CERTIFICATION

The undersigned certifies that she has read and recommends for acceptance by the St. Augustine

university of Tanzania a research report entitled; “The relationship between family background

and academic performance of secondary school students” in partial fulfillment of the

requirement for the bachelor degree of art with education.

…………..............................

Dr.Mjokava

(Supervisor)

…………..............................

Date

1
 DECLARATION

I, Pauli, Visent Shirima, do here by declare that this dissertation is my original work and that it

has not been presented to any other College, Institution or University for academic credit.

………………….………

Signature

………………….………

Date

2
 COPYRIGHT

No part of this paper may be reproduced, stored in any retrieval system, or transmitted in any

form by means, electronic, mechanical, photocopying, recording or otherwise without prior

written permission of the author or the St. Augustine university of Tanzania in that behalf.

3
 ACKNOWLEGDEMENT

I, firstly give Thanks, Honor and Glory for life and inspiration to God the Almighty. Many

people have made a valuable contribution to the successful completion of this work. I am greatly

indebted to all of them. It is impossible to mention all of them, but I mention just a few on behalf

of many.

Secondly, my sincere appreciations and gratitude is due to Dr. Mjokava my supervisor, whose

constructive criticism and guidance helped me accomplish this study. May the Almighty God

bless her abundant.

Special thanks go to all my friends, for the endless encouragement and support, morally and

materially. Not forgetting the SAUT community at large, may the lord almighty bless you all in

abundant.

4
 DEDICATION

This Dissertation is dedicated to my lovely parents, my father Pauli Shirima, my mother Prisca

Urassa and all others who contributed and co-operated with me during the writing of this work. I

am so thank full to them, for being kind, tolerant and considerate to me throughout my studies,

may the almighty God bless them abundantly.

5
 ABSTRACT

The research aimed at assessing the “the relating ship between family background and

academic performance of secondary school students, case of Arusha municipal” the research

was guided by the four specific objective which are as follow ,” To assess the relationship

between parental marital status and academic performance of secondary school students in

Arusha municipal, to assess the relationship between family financial situation and academic

performance of secondary school students in Arusha municipal, to examine the relationship

between parents’ education level and academic performance of secondary school students

school in Arusha municipal and to examine the relationship between family size and academic

performance of secondary school students in Arusha municipal

When conducting the research, the research used questionnaire as a method of data collection

and the questionnaire was distributed to the student of Muriet, Olasit and parent of Sakina. The

technique like simple randomly sampling for student and parent. Data collected were analyzed

by using both quantitative and qualitative method.

The study found out that a single parenthood had a negative relationship and two parenthood

have positive relationship with academic performance, also the issue of parental educational

level, family financial situation and family size had an impact on their children’s academic

performance. The data collected was presented in form of table then a researcher come up with

conclusion and recommendation that teacher and government should not ignore the family back

ground of student

6
 CHAPTER ONE

1.0 INTRODUCTION

This chapter presents the background of the problem, statement of the problem, purpose of

study, research objective, which include, the general objective to gather with specific objective,

research question, significance of the study, scope of the study, and limitation of the study to

gather with the definition of the key terms.

1.1 Background of the Study

No country in the world has developed without providing the quality education be at primary,

secondary or university levels to her citizens as echoed in the World Bank report (WB, 1990).

The report adds education that development comes, when the nations invest in people to improve

their access to social services such as education

Family backgrounds have been of great important in shaping the performance of

children in schools worldwide. This is because; academic performance is usually as result of

motivation that children get from the people they interact with in their initial stages of life. A

study conducted in the United States of America by Rouse and Barrow (2006) revealed that

years of schooling completed and educational achievement of students, varied widely by family

backgrounds. Rouse and Barrow (2006) found out that students who came from less

disadvantaged families had higher average test scores and were more likely to have never been

held back a grade as compared to students from the more disadvantaged families. However, they

highlighted that it is not clear to reflect the causal effect of family backgrounds on the child’s

educational achievement which creates a gap that this study sought to fill by finding out the

influence of family backgrounds on the students’ academic performance

7
 Further McIntosh (2008) in his study concluded that in Canada, children who came

from low income households, having divorced or separated parents, would actually perform

better than average scores if they came from homes that had positive attitude sand that strongly

supported their children. This was supported by another study on Children and Youth in Canada

that was carried out by Ryan (2000) who reported that there is a significant effect of family

background variables, parental support, and teacher support on a child’s educational

achievement.

It is generally accepted that parental social economic status has an impact on students’

academic achievement. For example, children whose parents are of high educational scales have

a far better statistical chance of participating in secondary education (Halsey, Health & Ridge,

1980). Otula (2007) supported this by stating that effective learning involves partnership of

students, teachers and parents.

Parents’ level of education has a multifaceted impact on children’s ability to learn in school. In

one study, children whose parents had primary school education or less will more than three

times likely to have low test scores or grade repetition than children whose parents had at least

secondary schooling (Goodwin & Goodwin, 1995). In the same study, it is also found that

parents’ level of education not only influenced parent-child interaction related to learning but

also the need for help at home that often comes at the expense of keeping children in school

Parents with little formal education may also be less familiar with the language used in school,

limiting their ability to support learning and participate in school related activities (Omoraka,

2001).Although many constraints exist, schools can play a pivotal role in helping parents to

enhance the home curriculum and improve the quality of parental involvement in them children’s

education. The strategies include for example, schools collaborating with organizations that can

8
affect parenting in the pre-school years such as public health providers and non-governmental

organizations. Successful attempts to increase parental involvement have taken place around the

world. One example is the creation of student newspapers in China (Major banks, 2001). Such

newspapers exist at different levels of the education system in urban as well as rural zones. The

result is that pupils and parents in urban areas have the possibility to read, which is of benefit in

particular to the otherwise disadvantaged rural families (Goodwin & Goodwin, 1995).

In Tanzania most community secondary schools are performing poorly. The finding by United

Republic of Tanzania (URT), (2011) indicates that form four examination results have been

fluctuating from year to year, being highest in 2004 (91.5%) and lowest in 2010 (50.4%), the

percentage of candidates who failed started to increase again from 2008 (16.3%) to 2010

(49.6%). And in 2016 the performance was 70.09% compared to 2015 at which the performance

was 67.53% which is the increase of 2.56%. This is attributed by the introduction of free

education policy. (Necta 2017). This is attributed by lack of textbooks, laboratories, libraries,

teachers and poor parent’s participation in school 4 improvement, and indiscipline problem

(Nyamba, Kaguo & Mlozi, 2013; Haki Elimu, 201

1.2 Statement of problems

Educations generally, refer to continuous process of enculturation, which begins from birth and

ends in grave. The type of education one receives determines his future potentials. Parents and

guardians are ill-feeling about the harming rate of poor academic performance of students in

school nowadays. What they do eventually was to call the teachers to questions the pupil’s poor

performance. Little do they know that other factors apart from teacher’s abilities such as home

background do influence pupil’s academic performance. The home being a primary unit of

9
socialization and where most of children learning take place cannot be single or left out in

identifying course of poor academic performance of a child.

Consequently, there have a knowledge gap between what is known and unknown in addressing

the raised grand question of the current study, how home background affects the students’

academic performance in Tanzania secondary schools. This was why there is a need for

designing a study that would address the said raised grand question. This study is about “The

relationship between family background and academic performance of secondary school student

in Arusha city.”

1.3 The Purpose of the Study

The purpose of the study was to explore the relationship between family background and

academic performance of secondary school students in Arusha city. The study examined the

relationship between; parental marital status, family financial status, parent education level,

family size and academic performance of school students in Arusha city

1.4 Research Objectives

1.4.1 General objective

The relationship between family background and academic performance of secondary school

students in Arusha city

1.4.2 Specific objective

The following were the specific objectives of the study:

1. To assess the relationship between parental marital status and academic performance of

secondary school students in Arusha city

10
2. To assess the relationship between family financial situation and academic performance of

secondary school students in Arusha city

3. To examine the relationship between parents’ education level and academic performance of

secondary school students school in Arusha city

4. To examine the relationship between family size and academic performance of secondary

school students in Arusha city

1.5 Research questions

The following were the research questions answered by the study:

1. What are the relationship between parental marital status and academic performance of

secondary school students in Arusha urban city?

2. What are the relationship between family financial situation and academic performance of

secondary school students in Arusha city?

3. What are the relationship between parents’ education level and academic performance of

secondary school students in Arusha city?

4. What are the relationship between family size and academic performance of secondary school

students in Arusha city?

1.6 Significance of the Study

This study have importance to different individuals who include: To parents; in order to make

them aware of the importance of family background in shaping the academic performance of

their children’s; To the school management in order to enlighten them on the important factors in

the children’s family background so as to be able to deal with or pay more attention to those

factors which may affect adversely the students ‘academic performance; The study will also

benefit other future researchers in the same field with the literature to support their arguments

11
and hence improved knowledge. These contain enriched available information on family

background specific factors and how they affect students’ academic performance in secondary

Schools.

1.7 Scope of the study.

This study were carried out in Arusha city, passing through Olasit and Muriet secondary school

found in Arusha city and also the some parent of Sakina ward in Arusha city, it focus on

relationship between family background and academic performance of secondary school students

in Arusha city

1.8 Limitation of the study

Firstly, the study was limited by time and therefore the researcher employed research assistants

to ensure that the expected scope was covered within the given time limit.

Secondly, some respondents not respond due to issues of confidentiality.

Lastly, the researcher was face problem of financial support, since the collection of data will

involve travelling in different school, so the researcher will minimize cost by using cheap

transport.

1.9 Definition of terms

Academic- The process of teaching and learning in school. It involves reading, studying and

examinations.

Educational level- The rank of a person’s formal education attainment

Family- A group consisting of blood related people including those adopted to the group.

Family background- refers to circumstances and past events that help to explain how a child

develops.

12
Family background relationship- refers to any positive or negative impression or effect that

families exercise on their children while studying in the schools.

Family size- it is the total number of children in the child’s family in addition to the child

himself.

Family financial Status – This is the money that a person earns at a given time and place. It can

be in form of monthly salary or wages as well as returns got from a business.

Marital Status- The condition of being married or unmarried

Performance - Refers to degree of attainment of the required grades in school situation

13
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter contains the theme that was used to conduct the study. The themes include

academic performance, family background, parental education level, parent marital status, family

financial status and family size. This chapter contains also theoretical review and the conceptual

framework

2.1. Conceptual review

2.2.1. Academic performance

Education is an essential need in the society today, and therefore academic performance is

positioned quite high on the national agenda, with educators and policy makers putting effort in

testing, accountability and other related concerns (Mark 2003)

2.1.2 Family Background and Students’ academic performance

No doubt, that it is important to investigate the different aspects of academic achievement within

a specific family situation. However, the family situations cannot be detached from the general

culture (example, societal values, traditions, attitudes and home environment). Accordingly, one

applied aspects of this study is secondary school students’ performance as influenced by family

structure, functions, values and other psychological dimensions such as parent beliefs. Lumsden

(2004), for example, stated the role of the significant others (parents and home environment) in

students ‘academic performance as a main factor which shapes the initial constellation of

students’ attitudes they develop toward learning. He stressed that “When children are raised in a

home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be

14
more apt to accept the risks inherent in learning.” (P.2). Fleming and Gottfried (2004) supported

this trend and emphasized that their study “strongly suggest that parental motivational practices

are causal influences on children’s academic intrinsic motivation and school achievement”

(P.110). Accordingly, there is a need to instruct parents on motivational practices such as

encouragement of persistence, effort, mastery of subject area, curiosity and exploration that are

likely to impact on the academic performance of the student (Gottfried et al., 2004).

2.1.3 Parental Marital Status

A number of significant changes have occurred in African families over the past 50years (Tucker

and MitcheU-Kernan, 2005). In 1950, married couples headed 78% of African families. By

1996, this number dropped to only 34% (Amato and Keith, 2001). The divorce rate has also

increased dramatically for African. In 1960, only 78 per 1,000 African women's marriages ended

in divorce. In 1990, this number jumped to 358 per 1,000 (Tucker and Mitchell Kernan, 2005), It

is expected that 75% of African children born to married parents will experience their parents'

divorce before the age of sixteen (Amato and Keith, 2001). Heiss (2006) also found that family

structure had weak effects on academic variables for African adolescents, but parental

involvement had a very strong effect on the same variables

2.1.4. Family Size

Family size in this context refers to the total number of children in the child’s family in addition

to the child himself. The type of family that a child comes from either monogamous or

polygamous family usually has impact on the child academic performance. Moreover, either of

the family type (monogamous or polygamous) family dictates the size of the family. Polygamous

15
family is peculiar to Africa in general and in Tanzania in particular. According to Gottfried et al.

(2004), polygamous family is a common among well-educated families as well as among poorly-

educated families.

2.1.5 Parental education level

The influence of the level of education of parents on the academic performance of their children

is evident in all countries. Pamela and Kean (2010) states those that students whose parents have

a tertiary level of education perform, on average, significantly better in tests of science, reading

and mathematical ability than do those whose parents have only basic. Thus, across these three

disciplines, the average grades achieved by students with well- schooling educated parents

ranged from 7% higher than those achieved by students with poorly educated parents in

developing countries to 45% higher in most developed countries.

2.1.6 Family Financial Situation

Family background can be analytically separated into at least three distinct components as raised

by Coleman (2008). These are: financial (physical) capital (family income or wealth), human

capital (parent education), and social capital (relationship among actors). With respect to

children's educational achievement, Kim(2002) maintained that, there is a direct relationship

between parental financial and human capital and the successful learning experience of their

children. However, he stressed that while both of these factors are important determinants of

children educational success, there remains a substantial proportion of variation in educational

success, which was unaccounted for by these variables alone.

16
2.2 Theoretical literature review

For the research work to be intellectually sound, it must include a scientifically based theoretical

framework with which a systematic analysis will be carried out. Therefore, the following

theories are adopted for the study: parental attachment theory and Mashow’s motivational

theory.

2.2.1 Parental attachment theory

Parental attachment theory was proposed by Bowlby (1980). The theory states that the child

forms a strong emotional bond with another person (caregiver) during childhood with lifelong

consequences. According to the theorist, sensitive and emotionally available parenting helps the

child to form a secure attachment style which foster a child’s socioemotional development and

wellbeing. Less sensitive and emotionally available parenting or neglect of the child’s needs may

result in insecure forms of attachment style, which is a risk factor for many mental health

problems.

The theory is relevant to this study in view of the fact that the proponent provides clues in

emotional development of children. He also made reasonable suggestions for parents and

guardians. Parents and guardians can now see the necessity of forming secure attachment bond

with their children. Such bonds will enable the children to end up with secure attachment and

secure state of mind later in life. Parents will learn to understand the biological and

psychological needs of the children, and to avoid unrealistic expectations of the child behavior.

In this way, parents may seek to avoid frustration that occurs when they expect things beyond the

child’s capability.

17
2.2.2Maslow’s Motivational Theory.

This is another important theory that is relevant to this study. The theory was developed by

Abraham Maslow (1970) and popularized by many researchers including Onyi (2007).

According to Maslow, motivation is constant and never ending, fluctuating and complex. He

asserted that man always has needs to satisfy. These needs, according to him are arranged in a

hierarchical order starting from the basic or lower order needs to higher order needs. The

hierarchy is categorized into two, namely Deficit needs (physiological, safety, belonging and

self-esteem) and growth needs (self-actualization). Maslow explained that once a particular need

is satisfied, it ceases to be a motivator of behavior and another need emerges.

The above theory relates to this study because motivation is very important in learning. It is

necessary at home and in school. One of the major problems confronting teachers and parents is

that of motivating learners to perform assigned tasks to meet or even excel predetermined

standards. Motivations energize and sustain behavior, direct and regulate behavior and even

enhance selective behavior. A learner under motivated condition, exhibits purposeful behavior

aimed at achieving the set goals. The students are motivated to learn by their satisfaction of

needs like physiological: Shelter, food, water, rest etc. Safety: materials love and belonging. The

satisfaction of these needs leads to the quest to satisfy higher ones which are self-esteem and

self-actualization needs.

2.3 Empirical Studies

This section reviews some empirical works that have been done on areas related to the study.

Okunniyi (2004) carried out a research on how the family background influence student’s

introductory technology achievement among junior secondary school students in Abeokuta south

local government of Ogun state. The study design was a survey which involved the use of

18
questionnaire in gathering data. The researcher uses 500 students as sample for the study. The

data collected were analyzed using frequency table, percentage, mean, standard deviation and t-

test statistics. The researcher found, among other things that social class of parents determines

the students’ academic achievement.

Although this study was directed towards finding out how family background influences the

students’ academic performance, it is more concerned with how the family background affect the

students’ performance in secondary school. However, it is related to the present study as both are

interested in finding out the influence of family background factors on student academic

outcome.

Also (Kamau 2013) was carry out a research on relationship between family background

and academic performance of secondary school student in a case of Siakago division, mbeere

north district, Kenya. The study design was a survey which involved the use of questionnaire in

gathering data. The researcher uses 100 students as sample for the study and the conclusion was

on the issue of parental educational level is was concluded that the level of education of parents

had an impact on their children’s academic performance. It was also concluded that the

educational level of parent had a consistent direct relationship on the children’s cognitive and

behavioral outcomes. On family financial situation if was concluded that there is a direct

relationship between parental financial and human capital on the successful learning experience

of their children and their academic success and equally low income of parents had some

negative academic performance expectations on their children.

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2.4 Conceptual framework

A conceptual framework explains the relationship between the independent and dependent

variables. It briefly explains the relationship between family size, family financial status,

parental marital status, parental education level and academic performance of students in

secondary schools in Arusha city.

Intervening variable

Dependent variable
Independent variable

- parent marital -Academic

status- performance

for secondary
- family financial -psychological
school
status factor
student

- family size -school setting

- parent education

level

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2.5 Research gap

Most of the researcher explained about component of family background that is parent financial

status, parent marital status, parent education level, and family size on how affect academic

performance of secondary school students but on my part can explain more on impact of

component of family background in academic performance of secondary school student in

Arusha city

21
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter covers the research approach, research design, the target population and sample

procedure, data collection instruments and methods of data analysis, finally methods used for

data analysis

3.1 Research approach

Research approach the researcher understands the procedure of the study in the process of

investigation. In this study the researcher used qualitative paradigm. The paradigm in this study

referred to the researcher’s suppositions that used to justify any decisions on issues of research

approaches. Consequently, the logic of selecting the qualitative paradigm included: first, it is

because of the nature of the current study. The researcher rationalize that issues of family back

ground can see on economic status, education of parent, parental marital status but on side of

academic performance can measured by quantitatively. This is why the researchers have to

borrow and triangulated the quantitative methods where necessary but not the paradigm of

quantitative parse. The third reason for selecting the qualitative paradigm is the researcher’s

intention of collecting in-depth explanation from the researched population

3.2 Research design

This study was using both qualitative and quantitative research design. Qualitative approaches

were used whereby a case design was used in the selected sample of secondary schools and

family; Descriptions basing on the study were obtained from the respondents within the selected

22
institutions and family. The study also uses questionnaires to get descriptions from the

respondents. Quantitative research were used in data presentation like the use of tables and

others way.

3.3. Area of the study

The research were carried out in Muriet, Olasit and Sakina wards both of which were found in

Arusha city involving two secondary schools and some family. The reason for selecting only few

institutions and family despite the fact that there are many institutions and family in these wards

is because teachers, students and parent views in these sample institutions and family were

represent other institutions and family found in these wards and district in general on the

relationship between the family background and academic performance of secondary school

student in Arusha city

3.4 Targeted population.

The study was carried out in Arusha city council which is one of seven district of Arusha region

in Tanzania, and it contain the regional and economic capital; the city of Arusha. It is bordered to

the south, west and north by Arusha rural district and to the east by Meru district. According to

the 2012 Tanzania national census, the population of Arusha urban district was (416,442) but I

was select (55) student and (36) teachers to represent the whole population of study.

23
3.5 Sample and sample size.

3.5.1 Sample

Best and Kahn (2006) argue that a sample is a small proportion of population selected for

observation and analysis from the population, with similar characteristics. In general, Sample is

the selected items, units or elements which the researcher conclusion will be made. In this study

the sample were include, parent from Sakina, student from the Muriet and Olasit secondary

schools.

3.5.2 Sample size

A sample size is the number of items to be selected from the universe to constitute a sample. The

sample sizes were derived from the total population; in this study the sample size was (91)

respondents from the selected sample institutions and family. The sample size in this

Study was chosen as follows

Respondents Number Percentage

1.parents 36 40%

2.student 55 60%

3.total 91 100%

3.6. Sampling techniques

Sampling is a procedure the researcher uses to gather people, places or things to study. It is a

process of selecting a number of individuals or objects from a population such that the selected

24
group contains elements representative characteristics found in the entire group. The study were

use both probability and non-probability sampling techniques

3.7. Data Collection Tools

3.7.1 Questionnaire

The Oxford Advanced Learners’ Dictionary (2010) defined questionnaire as a written or printed

list of questions to be answered by a number of people especially as part of survey. This method

was used to get information from parent, and students. Close-ended questionnaire which limit the

respondents to answer “YES” or “NO “this method was be employed to students and parents.

3.8. Ethical consideration

According to the observation that were obtained by a researcher concerning on the relationship

between family back ground and academic performance of secondary school student, the

respondents were not appear on the document otherwise he gates a permission from them. The

researcher took the research clearance letter from the Arusha city office, which permitted the

researcher to proceed to the field. During the research process the researcher made sure that,

respondents understood the purpose of the study and ask for their consent. A respondent was not

requiring writing their names anywhere. The need to consider an ethical issue in research project

is insisted that, the research is controlled by its rules.

25
 CHAPTER FOUR

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

4.0 Introduction

This chapter provides summary of the data collected. Data was collected by use of questionnaires

for parents and for students. The collected data was analyzed, result were presented for each of

the themes drawn from the objectives and were interpreted and discussed.

4.1 Respondents return rate

Table 1 Respondents return

Category Instruments Instruments Percentage %

Distributed Collected
Students 55 55 60
Parents 36 36 40
Total 91 91 100
Source: Research finding 2019

From the table above, the questionnaire paper were distributed to two schools which are Muriet

and Olasit secondary school and some parent in Sakina ward

4.2 Finding from students

Under this category were 55 respondents who given the questionnaire of the study. The

following is the profile and information given by students

4.2.1 Demographic information

This section presents the demographic characteristics of the respondents. The characteristic

discussed in this section is gender.

4.2.2 Gender

The study sought to find out the gender distribution of the respondents. As showed in table 2.

26
Table 2 Gender distribution of students

Gender Frequency Percentage %

Male 30 55
Female 25 45
Total 55 100
Source: Finding data 2019
The findings showed that (45%) were female while (55%) were male.

4.2.3 Academic performance

The dependent variable of this study was academic performance of secondary school students in

Arusha city. This section presents the finding of improvement of school in national examination

and the trend of the performance of their schools.

4.2.4 Improvement of school in national examination

The study asked the respondents to state whether the school had improved in performance from

past two years.

Table 3 Improvement of school in the past two years

The improvement of schools in the last two years were analyzed and cross tabulated as shown

below

Improved Frequency Percentage %

Yes 40 73
No 15 27
Total 55 100
Source: finding data 2019

The findings showed that (73%) said that the performance had improved in the past two years,

while only (27%) show that the school had not improved in the past two years.

27
4.2.5 Trend of performance of child in the past two years

The study is to investigate the trend of performance of the student in national examination in the

last two years. The findings are shown in Table 4

Table 4 Trend of student performance in the past two years

Trend Frequency Percentage %

Increasing 39 71
Constant 1 2
Decreasing 11 20
Irregular 4 7
Total 55 100
Source: Finding data 2019
The findings showed that 71% of the respondents felt that the performance was increasing while

only 2% felt that the performance was constant. 20% felt that the students’ performance was

decreasing while 7% felt that the performance was irregular.

4.2.6 Parents marital status and academic performance

The study focused on parents’ marital status as one of the independent variables of the study.

This section investigated the marital status of parents, the opinion of the respondents on the

effect of parents’ marital status on students’ academic performance.

4.2.7 Parents marital status

The study investigated the marital status of the students’ parents of the respondents. Shown in

table 5

Status Frequency Percentage

Single parent 8 15%
Both parent 47 85%
Total 55 100%
Source; finding data 2019

28
The findings showed that 85% of the respondents were from married parents’ families while 8%

were from single parent families.

4.2.8 Effect of family structure to the students motivation on the study

The study asked the respondents to indicate whether they felt that their family structure had an

effect on the students’ academic performance as shown in Table 6

Frequency Percentage
Yes 40 73%
No 15 27%
Total 55 100
Source: Finding data 2019
The findings showed that 73% felt that there was an effect while 27% felt that it did not affect

the academic performance at all.

4.2.9 Effect of parental marital status on students performance in school

The study asked the student to the following ways in which parent marital status may affect

students’ Performance in school as shown in the table 7

29
Statement Agre % Undeci % Disag % Total
e ded ree
N %
Single parenthood reduces parent support to the 40 73 0 0 15 27 55 100
student hence leads to poor performance in school
Two parenthood increases parent monitoring of 52 94 1 2 2 4 55 100
student performance hence leads to better
performance in school
Single parenthood leads to less academic 45 82 3 5 7 13 55 100
supervision to the child which leads to poor
performance in school
Single parenthood lead to less socialization of the 54 98 0 0 1 2 55 100
child which leads to poor performance in school
Two parenthood increases quantity of parent time 55 100 0 0 0 0 55 100
with children hence better performance in school
Source: Finding data 2019

Key: %-percentage, N-total number of respondents

Table 7 shows responses of students on how the parent marital status my affect the academic

performance of secondary school student, which indicate that (73%) 0f student agree that single

parenthood reduces parent support to the student hence leads to poor performance in school

while (15%) disagree. Also 52 (94%) agree that two parenthood increases parent monitoring of

student performance hence leads to better performance in school but 1(2%) show undecided and

2(4%) disagree. In other part the 45(82%) of student agree that single parenthood leads to less

academic supervision to the child which leads to poor performance in school while the 3(5%)

show undecided and 7(13%) disagree. Also the 54(98%) agree that single parenthood lead to less

socialization of the child which leads to poor performance in school while 1(2%) disagree. lastly

30
the 55(100%) agree that two parenthood increases quantity of parent time with children hence

better performance in school while no anyone disagree.

4.2.10 Family financial situation and academic performance

This section presents the findings of the independent variable; family financial status of the

family. The section focuses on the source of parents’ income, effect of financial status of parent

to academic performance and the financing of the children’s school fees.

4.2.11 Family’s main source of income

The study sought to find out the main source of income for the families that the students came

from. The finding is shown in Table 8.

Table 8. Main Sources of income

Source Frequency Percentage %

Monthly salary 15 27
Selling farm outputs 18 33
Small business 22 40
Total 55 100

Source: Finding data 2019

The findings showed that (27%) of the respondents said that the main source of income was

monthly salary,(33%) selling farm output and (40%) relied more on small businesses.

4.2.12 Children’s school fees financing

The study investigated how the students’ school fees were financed in the various families as

shown in Table 9.

31
Table 9. Financing of students school fees

Source Frequency Percentage %

Parents finance full fee of 0 0
children
some of the fee is financed by 13 24
sponsors/government
All the fee is financed by 42 76
sponsors/government
Total 55 100
Source: Finding data 2019

The findings showed that (0%) of the respondents said that the parents financed the fees fully

while (24%) said that some of the fee is financed by sponsors and (76%) said that fee is financed

by sponsors.

4.2.13 Effect of parent financial status on the students’ academic performance

The study asked the respondents to indicate whether they felt that their parent financial status

had an effect on the students’ academic performance as shown in Table 10.

Frequency Percentage %
Yes 51 93
No 4 7
Total 55 100
Source: finding data 2019

The findings showed that 93 % felt that there was an effect while 7% felt that it did not affect the

academic performance at all.

4.2.14 The parents’ education level and academic performance of students.

The study investigated the effect that parents’ education level has on academic performance of

students. This section focused on; the level of mother’s education, the level of father’s education

32
and the opinion of the respondent on the effect of parents’ education level on academic

performance of students.

4.2.15 Mother’s level of education

The study investigated the education level of the mothers among the respondents.

Table 11. Mother education level

Level Frequency Percentage %

Primary schools 37 67
Secondary schools 12 22
Tertiary level 6 11
Total 55 100
Source: Finding data 2019

The findings showed that 67% of the respondents said that their mothers had primary level

education while only 11% had tertiary level education and 22% had secondary level of

education. These findings are shown in Table 11.

4.2.16 Fathers education level

The study investigated the education level of the fathers among the respondents.

Table 12 Education level of the father

Level Frequency Percentage %

Primary schools 32 58
Secondary schools 16 29
Tertiary level 7 13
Total 55 100
Source: Finding data 2019

The findings revealed that 58% of the respondents said that their fathers had primary level

education while 13% had tertiary level education and 29% had secondary level of education.

33
4.2.17 Effect of parents education level on academic performance

The study sought the opinion of the respondents, as to whether they felt that the education level

of parents had an effect on the academic performance of students.

Table 13 Effect of parents’ education level on academic performance

Frequency Percentage
Yes 38 69
No 17 31
Total 55 100
Source: Finding data 2019

The findings showed that 69 % felt that there was an effect while 31% felt that it did not affect

the academic performance at all.

4.2.18 Family size and students’ academic performance

The study wanted to find out the effect of the family size on students academic performance,

effect of birth position to academic performance and the opinion of the respondents as to whether

the family size affected the students’ academic performance.

4.2.19 Effect of birth position on students academic performance

The study investigated the opinion of respondents as to whether the birth position of a student

had an effect on their academic performance.

Table 14 Effect of birth position on academic performance

Frequency Percentage %
Yes 40 73
No 15 27
Total 55 100
Source: Finding data 2019

The findings showed that 73 % felt that there was an effect while 27% felt that it did not affect

the academic performance at all.

34
4.2.20 Effect of family size on academic performance

The study wanted to find out from what the respondents, their opinion on whether the size of the

family had an effect on the academic performance of the study

Table 15 Effect of family size on academic performance

Opinion Frequency Percentage

Yes 30 55
No 25 45
Total 55 100
Source: Finding data 2019

The findings showed that 55% of the respondents said that the family size affected academic

performance of students while 45% said that it had no effect.

4.3 Findings from parents

Under this category were 36 respondents who were given the questionnaire of the study. The

following is the profile and information given by parent.

4.3.1 AGE

Table 16: Respondent distribution by age

Years Respondents Percentage %

Below 30 2 6
30-40 9 25
41-50 13 36
51-60 8 22
Above 60 4 11
Total 36 100
Source: finding data

The data presented in the table above shows that most respondent were able to respond

effectively because they have more experience concerning education issues which made them to

give some information.

35
4.3.2 GENDER

Table 16: Respondent distribution by gender

Gender Respondents Percentage %

Male 15 42
Female 21 58
Total 36 100
Source: Findings source 2019

The data presented in the table above shows that 42% were male and 58% were female

4.3.3 Academic performance

The dependent variable of this study was academic performance of secondary school students in

Arusha city. This section presents the finding of improvement of school in national examination

and the trend of the performance of their schools.

4.3.4 Improvement of school in national examination

The study asked the respondents to state whether the schools where their children schooled for

parents, had improved in performance in the past two years.

Table 17: Improvement of school in the past two years

The improvement of schools in the last two years were analyzed and cross tabulated as shown

below

Total Frequency Percentage %

Yes 26 72
No 10 28
Total 36 100
Source: Findings data 2019

The findings showed that 72% said that the performance had improved in the last two years,

while only 28% felt that the school had not improved in the past two years.

36
4.3.5 Trend of performance of child in the past two years

The study sought to investigate the trend of performance of the student in the past two years. The

findings are shown in Table 18

Trend Frequency Percentage %

Increasing 20 56
Constant 6 17
Decreasing 7 19
Irregular 3 8
Total 36 100
Source: Finding data 2019
The findings showed that 56% of the respondents felt that the performance was increasing while

only 17% felt that the performance was constant. 19% felt that the students’ performance was

decreasing while 8% felt that the performance was irregular

4.3.6 The influence of parent marital status to the student academic performance in schools

The study asked the parent to give opinion to the statements in relation to students’ performance

at school and the parent marital status. That shown in the following table 19

Statement Agree Percen Neutr Percen Disa Percen Total

tage % al tage % gree tage %
N %
High number of students dropout from 15 42 10 28 11 30 36 100
school are from single parent home
High number of students dropout from 12 33 14 39 10 28 36 100
school are from two parent home
Single parenthood reduces parent support 27 75 0 0 9 25 36 100
to the student hence leads to poor
performance in school
Two parenthood increases quantity of 36 100 0 0 0 0 36 100
parent time with children hence better
performance in school

Source: Findings data 2019

37
Key: %-percentage, N-Total number of respondent

The table 19 shown the response of the parents on the relation to students’ performance at school

and the parent marital status, which indicate that 15(42%) of parent agree that high number of

school dropout are from single parent home while 10(28%) felt neutral and 11(30%) disagree.

Also the 12(33%) agree that high number of students dropout from school are from two parent

home while 16(39%) shown neutral and 10(28%) of parent disagree. In other part the 25(75%)

agree that single parenthood reduces parent support to the student hence leads to poor

performance in school while 16(25) disagree. Lastly the 36(100%) agreed that two parenthood

increases quantity of parent time with children hence better performance in school and no any

respondent felt on neutral or disagreed.

4.3.7 Influence of family financial situation to the Students’ academic performance in

schools.

The study asked the parent to give the opinion to the ways in which family financial situation

may influence Students’ academic performance in school. That shown in the following table 20

38
Statement Agre Percent Neutr Percent Disag Percen Total
e age % al age % ree tage %
N %

Children from high income study at 32 89 0 0 4 11 36 100

better school hence good academic
performance

Children from low income family fail 30 83 0 0 6 17 36 100

to gate the study material hence poor
academic performance
Children from low income families 21 58 2 6 13 36 36 100
have higher risk of dropping out of
school
Student from high income level have 25 70 0 0 11 30 36 100
good environment of study at home
hence better academic performance

Source: Findings data 2019

Key: %-percentage N-Total number of respondents

The table 20 showed the response of parent on how family financial situation may influence

Students’ academic performance in school, which indicated that 32(89%) agree that children

from high income study at better school hence good academic performance while 4(11%)

disagree on it. Also 30(83%) agree that the children from low income family fail to gate the

study material hence poor academic performance while 6(17%) disagree on it. In other part the

21(58%) agree that children from low income families have higher risk of dropping out from

school while 2(6%) shown neutral and 13(36%) disagree. Lastly the 25(70%) agree that Student

from high income level have good environment of study at home hence better academic

performance while the 11(30%) disagree.

39
4.3.8 Influence of parent education level to student academic performance in school

The study asked the parent to give the opinion in which parent education level may influence

students’ academic performance in school. That shown in the following table 21

Statement Agr Percen Neutr Percenta disagr Percen Total

ee tage % al ge % ee tage %
N %

Student from high educated family 36 100 0 0 0 0 36 100

gate motivation of study from parent
hence better academic performance
High educated parent prepare good 36 100 0 0 0 0 36 100
learning environment that lead better
academic performance
Educated parent have the influence to 30 83 0 0 6 17 36 100
the selection of subjects in secondary
school hence better performance
High educated parent provide learning 36 100 0 0 0 0 36 100
material to their children hence better
academic performance

Source: Findings data 2019

Key: %-percentage N-Total number of respondents

The table 21shown the response of parent on how parent education level may influence students’

academic performance in school, which indicate that 36(100%) agreed that student from high

educated family gate motivation of study from parent hence better academic performance while

no anyone disagree. Also the 36(100%) agree that high educated parent prepare good learning

environment that lead better academic performance while no anyone respondent felt on the

disagree or neutral. In other part the 30(83%) agree that educated parent have the influence to

40
the selection of subjects in secondary school hence better performance while only 6(17%)

disagree. Lastly the 36(100%) agree that the high educated parent provide learning material to

their children hence better academic performance while no neutral or disagree.

4.3.9 The influence of family size to the student academic performance in secondary school

The study asked the parent to give the opinion to the influence of family size to the student

academic performance in secondary school. That shown in the following table 22

Statement Ag Percen Neu Perce Disa Percen Total

ree tage % tral ntage gree tage %
% N %

Family with small number of children given 36 100 0 0 0 0 36 100

a more attention about study hence better
student academic performance
Small family size have good study 36 100 0 0 0 0 36 100
environment hence better academic
performance
If family size is small the parent can afford 36 100 0 0 0 0 36 100
to provide enough the teaching material
study hence better student academic
performance
If the family size is large may cause the 20 56 0 0 16 44 36 100
noise everywhere that affect other in making
revision at home
Source: Findings data 2019
Key: % percentage N-Total number of respondents
The table 22 showed the response of parent on the influence of family size to the student

academic performance in secondary school, which indicate that 36 (100%) agree that family with

41
small number of children given a more attention about study hence better student academic

performance. Also the 36(100%) agree that the small family size have good study environment

hence better academic performance, other part 36(100%) agree that If family size is small the

parent can afford to provide enough the teaching material study hence better student academic

performance, and 20(56%) agree that if the family size is large may cause the noise everywhere

that affect other in making revision at home hence poor performance at school while 16(44%)

disagree.

42
 CHAPTER FIVE

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter outlines the summary of findings and the discussions of the research findings. The

chapter also presents the conclusions of the study based on the findings and recommendations.

The study’s objectives were; to establish relationship between; parental marital status, family

financial status, parents education level and family size and academic performance.

5.2 Summary of the findings

This section outlines the review of the findings of the study. The section centers on the research

objectives which were on the relationship of parental marital status, family financial status,

parents’ education level, family size and academic performance. The study was conducted in

Arusha city. The study involved two secondary schools and parent of Sakina ward with the

sample size of (91) in which (55) were students, (36) parents. The data were collected through

the use of questionnaire. Qualitative data were subjected to content analysis. Quantitative data

were analyzed by using formulae where by frequencies and percentages were calculated, and

then presented in tables and figures.

5.2.1 Relationship between Parental marital status and academic performance

The study was investigating the relationship between parental marital status and the academic

performance of students. The findings showed that majority of students 85% came from married

parents’ families. Also the findings showed that majority of students (73%) agree that parental

marital status affect the academic performance of students. in part of parents the majority of

parent agree that two parenthood increases quantity of parent time with children hence better

performance in school, Single parenthood reduces parent support to the student hence leads to

43
poor performance in school. These findings therefore supports the observation made by Mc

Leod, Kruttschnitt and Donfeld (2004) that children from two parent homes do better than

children from single parents homes.

5.2.2 Relationship between parents’ education level and academic performance of students

The study was to investigate the relationship between parents’ education level and academic

performance of students. The findings showed (69%) of student support that parent education

level can affect the academic performance. Also majority of parents agree that Student from high

educated family gate motivation of study from parent hence better academic performance, high

educated parent prepare good learning environment that lead better academic performance,

educated parent have the influence to the selection of subjects in secondary school hence better

performance, high educated parent provide learning material to their children hence better

academic performance.

These findings support the observation made by (Pamela and Kean 2010) that the relationship

between the levels of education of parents had an impact on their children academic

performance.

5.2.3 Relationship between family financial status and academic performance of students

The study observed that majority of families from which students come from (40%) has a

monthly salary as the main source income and majority of student financed by sponsors and

parent. The findings showed that the majority of student (93%) support that the family financial

status affect academic performance of student. Also the response of parent on the how family

financial situation may influence Students’ academic performance in school, indicated that

32(89%) agree that children from high income study at better school hence good academic

performance while 4(11%) disagree on it. Also 30(83%) agree that the children from low income

44
family fail to gate the study material hence poor academic performance while 6(17%) disagree

on it. In other part the 21(58%) agree that children from low income families have higher risk of

dropping out from school while 2(6%) shown neutral and 13(36%) disagree. Lastly the 25(70%)

agree that Student from high income level have good environment of study at home hence better

academic performance while the 11(30%) disagree.

These findings support the observation made by Kim (2002) that concluded that with the respect

to children’s educational achievement, there is direct relationship between parental financial and

human capital and the successful learning experience of their children and the academic success.

5.2.4 Relationship between family size and academic performance of students

The study was to investigate the relationship between family size and academic performance of

students. The findings from student show that the (55%) support that the family size have effect

on academic performance of students. In addition, (73%) felt that the birth position of the child

had an effect on the academic performance of the student.

Other response from parent on the influence of family size to the student academic performance

in secondary school, which indicate that 36 (100%) agree that family with small number of

children given a more attention about study hence better student academic performance. Also the

36(100%) agree that the small family size have good study environment hence better academic

performance, other part 36(100%) agree that If family size is small the parent can afford to

provide enough the teaching material study hence better student academic performance, and

20(56%) agree that if the family size is large may cause the noise everywhere that affect other in

making revision at home hence poor performance at school while 16(44%) disagree.

The research findings concluded according to Lacovou (2001) had revealed that children from

large families were families were found to do worse in schools than children from small families

45
5.3 Conclusion

The study found out that a single parenthood had a negative relationship and two parenthood

have positive relationship with academic performance ,also the issue of parental educational

level I was concluded that the level of education of parents had an impact on their children’s

academic performance. It was also concluded that the educational level of parent had a direct

relationship on the children’s growth and behavioral outcomes, while family financial situation I

was concluded that there is a direct relationship between parental financial and human capital on

the successful learning experience of their children and their academic success , lastly On family

size I was concluded that size of the family had relationship with the academic performance of

their children.

5.4 Recommendations

The following recommendations were made on this study.

The researcher recommended that for children to attain academic achievement the family

should have stable income from any source, also the researcher recommended that parents

should make sure that to be also academically because have to influence their children’s

academic performance. And family size should also be average size that help parent to afford

study material

5.5 Recommendations for further studies

The researcher suggested that a related study on the relationship between the school background

and academic performance of the students, in order to complete the circle of academic

performance determinants. Further, this study was conducted among secondary school students;

therefore the researcher suggests a similar study on primary school pupils and tertiary level

46
 REFERENCE

Bank, B, Elavings, R, and Biddle, B. (1990). Effect of peer, faculty and parent influence on

Students Persistence. Journal of Sociology of Education Vol 63 (4). pp 208-225

Bowlby, J. (1980), Attachment and loss: Vol III New York. Basic books. http: //www. Child

development info. Com/ development/ Erickson. Shtml

Goodwin, W. L., & Goodwin, L. (1995). Understanding Qualitative and Quantitative Research

in Early Childhood. New York: Teachers College Press.

Gottfried, E. A.; Fleming, S. J.; Gottfried, W. A. (1994). Role of Parental Motivational Practices

in Children’s Academic Intrinsic Motivation and Achievement. Journal

EducationalPsychology, vol. 86, no1, 104-113.

Iverson, B. K. & Walberg, H. J. (1982). Home Environment and School Learning: A

Quantitative Synthesis. Journal of Experiential Education. Vol 50, p.144-151.

James McIntosh (2008). Family background, parental involvement and academic achievement.

Journal of economic literate classification. Vol 12 no 2 pp 114-210

Julio, A. G.; Jose. Carlos, N.; Soledad, G. P.; Luis, A.; Cristina, R.; Marta, G. (2002). A

structural Equation Model of Parental Involvement, Motivational and

Altitudinal Characteristics, and Academic Achievement. The Journal

Of Experimental Education, vol. 70 p257 (31).

Kim, E. (2002). The Relationship between Parental Involvement and Children’s Educational

Achievement in the Korean Immigrant Family. Journal of Comparative Family

Studies, vol. 33 (4) p p529 (15).

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Kritem, A. A. R.; AbouRakba; Al-Aissawi, I. F. (1981). Saudi family: Role and changes and

their impact on decision making. King Abdul Aziz University, College of Economics,

Research Center.

Lisa Barrow and Cecilis Rouse (2006). How family background affects educational attainment.

Journal of opportunities in America. Vol 116 no 2 pp120-130

Lumsden, L. S. (1994). Student Motivation to Learn. ERIC Clearinghouse on Educational

Management Eugene.

Okunniyi, O.N (2004), The Influence of family Background on students’ Introductory

Technology Achievement of Junior Secondary School in Abeokuta South. LGA

of Ogun State. An Unpublished M.ed.Thesis University of Nigeria Nuskka

Omoraka, S. (2001). The Effect of Gender, Socioeconomic Status and school location. Retrieved

26th August, 2010 from http/www/fundartticles.com/p/articles

Otula P. A. (2007). Mastery of Modern School Administration. Unpublished Work.

Pintrich, P., Donald, B., & Weinstein C. (1994). Student Motivation, Cognition, and

learning. Lawrence Erlbaum Association

Ryan, M. R. & Deci, L. E. (2003). Self-Determination Theory and the Facilitation of Intrinsic

Motivation, Social Development and Well-Being 7th Ed., McGraw- Hill &

Irwin Book Company, Boston.

World Bank (1990). World Development Report on Poverty Report. How Poverty Looks Years

Later. NJ: Oxford university press.

Zulauf C. R & Gortner A. K. (1999). Use of Time and Academic Performance of College

Students:

48
 APPENDICES

Appendix one: QUESTINNARE FOR STUDENTS

Dear Students, My name is Pauli,Visent Shirima from St. Augustine University of

Tanzania(Arusha center), I am at your school for the purpose of conducting a research which title

state that the relationship between family background and student performance in secondary

school particularly Arusha city. The findings of this research will be important in various ways

because will be useful in improving the research projects and will provide information that might

be used by other researchers who will be dealing with the related problems

Note: Don’t write your name in this question paper.

-put a tick where it’s necessary

SECTION A: PERSONAL INFORMATION

1. Which is your gender? Female [ ] Male [ ]

2. In what class are you in?

Form 1 [ ] Form 2 [ ] Form 3 [ ] Form 4 [ ]

SECTION B. ACADEMIC PERFORMANCE

1. Do you think that your school performance is good?

Yes [ ] No [ ]

2. Do you think that the school had improved?

Yes [ ] No [ ]

3. How has your school performance trend in national examination in the last 2 years?

Increasing [ ] Constant [ ] Decreasing [ ] Irregular [ ]

SECTION C: INFORMATION ON FAMILY BACKGROUND

1. PARENT MARITAL STATUS

49
1. What is the marital status of your parent (students’ parents)?

Single parent [ ] both parents [ ]

2. Do you think family structure (whether single parent or two parent family) affects the

students’ motivation to study?

Yes [ ] No [ ]

3. Give the opinion to the following ways in which parent marital status may affect students’

Performance in school. Use a scale of 1 to 5 where (1=agree, 2=undecided, 3= disagree,).

Statement 1 2 3
Single parenthood reduces parent support to the student
whence leads to better performance in school
Two parenthood increases parent monitoring of student
performance hence leads to better performance in school
Single parenthood leads to less academic supervision to the
child which leads to better performance in school
Single parenthood lead to less socialization of the child
which leads to better performance in school
Two parenthood increases quantity of parent time with
children hence better performance in school

2. FAMILY FINANCIAL STATUS

1. What is your parents’ main source of income?

Monthly salary [ ] Selling farm outputs [ ] Small business [ ]

Other [ ]

If other, please specify …………………………………………………………………

2. How is your school fees financed?

Parents finance full fee of children [ ] some of the fee is financed by sponsors/government [ ]

50
 All the fee is financed by sponsors/government [ ]

Others (specify) …………………………………………………………….

3. Do you think your parent’s financial status affect your academic performance?

Yes [ ] No [ ]

6. If yes, please state how?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

…………………………………………………………………….

3. PARENT’S EDUCATIONAL LEVEL

1. What the average education level of your mother?

Primary schools [ ] Secondary schools [ ] Tertiary level [ ]

2. What the average education level of your father?

Primary schools [ ] Secondary schools [ ] Tertiary level [ ]

3. Give opinion to the following criteria which motivate students’ choice of the subjects.

Use a scale of 1 to 5 where (1= agree, 2= undecided, 3= disagree).

Statement 1 2 3
Based on my parents career
Based on my capability
Based on my teachers
Based on my area of their interest

4. What are the other criteria which motivate students’ choice of the subjects?

I. …………………………………………………………………………………………

……………………………………

51
 II. …………………………………………………………………………………………

………………………………………………………….

5. Do you think that the parent education level can affect the student academic performance in

school?

Yes [ ] No [ ]

If yes, please state how ……………………………………………………………………….

………………………………………………………………………………………………………

4. FAMILY SIZE

1. Are you all treated equally at home?

Yes [ ] No [ ]

2. In your own opinion do you think that your birth position affects your Performance in school?

Yes [ ] No [ ]

3. Do you think that family size affect the children motivation to study hence better academic

results?

Yes [ ] No [ ]

4. If yes, please state how family size affects motivation to your study

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………

Thank you for your assistance

52
 Appendix two: QUESTIONNAIRE FOR PARENTS

SECTION A: PERSONAL PROFILE

1. What is your gender?

Male [ ] Female [ ]

2. What is your age?

Below 30 [ ] 30-40 [ ] 41-50 [ ] 51-60 [ ] Above 60 [ ]

SECTION B:

1. Put a tick where it’s necessary

a) Do you think that your children school performance is good?

Yes [ ] No [ ]

b) Do you think that the school of your children had improved?

Yes [ ] No [ ]

c) How has your child’s academic performance trend in the last 2 years?

Increasing [ ] Constant [ ] Decreasing [ ] Irregular [ ]

2. Please read each of the following statements very carefully and tick the answer which best

describes your degree of agreement, neutral or disagreement.

The following abbreviations are used:

AG – Agree

N-neutral

DA-Disagree

I. Give opinion to the following statements in relation to students’ performance at school

and the parent marital status.

53
 Statement agree neutral disagree
High number of school dropout are from single parent home
High number of school dropout are from two parent home
Single parenthood reduces parent support to the student
hence leads to better performance in school
Two parenthood increases quantity of parent time with
children hence better performance in school

II. Give the opinion to the following ways in which family financial situation may affects

Students’ Performance in school.

Statement Agree neutral Disagree

Children from high income study at better school hence

good academic performance

Children from low income family fail to gate the study

material hence poor academic performance

Children from low income families have higher risk of

dropping out of school

Student from high income level have good environment

of study at home hence better academic performance

Mention other influence of family financial situation to the student academic

performance in the secondary school

a. …………………………………………………………………….

b. ………………………………………………………………………..

c. ……………………………………………………………………………..
54
III. Give the opinion to the following ways in which parent education level may affects

students’ academic performance in school.

Statement Agree Neutral Disagree

Student from high educated family gate motivation of
study from parent hence better academic
performance
High educated parent prepare good learning
environment that lead better academic performance
Parent have the influence to the selection of subjects
in secondary school
High educated parent provide learning material to
their children hence better academic performance

Mention other influence of parent education level to the student academic performance in

the secondary school

a. ………………………………………………………………………………………

b. ……………………………………………………………………………………

c. ……………………………………………………………………………………

55
IV. Give the opinion to the influence of family size to the student academic performance in

secondary school

Statement Agree Neutral Disagree

Family with small number of children given a

more attention about study hence better
student academic performance
Small family size have good study
environment
If family size is small the parent can afford to
provide enough the teaching material study
hence better student academic performance
If the family size is large may cause the noise
everywhere that affect other in making
revision at home

Mention other influence of family size to the student academic performance in the

secondary school

a. ………………………………………………………………………

b. ………………………………………………………………………..

c. ……………………………………………………………………….

Thank you for your assistance

56
57