The Impact Of Polygamy On Children Education In NIgeria

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ABSTRACT

The title of this project is the impact of polygamy on children Education in Nigeria, the objective of this study is to examine how are children from polygamous families affected academically by the state of their families,investigate the conditions from polygamous families contribute to poor academic performance of their children and analyze the learning problems are associated with children from polygamous families. The hypothesis of this study of the study is Ho: Polygamy family setting have no significance influence on children education in Nigeria and Hi: Polygamy family setting have no significance influence on children education in Nigeria.The research made use of the following procedures in gathering data: Questionnaire, Interviews and Observations. Self-designed structured questionnaire was used to collect data from respondents. The participants were drawn randomly from different few Secondary schools students in Abuja FCT. The instrument used in this study was a close-ended questionnaire designed by the researchers. The researcher has chosen few students in Abuja FCT as the studied population in order to find a possible solution to which involve a total of 40 student.The hypothesis of this study is the tested and the alternative hypothesis is accepted which is Polygamy family setting have significance influence on children education in Nigeria. The decision rule is to reject Ho if the computed value of the test statistic is greater than the critical value of the chi-square read from the table. Thus we reject the null hypotheses (Ho) and accept the alternative hypotheses (H1)

INTRODUCTION

Many studies have identified study habits, Pupils ‘self-concept, teachers’ qualifications, teachingmethods, school environment, family size and government as factors influencing Pupils’ academic performance (Edwa2002, Zsolnai 2002, Gonzalez &Pieda 2002, Arumu&Sokan 2003,Asikhia(2010).

The influence of polygamy on Pupils’ academic performance has not been given adequate\ attention in research. The present study sought to answer the question: Does polygamy influence the academic performance of pupils in Kumi district.

Studies carried out in Oromia by Feda (2008) established that family size, family type and birth order are among many household characteristics considered both in developing and developed countries as determinants of child schooling performance. Feda (2008) asserts that the earlyempirical findings from developed countries consistently confirmed the trade-off between family size and child educational achievement.

This confirms that big family size and family type exert a negative effect on children’s schooling due to the dilution effect in developing countries. There is clear consensus on the effects of family size and family type on children’s academic achievement, although a good deal ofliterature suggests a positive relationship, while others have argued that there is an ambiguouseffect (Parfait and Williams 2005).

In my point of view, family size can be determined by family type. Big family sizes are generally linked to polygamy today.

The primary environment of the Pupil is the home and it stands to exert a tremendous impact on Pupils’ achievement (Hoover-Dempsey 2005, Redding 2006). Moreover, the home is the primary agent of education in the child (Nyarko 2010). Akolomolafe (2011) shares the view that the type of family system the child is exposed to could influence his or her academic achievements in school.

Kellaghan (2003) cited in Akolomolafe (2011) affirms that the academic success of a child depends on what parents do at home. He further observed that parent — child interactions areforces that lead to better academic performance.In a study conducted on the effects of family structure and parenthood on the academicperformance of Nigeria University Pupils, Uwaifo (2008) found significant differences betweenthe academic performance of Pupils from single parent families and those from two parentfamily structures.

Uwaifo (2008) also noted that the school is responsible for the experiences that make up the individual’s life during school periods. Indeed parental involvement and an individual’s experiences at home play a tremendous role in building the personality of the child and making the child what he is.

Family types like nuclear family, extended family and compound family invariably affects the academic performance of a pupil. Whitaker (2006), citing Nwezeh (1988) suggests that parents affect their children’s performance, aspirations, expectations and maturity. The family set up contributes in the motivation and de-motivation of the child to learn. Parents in monogamous marriages have interest in their children’s education and they are interested in the number of children they can cater for.

Salami (2007) is of the idea that monogamous families are always eager to see their childrenprogressing in their education, they do everything possible to encourage them to learn, and one wonders whether it is the same with the polygamous set up. On the other hand, Whitaker (2008) states that the characteristics in a polygamous family influence the type of children that comefrom thatfamily, especially if the family mothers are jealous of each other and are always quarreling.

A study carried out in Argentina by Anertt (2007) established that the influence of parents and the parental relationships is a main source of children’s downfall in academic performance inArgentina. It is stated that the influence of parents and parental relationship is a main source of children’s academic problems in Argentina. Having a less than satisfactory relationship with the mother or the father matched increased levels of either emotional or behavioral problems including low self-esteem, depression, anxiety, antisocial behavior and substance use. In general,parental relationships are passed on to the children. In most cases children are a reflection of thefamily they come from. This assertion can be a true reflection of some polygamous familieswhere violence is the order of the day.

Anertt(2007) states that the problematic relationship with the parents, either with the mother or the father was equally damaging to the child’s performance.In this research, concern is directed at the influence of polygamy on the children’s academic achievement.

The education in a home environment is carried out in an informal and unstructured manner,

(Olopoenia, 2004). No syllabi and timetables are being followed. It is, therefore necessary that the home sends the child to school to receive formal education.

Furthermore, many Pupils have been hindered from reaching their optimum level in academicpursuit due to negative issues emanating from home. These include lack of parental encouragement, lack of a conducive environment, poor finance and housing, poor feeding, ill health and lack of interest on the part of the Pupils. Based on the above, increasing evidence that parental involvement is beneficial for a child’s success in school.

Research questions                                                                                                                           

1. How are children from polygamous families affected academically by the state of their families?

2. Which conditions from polygamous families contribute to poor academic performance of their children?

3. What learning problems are associated with children from polygamous families?

The hypothesis of this study of the study:

Ho: Polygamy family setting have no significance influence on children education in Nigeria.

Hi: Polygamy family setting have no significance influence on children education in Nigeria.

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