chapter Four: Data Presentation, Analysis, and Discussion Of Findings
4.1 Data Presentation
4.2 Demographic Analysis
4.3 Analysis of the Effect of Single Parenting on Students' Academic Achievement in Government Secondary School, Port Harcourt, Rivers State
4.4 Analysis of the Effect of Single Parenting on Students' Class Attendance in Government Secondary School, Port Harcourt, Rivers State
4.5 Analysis of the Effect of Single Parenting on Students' Assignment and Homework Completion in Government Secondary School, Port Harcourt, Rivers State
4.6 Analysis of the Effect of Single Parenting on Students' Study Habits in Government Secondary School, Port Harcourt, Rivers State
4.7 Test of Hypothesis
4.8 Discussion of Findings
4.8.1 Effect of Single Parenting on Students' Academic Achievement
4.8.2 Effect of Single Parenting on Students' Class Attendance
4.8.3 Effect of Single Parenting on Students' Assignment and Homework Completion
4.8.4 Effect of Single Parenting on Students' Study Habits
Chapter Five: Summary, Conclusions, and Recommendations
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
REFERENCES
APPENDIX

ABSTRACT
This study was carried out to assess the effect of single parenting on academic performance of students using Government Secondary School, Port Harcourt, Rivers State as a case study. The study was specifically carried out to examine the effect of single parenting on students' academic achievement, assess the effect of single parenting on students' class attendance, examine the effect of single parenting on students' assignment and homework completion, and assess the effect of single parenting on students' study habits. The study employed the descriptive survey research design. The study population comprised 1,650 regular senior secondary school students (SS1–SS3) of Government Secondary School, Port Harcourt, Rivers State, while a total of 322 respondents were selected as sample size using the Taro Yamane formula. Out of the 322 questionnaires distributed, 294 were returned and 279 were validated for analysis. The questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, standard deviation, and Chi-Square (χ²) analysis with the aid of SPSS version 27. From the responses obtained and analyzed, the findings revealed that single parenting has a significant effect on students' academic achievement at χ² = 47.386, P = .001. The study also showed that single parenting has a significant effect on students' class attendance at χ² = 51.274, P = .000. Likewise, single parenting was found to have a significant effect on students' assignment and homework completion at χ² = 49.912, P = .002, while single parenting also showed a significant effect on students' study habits at χ² = 53.608, P = .000. The study concluded that single parenting has a significant effect on students' academic achievement, class attendance, assignment and homework completion, and study habits, though at varying degrees. The study therefore recommends that schools should strengthen counselling and academic support services for students from single-parent homes, parents should maintain active involvement in their children's education irrespective of family structure, government should provide educational support programmes for students from disadvantaged single-parent families, and school administrators should promote stronger school-parent partnerships to enhance students' academic performance.
Keywords: Single Parenting, Academic Performance, Academic Achievement, Class Attendance, Assignment and Homework Completion, Study Habits.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
The first institution that passes values, norms, and aspirations continues to be the family, whether nuclear, extended, and reconstituted, which is the core environment in which children perceive the world (Igbo and Akogwu, 2022). With the changing global dynamics transforming the conventional household set up, researchers have pointed out that the differences in the household constructions have continued to influence the emotional, social, and intellectual orientations of children (Effiong & Essien, 2022). Against this larger backdrop of societal transformation, it becomes critical to determine how such new types of family structure interrelate with critical influencers of the learning pathways of children, especially at the level of lower secondary schooling where cognitive and psychosocial processes are being heightened (Adeyeye, 2024).
Single parenting, as the state, when a child is brought up by one parent because of divorce, widowhood, or an individual decision, is one of the most conspicuous modern patterns of families (Bannawi et al., 2023). Researchers claim that the single-parent families tend to introduce their own ways of socialization and resource distribution which are not similar to those of the dual-parent families, thus affecting the experiences and expectations of the adolescents (Mtweve, 2023). The home environment that is influenced by the parenting structure is important as children transition to secondary education because it renders reinforcement of academic motivations, learning habits, and self-regulatory capacities (Onuegbu, 2023). Therefore, the study of single parenting is not limited to the definition of the household structure; it is also the process of analysis of the processes of relations and development whereby the young learners internalize support systems that form the basis of educational activities.
Academic performance, which has been defined as a quantifiable reflection of the scholastic capabilities of the learners expressed as tests, classroom interaction, and proficiency of curriculum objectives, is commonly perceived as a measure of learning achievement and cognitive development (Oguejiofor et al., 2025). The researchers point out that academic performance is not the effect that appears in isolation but the result of an interaction of school-based factors, peer relationships, and family situations (Adebara et al., 2025). With the rise in the level of complexity of subjects and academic requirements that a student in the junior secondary school will face, the necessity of stable emotional support, constant direction, and favorable learning conditions becomes even stronger (Effiong & Essien, 2022). Academic performance and family context are therefore related in that support systems are structured and how the support system allows the learners to maintain attention, motivation and resilience.
In the Port Harcourt Metropolis, a fast developing urban community with a rich socioeconomic and cultural makeup, single parents have gradually attracted a status as an active element of the social structure (Adeyeye, 2024). With urbanization changing the pattern of families living and causing new pressure on the structure of care giving, scholars believe that the experiences of junior secondary school students living in such families should be scrutinized with more attention of the scholarly community (Igbo & Akogwu, 2022). Since adolescence period is a transitional phase and the academic curriculum at the junior secondary level is demanding, it is relevant to examine how the relationship between single parenting and academic performance of students in this metropolitan school is relevant (Oguejiofor et al., 2025). This question offers a contextual background where general conceptualized theoretical perspectives about the family structure and educational formation may be localized and reflected in a meaningful manner in the Port Harcourt Metropolis.
1.2 Statement of the Problem
The family is one of the key institutions that determine educational growth of children, their motivation, behaviour, and their ability to approach academic activities fruitfully (Igbo & Akogwu, 2022). The changing family formation in the modern societies created a new academic interest regarding the impacts of changes in parenting structures on the learning process and developmental outcomes of students (Effiong & Essien, 2022). Since the junior secondary education is a critical phase, characterized by increased cognitive requirements and academic self-development, it is urgent to comprehend the boundary between family background and the academic requirements. It is based on this background that the interaction between parenting structure and scholastic achievement needs to be looked into in order to strengthen the educational support systems and improve learning pathways in students.
Although the relevance of family background to academic achievements of students is accepted, some issues have arisen as to how students raised in single-parent families perform academically in the Port Harcourt Metropolis (Bannawi et al., 2023; Onuegbu, 2023). The present scenario is indicative of a mixed academic performance in relation to students in single parenting- performance that seems to be contrary of what is expected in terms of consistency in academic participation, proper support in studies, and a long-term academic enthusiasm. Although the general trends of academic challenges based on different family structures have been reported in previous studies, most of these studies tend to make broad conclusions without necessarily considering the specific experiences of junior secondary school students in highly urbanized, diverse settings like Port Harcourt (Adeyeye, 2024; Mtweve, 2023). Such inconsistency between perceived academic stability and perceived differences is indicative of a context-specific study.
Despite the fact that the influence of family dynamics on educational success has been studied extensively, there are still significant gaps in the literature on how single parenting has a unique impact on the academic success of junior secondary school students in metropolitan settings (Oguejiofor et al., 2025; Adebara et al., 2025). The literature that is currently available often ignores the interaction of urban stressors, developmental concerns of adolescents as well as the single-parent family traits, and, therefore, restricts the generalizability of the research to the Port Harcourt case. As a result, the empirical understanding of how single parenting influences the scholastic behaviours, learning consistency, and overall academic performances of students in this locality remains deficient (Effiong and Essien, 2022; Igbo and Akogwu, 2022). This research thus aims at addressing this gap by offering a context-oriented and focused study that expounds on the nature, scope, and connotations of single parenting to the academic performance of junior secondary school students in Port Harcourt Metropolis.
1.3 Objective of the Study
The main purpose of this study is to examine the impact of single parenting on the academic performance of junior secondary school students in PH Metropolis. The specific objectives of the study seek to:
1. Investigate the impact of single parenting on junior secondary school students' attendance levels in Port Harcourt Metropolis.
2. Investigate the impact of single parenting on junior secondary school students' interest and study habits in Port Harcourt Metropolis.
3. Investigate the impact of single parenting on junior secondary school students' active participation in academic activities in Port Harcourt Metropolis.
4. Investigate the impact of single parenting on the academic development of junior secondary school students in Port Harcourt Metropolis.
OTHER PARTS OF CHAPTER ONE INCLUDE
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the study
1.8 Operational Definition of Terms
CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of parenting, the concept of single parenting, prevalence and causes of single parenting, academic performance, etc. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review
CHAPTER THREE
METHODOLOGY (Preview)
Research Design: The study adopted descriptive research design
Population of the Study: The study population consists of all regular senior secondary school students (SS1 to SS3) currently enrolled at Government Secondary School, Port Harcourt, Rivers State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 322 participants
Sampling Technique: The study employed a multi-stage sampling procedure to select the individual respondents.
Research Instrument: The study utilized a questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as the chi-square test of independence, were used to test the hypotheses.
CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION 
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following findings are made:
i. The study found that single parenting has a significant negative effect on students' academic achievement in Government Secondary School, Port Harcourt, Rivers State, as evidenced by a grand mean of 3.85, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-Square calculated value (χ²) of 47.386, degrees of freedom (df) of 16, and a p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis.
ii. The study found that single parenting has a significant negative effect on students' class attendance in Government Secondary School, Port Harcourt, Rivers State, as evidenced by a grand mean of 3.87, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-Square calculated value (χ²) of 51.274, degrees of freedom (df) of 16, and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.
iii. The study found that single parenting has a significant negative effect on students' assignment and homework completion in Government Secondary School, Port Harcourt, Rivers State, as evidenced by a grand mean of 3.87, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-Square calculated value (χ²) of 49.912, degrees of freedom (df) of 16, and a p-value of 0.002 (p < 0.05), leading to the rejection of the null hypothesis.
iv. The study found that single parenting has a significant negative effect on students' study habits in Government Secondary School, Port Harcourt, Rivers State, as evidenced by a grand mean of 3.88, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-Square calculated value (χ²) of 53.608, degrees of freedom (df) of 16, and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.
CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 
This chapter covers the following outline:
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies