Abstract:
The purpose of the study was to ascertain the effects of single mother parenting on the
boy child in Wassa Akropong within the Wassa Amenfi East Municipality of the
Western Region of Ghana. The study adopted the description survey research design
using the mixed method approach. The purposive sampling technique was used to
sample a total population of 89 participants comprising 30 teachers, 38 boy children
and 21 single mother parents. Instrument used for the study was two sets of self designed questionnaire for teachers and boy children and one interview guide for
single mother parents. The researcher’s supervisor validated the instrument.
Reliability was established with Cronbach alpha coefficient of 0.72. Data was
analysed using frequency and percentages and presented in Table, bar chats and pie
charts. It was also found that single parenting homes have diverse moral influences on
boy-children. Diverse answers were obtained from teachers as to whether the children
were rebellious to rules. It also came to light that majority of the boys engage in drug
abuse but not often while some of them drop out of school. Sometimes there are
delays in getting school supplies. Again, sometimes the children are not supervised in
the house concerning their academic work. Furthermore, the results show that most
boys from single mother homes adopts varying coping strategies to cope with their
academic work including endangering their lives in an attempt to stay in school by
engaging in these economic activities. Based on the findings it was recommended
among other things that the Municipal Assembly should solicit for help from NGOs to
aid single mothers and to support them financially. Government should set up
education funds to support boys from single mother homes. The Ministry of Health in
collaboration with the National Commission for Civic Education (NCCE) should
intensify education on family life and family planning to help parents reduce the
number of divorce cases.
Description:
A thesis in the Department of Social Studies Education,
Faculty of Social Sciences, Submitted to the School of
Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Social Studies Education)
in the University of Education, Winneba
DECMEBER, 2020