ABSTRACT
This study examined the knowledge of the impact of single parenting on academic performance among students in the University of Benin. Four research questions guided the study, which aimed to investigate the relationship between single parenting and academic performance, as well as the psychological and social impacts of single parenting on students. The descriptive survey research design was used for the study, which involved a sample size of 100 respondents selected through the simple random technique. The research instrument was validated by the supervisor and one other in the department of Sociology and Anthropology, and the split-half method of reliability was used to obtain a coefficient of 0.78. Data was analyzed using simple statistical analysis such as frequency counts and percentage. The results revealed significant relationships between financial stability (80% overall), parental involvement (75% overall), and academic performance. Psychological and social impacts of single parenting on students were also identified, including mode face issues, reported by 95% overall of respondents. Furthermore, 90% of respondents highlighted the need for support systems of universities to enhance academic performance (Item 8: 90% frequency). The study recommends determining support needs for students from single-parent homes to enhance their academic performance. Providing financial assistance, counseling services, and support systems are also recommended.
The study's findings have implications for policymakers, educators, and parents. It highlights the need for targeted interventions to support students from single-parent homes, including financial assistance, counseling services, and mentorship programs. By providing these support systems, universities and policymakers can help mitigate the negative impacts of single parenting on academic performance.
The study contributes to the existing body of literature on the impact of single parenting on academic performance. It provides new insights into the psychological and social impacts of single parenting on students and highlights the need for support systems to enhance academic performance. The study's limitations include the small sample size and the reliance on self-reported data. Future studies should aim to recruit a larger sample size and use multiple data collection methods to validate the findings. In conclusion, this study highlights the significant relationships between single parenting, financial stability, parental involvement, and academic performance. It emphasizes the need for support systems to enhance academic performance and provides recommendations for policymakers, educators, and parents. Provide financial assistance to students from single-parent homes. Offer counseling services to students from single-parent homes. Establish mentorship programs to support students from single-parent homes. Provide support systems, such as academic advising and tutoring, to enhance academic performance. Conduct further studies to explore the impact of single parenting on academic performance in different contexts and populations. Future studies should aim to investigate the impact of single parenting on academic performance in different contexts and populations. Additionally, studies should explore the effectiveness of support systems, such as mentorship programs and counseling services, in enhancing academic performance among students from single-parent homes.
