Abstract:
The present study tested a model in which logistic regression analysis was used to
distinguish students who come from single parent homes from those from both-parent
homes based on the quality of teacher support and parental support, achievement
ideology, academic performance and school behaviour. Data from random sample of 400
JHS students from the Awutu-Effutu-Senya district were analysed using logistic
regression. The results revealed that teacher and parental support were very good
predictors of parental status and those teachers discriminated against the students from
single parent homes regarding the quality of support given to the students. Students’ own
achievement ideology was also found to distinguish single parent students from bothparent
students and that students from both-parent homes had much more positive
achievement ideology than their counterparts from single parent homes. Although the
students’ academic performance was also found to separate the two groups of students,
this was very marginal and suggested that in fact, academic performance was not a very
good predictor of parental status. Interestingly, the students’ indiscipline behaviours did
not separate the two groups of students, thus suggesting that students’ from both-parent
homes were just capable of exhibiting bad behaviours as their counterparts from single
parent homes.
I therefore recommend that teachers should be made aware of such findings and should be
encouraged to give every student equal time and attention regarding their academic
endeavours.
Also, the department of social welfare should therefore provide support and welfare
programmes for single parents. The government as well as the private sector should create
more employment opportunities, give skills to the unskilled youth and also provide soft
loans to skilled youth to start their own businesses. Single parents should be educated on
the importance of education to the family so that they will see the need to put the
education of their children above other needs.
The present findings are discussed in relation to previous empirical studies. The present
findings implications for Guidance and Counselling are addressed together with
recommendations and the limitations.
Description:
A THESIS IN THE DEPARTMENT OF PSYCHOLOGY AND EDUCATION
FACULTY OF EDUCATION SUBMITTED TO THE SCHOOL OF RESEARCH
AND GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR
THE AWARD OF MASTER OF PHILOSOPHY DEGREE IN GUIDANCE AND
COUNSELING AT THE UNIVERSITY OF EDUCATION, WINNEBA
October, 2009