Effects of single parenting on students’ academic performance at Nkanfoa Methodist Junior High School in the Cape Coast Metropolis

Sheila Ama  Essiam; James Ocloo; Kwame Ofori

doi:10.18203/2394-6040.ijcmph20242852

Authors

Sheila Ama Essiam Department of Education and Psychology, University of Cape Coast, Ghana
James Ocloo Directorate of University Health Services, University of Cape Coast, Ghana
Kwame Ofori School for Development Studies, University of Cape Coast, Ghana

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20242852

Keywords:

Abuse, Single parenting, Community leaders, Academic performance

Abstract

Background: Stakeholders of education are concerned about how factors such as single parenting are negatively affecting the students of Ghana, especially Nkanfoa Methodist Primary School in the Cape Coast Metropolis. The study set out to investigate the effects of single parenting on students’ academic performance at Nkanfoa Methodist Junior High School (JHS) in the Cape Coast Metropolis.

Methods: Descriptive research design was adopted for the study. The study employed a mixed-method approach through the use of self-developed questionnaires. Eighty students selected through a proportionate stratified sampling participated in this study. Data was analysed using descriptives and independent sample t tests.

Results: The results from the study revealed that students from two-parent homes performed better than those from single-parent homes. In addition, more students were affected by parental status by way of their fees not being paid on time, all their books not being provided to aid their academic work, and their parents not reminding them to learn. Furthermore, the majority of students from single-parent homes faced challenges such as verbal abuse from parents, and their parents being more concerned with their jobs than them among others.

Conclusions: It was recommended that school authorities and community leaders should work together to organize seminars and workshops for parents to empower them to take active roles in the academic work of their children.

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