FAMILY STRUCTURE AND STUDENTS ACADEMIC PERFORMANCE IN SOCIAL STUDIES EDUCATION AMONG JUNIOR SECONDARY SCHOOLS IN EKITI STATE, NIGERIA

Abstract This study investigated the relationship between family Structure and students’ academic performance in Social Studies Education among Junior Secondary School students in Ekiti State, Nigeria. The study examined the influence of family structure on student academic performance in Social Studies Education. The population of the study comprised all public secondary school students in Ekiti State, Nigeria. A quantitative ex-post facto research design was adopted for the study. The sample comprised 300 students selected through stratified random sampling procedure from public junior secondary schools.  Data were collected using a structured instrument titled: Family Structure and Academic Performance in Social Studies Education (FSAPSSE).  The instrument was validated by experts in the sampled areas and the reliability co-efficient of 0.81 was ascertained using test re-test method.   Data collected were analyzed using Pearson correlation, one-way ANOVA and multiple regression analysis.  All hypotheses were tested at 0.05 level of significance.  The finding revealed significant relationship between family structure and academic performance.  Also students from nuclear families performed better than those from single–parents and polygamous families. Family structure significantly predicted students’ academic performance. The study concluded that family structure plays a critical role in shaping students’ academic performance.  It  recommended that strengthening parental involvement in student academics from the family and targeted school-based intervention would assist students’ academic performance in the secondary schools. Keywords: Family structure, Academic Performance, Social Studies Education, Junior Secondary Schools.