EXPLORING THE IMPACT OF SINGLE-PARENT FAMILY STRUCTURE ON THE ACADEMIC ACHIEVEMENT OF STUDENTS AT CHINSAPO SECONDARY SCHOOL

This comparative correlational study investigated the impact of single-parent family structures on the academic achievement of students at Chinsapo Secondary School, Lilongwe, Malawi, addressing the unique challenges faced by these students within the national context. Guided by the Ecological Systems Theory, the research utilized questionnaire data from students and teachers to examine academic performance, identify socio-economic and emotional challenges, and evaluate available support systems. The findings revealed a significant academic disparity, with single-parent students reporting lower grades, lower confidence, and higher levels of emotional stress compared to their two-parent peers. This disadvantage was primarily attributed to two critical factors: severe socio-economic strain (lack of fees and resources) and increased household responsibilities, which directly limited dedicated study time. Furthermore, the study concluded that the challenge is exacerbated by a weak institutional Mesosystem, characterized by a near-total absence of formal school counseling and external community support. The study concludes that the academic gap stems from resource deficits and systemic support failure, recommending targeted interventions, including the establishment of a formal school-based mentorship program, the provision of a dedicated financial aid scheme, and strengthened collaborative partnerships between the school and community to restore equilibrium to the students' ecological systems.
ABSTRACT
This comparative correlational study investigated the impact of single-parent family structures on the academic achievement of students at Chinsapo Secondary School, Lilongwe, Malawi, addressing the unique challenges faced by these students within the national context. Guided by the Ecological Systems Theory, the research utilized questionnaire data from students and teachers to examine academic performance, identify socio-economic and emotional challenges, and evaluate available support systems. The findings revealed a significant academic disparity, with single-parent students reporting lower grades, lower confidence, and higher levels of emotional stress compared to their two-parent peers. This disadvantage was primarily attributed to two critical factors: severe socio-economic strain (lack of fees and resources) and increased household responsibilities, which directly limited dedicated study time. Furthermore, the study concluded that the challenge is exacerbated by a weak institutional Mesosystem, characterized by a near-total absence of formal school counseling and external community support. The study concludes that the academic gap stems from resource deficits and systemic support failure, recommending targeted interventions, including the establishment of a formal school-based mentorship program, the provision of a dedicated financial aid scheme, and strengthened collaborative partnerships between the school and community to restore equilibrium to the students' ecological systems.