TABLE OF CONTENTS
DECLARATION i
APPROVAL iii
DEDICATION iv
ACKNOWLEDGEMENTS
TABLE OF CONTENTS vi
LIST OF FIGURES x
LIST OF TABLES xi
ABSTRACT xii
C~A~TE~ 1 1
INTRODUCTION AND BACKGROUND 1
1.0 Introduction 1
1.2 Background of the study 1
1.3 Statement of the problem 3
1.4 Research questions 4
1.4.1 Guiding question 4
1.4.2 Sub questions 4
1.5 Significance of the study 4
1.6 Delimitations to the study 5
1.7 Limitations 6
1.8 Definition of terms 6
1.9 Summary 7
CHAPTER2 8
REVIEW OF RELATED LITERATURE 8
2.0 Introduction 8
2.1 Conditions that influence academic achievement of pupils 8
2.1.1 Self-esteem 8
2.1.2 School requirements 8
vi
2.1.3 Home environment .9
2.2 Learning problems associated with children from polygamous families 9
2.2.1 Children’s attitude and behavior 9
2.2.2 Parental involvement 9
2.2.3 Educational background of parents 10
2.2.4 Home environment 11
2.2.5 Polygamy and performance 12
2.3 Summary 14
CI14LP’F1~I~ 3 15
RESEARCH METHODOLOGY 15
3.0 Introduction 15
3.1 Research design 15
3.2 Population 15
3.3 Sample 16
3.3.1 Sampling procedure 16
3.4 Research instruments 17
3.4.1 Questionnaire 17
3.4.2 Interviews 17
3.4.3 Document analysis 18
3.5 Data collection procedures 19
3.6 Data analysis plan 20
3.7 Validity and Reliability 18
3.7.1 Validity 18
3.7.2 Reliability 19
3.8 Ethical considerations 20
3.9 Data management 21
3.10 Summary 21
CHAPTER 4 22
DATA PRESENTATION, ANALYSIS AND DISCUSSION 22
VII
4.0 Introduction .22
4.1 Demographic data of respondents 22
4.1.1 Sex of respondents 22
4.1.2 Ages of participants 23
4.1.3 Educational level of pupils as respondents 24
4.1.4 Academic qualification of teachers 25
4.1.5 Family sizes 27
4.2 Number of mothers per home 28
4.3 Parents’ occupations 29
4.3.2 Mothers’ occupations 30
4.4 Family relationships 31
4.4.2 Relationship among siblings 32
4.5Academic level of parents 33
4.6 Treatment by other mothers 34
4.7 School fees and school requirements 35
4.8 Attendance 35
4.9 Reasons for absenteeism 36
4.12 Discussion 39
4.12.1 Challenges faced by pupils from Polygamous Families 39
4.12.2 Parental Involvement 39
4.12.3 Home Environment 40
4.12.4 Absenteeism 42
4.l3Summary 42
CHAPTER 5 43
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 43
5.0 Introduction
5.1 Summary 43
5.2 Review of main findings 44
5.2.1 Family relationships 44
5.2.2 Family size
VIII
5.2.3.Parental involvement .44
5.2.4 Absenteeism 44
5.2.5 Family income 45
5.2.6 School requirements 45
5.3 Conclusions 45
5.4 Recommendations 46
5.5 Directions for future research 46
REFERENCES 47
ABSTRACT This research sought to find out the extent to which polygamy influences the pupils in their academic achievement in Kumi District. The researcher employed the descriptive survey design method. Data was collected through the use ofquestionnaires for pupils andfor teachers and an interview schedule for School Heads and Senior teachers. The population was made up offive secondary schools in Kumi distiict. The sample comprised ofthirty pupils, (six pupils from each school), twenty five teachers, (five teachers from each school) as well as the school heads and Senior teachers. Snowballing and random sampling were used as the sampling techniques. The study established that polygamy does influence pupils’ academic achievement to some extent. The elements of what could negatively or positively influence the academic achievements of pupils but it was found out that negative influences of polygamy were more than positive influences. Family relationships, financial position of the family, availability and nonavailability ofschool resources, academic level ofparents andfamily size are among the factors that influenced the academic achievement of pupils from polygamous families. The study recommends that teachers should have a good knowledge ofpupils’ background so as to address pupils according to their needs. In addition to that, school heads should make school policies andput binding measures to parents who do not attend consultation days. Pupils constantly need to be counseled so as not to lose focus due to family issues and therefore placement ofquaflfIed counselors in schools is recommended. In areas where cash flow is seasonal, heads of schools and SDC, should capitalize on the season when the cash flow will be high and make parents pay the yearly fees and buy all the school requirements for the year.Parents and the school heads should work together so as to help the children achieve their academic goals
