Parents’ marital status and pupils’ academic performance in selected Primary Schools in Kadama Town Council. A cross-sectional study.
Year: 2026
Type: article
Study design: Observational Study
Abstract: Background The study aimed to assess the relationship between parents’ marital status and pupils’ academic performance in selected Primary Schools in Kadama Town Council. Methodology An analytical cross-sectional study employing mixed methods was conducted in four selected public primary schools in Kadama Town Council, Kibuku District. From a target population of 290 participants, 165 respondents were selected, comprising Primary Seven pupils, teachers, the District Education Officer, and the District Inspector of Schools. Stratified sampling was used for pupils and teachers, while purposive sampling selected key informants. Questionnaires, interview guides, and documentary review checklists were used for data collection. Quantitative data were analysed using SPSS version 25, and qualitative data underwent thematic analysis. Results The study achieved a 97% response rate, with 160 of 165 questionnaires returned. Males constituted 71.8% of respondents, while females accounted for 28.2%. Regarding parental education, 49.3% had secondary education and 14.3% had informal education. Parents’ marital status was predominantly married (66.7%), followed by widowed (12.12%), separated (11.36%), and divorced (9.8%). Pupils agreed that parental marital stability provided emotional security (M=4.132, SD=0.352), while separation caused sadness and poor concentration (M=4.000, SD=0.224), and parental conflict caused stress (M=4.100, SD=0.291). Qualitative themes emphasized stable two-parent families, emotional support, parental cooperation, and reduced educational support in unstable households. Academic performance remained modest, including core-subject performance (M=1.862, SD=0.427) and teacher feedback (M=1.921, SD=0.321). Parents’ marital status had a positive, significant relationship with academic performance (r=0.416, p<0.001), indicating that marital stability was associated with better outcomes, attendance, discipline, and learning support. Single-parent emotional support was reported (M=2.173, SD=0.315), while step-parent distress was rejected (M=2.037, SD=0.361). Conclusion Findings revealed a moderate positive relationship between parents’ marital status and pupils’ academic performance. Recommendation Schools and community leaders should support family stability and positive parenting regardless of marital status.
Source: SJ Education Research Africa
DOI: 10.51168/mjv8zm27
Authors: Geofrey Zungu, Patience Tugume
Institution: Team University
Language: English
Subfield: Demography
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7215112968