Abstract:
This study examined the effect of economic deprivation on students’ motivation and
engagement in rural single-parent households in selected basic schools in Assin Nsuta.
The research aimed to explore how financial hardship influences students’ access to
educational resources, attendance, participation, and academic performance. A
quantitative descriptive design was employed, using questionnaires to collect data from
ninety-six respondents selected through census sampling. The data were analysed using
descriptive statistics such as frequencies, percentages, means, and standard deviations
with SPSS. Findings revealed that although most students from single-parent
households had school uniforms, they faced serious deprivation in textbooks,
stationery, meals, and transportation. These financial challenges adversely affected
attendance, participation in extra classes, and concentration during lessons, leading to
low academic achievement and reduced social engagement. The study concludes that
economic deprivation remains a major obstacle to educational equity, limiting learning
opportunities and holistic development. It is recommended that school managers and
education stakeholders implement support initiatives like textbook banks, subsidised
meal schemes, and transportation aid to close the resource gap, improve student
participation, and enhance learning outcomes for students from single-parent
households.
Description:
A Project Report in the Department of Educational Foundations,
School of Education and Life-Long Learning, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
SEPTEMBER, 2025
