Monogamous vs Polygamous Families

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COMPARATIVE STUDY OF THE ACADEMIC ACHIEVEMENT OF STUDENTS FROM MONOGAMOUS AND POLYGAMOUS FAMILIES IN OFFA, KWARA STATE. BY IGWESI, B. N. (MRS), Department of Educational Foundations, University of Ilorin, Ilorin, Nigeria. Abstract

This study compared the academic achievement of students from monogamous and polygamous families. It was a causal comparative study under the survey research approach. The sample consisted of 100 SSI students from monogamous families and 100 SSI students from polygamous families. Simple random sampling method was used In selecting four secondary schools in Offa, Kwara State. Stratified simple random sampling method was also used In seiecting the students. A proforma was used for collecting data on the academic achievement of the students. Analysis of the data, using t-test statistics showed that a significant difference exists between the academic achievement of students from monogamous homes and those from polygamous homes. One of the Implications bf this finding to teaching and learning is that a consideration of students' family background is Important because it will help teachers to find out the types of home the students come from. They will also be aware of the nature of social interactions in such homes and the psychological, social and emotional problems the students are facing at home. This knowledge will help teachers to counsel the students on how to overcome such problems and have positive attitude towards the situation so, that their academics will not be adversely

affected. The teachers will also understand the importance of a conducive social climate in teaching and learning. The study recommended that parents from Polygamous families be considered to ensure that their" homes are rid of rancour and other behaviours 82 that might influence the child's achievement negatively. Introduction Over the years, many educational authorities have sought to find out the reasons for the downward trend in the academic achievement of secondary school students. Obemeata (1971), and Daramola (1994) attributed it to the students' background that is, the type of home environment where the child is raised. They stressed that the environmental condition and the nature of social interaction that goes on in the family may have some positive or negative influence on the academic achievement of a child. Daramola (1994) further stated that the factors affecting a child's educational achievement include the occupational status of the parents, the attitude of parents to their children's education, and the values transmitted by the parents. . . Wilkins (1976) noted that in monogamous family, both parents show active interest in what their child is doing at school. They also encourage his reading habits, and this enables him to have obvious advantage over his peers from polygamous families. He further noted that the child from a polygamous family may have just few textbooks, while the child from monogamous family may have almost all the books recommended at school. In polygamous families also, it may be the mother's responsibility to see that the children do their home work, provide them with materials needed for academic work and, in most cases, manage to pay the children's fees. This is contrary to what happens in the monogamous families. Lewis (1981) also opined that in traditional African cultures (especially in Nigeria), one of the reasons for sanctioning polygamy was the strong desire for offspring. In their yearning for children, they tend to forget that the more the

children they have, the more difficult it becomes to finance the education of the children. Concerning student problems, Wilkins (1976) also emphasized that in the monogamous family, degrees of agreement and violent disagreement are worked out by both husband and wife. Both also share the same losses and griefs. Adika (1987) also noted that conflicts are relatively easier to solve in the monogamous than in the polygamous families....
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