| Summary: | This study reviewed the socio-economic backgrounds of pupils from various family structures
(Monogamous, polygamous, single-parent and orphan children) against their academic
performances in Ibadan North-East municipality of Ibadan, Nigeria.
The diverse contending studies on how the socio-economic backgrounds of these family
structures aid children’s academic attainments were examined.
The data for this study was gathered in April, 2012. The study employed both qualitative and
quantitative data collection method. A total of two hundred and twenty pupils between the ages
of 10 to15 in junior secondary schools were sampled, N=220 and 8 teachers were interviewed
from the various pupils’ schools.
Findings from this study revealed that no significant differences existed in the pupils’ levels of
academic attainment and ethnic background, while a significant difference was found between
the monogamous and polygamous pupils’ religions across the various family structures observed.
However, majority pupils’ level of computer literacy was found to be poor. No significant
differences were also recorded in the pupils’ parents’ educational achievement and occupational
status, as the majority of the parents were found to be at the working class level.
Based on the levels of the pupils’ academic achievement, this study recommends: the need for
effective parental involvement with children’s academic activities, implementation of strategic
initiative programme aimed at assisting children who are socioeconomically disadvantaged and
to generally improve the pupils’ literacy levels.
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