Authors : Bello, Samaila; Zainab Garba

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/mr3k8rhx

Scribd : https://tinyurl.com/mraw9ywh

DOI : https://doi.org/10.38124/ijisrt/25mar334

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Abstract : This research investigated how nuclear and extended family structures relate to the academic performance of senior secondary school students in Sokoto State, Nigeria. The study was guided by three main objectives and research questions. It utilized a descriptive correlational design, targeting a population of 16,033 students across three educational zones, with a sample size of 346 participants. Data was gathered through validated instruments, such as the Nuclear Family Types Questionnaire (NFTQ) and the Extended Family Types Questionnaire (EFTQ), in addition to performance tests in English and Mathematics. The reliability of the instruments was assessed using a test-retest method, yielding acceptable coefficients (0.78, 0.82, and 0.76). Data analysis, which included Likert scale scoring, Pearson Product-Moment Correlation Coefficient (PPMCC), and Multiple Regression Analysis, revealed a significant relationship between family types and academic performance. The results showed a positive correlation between nuclear family structures and improved student performance. The study concludes that both nuclear and extended family structures have a positive impact on academic achievement. It recommends that sociologists and NGOs advocate for the advantages of nuclear families to improve children's academic outcomes, highlighting the importance of focused parental involvement in boosting school performance.

Keywords : Family, Nuclear, Extended and Academic Performance.

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