Psychological effects of single parenthood on academic performance of high school students in Nakuru West, Nakuru County, Kenya

Abstract

Single parents face challenges of managing household responsibilities and this can lead to increased stress, anxiety and feelings of isolation. The purpose of this study was to evaluate effect of single parenthood psychological effects on the academic performance of the students from single-parent households in Nakuru West. Social learning and Ecological Systems theories guided the study. The target population comprised 3803 students from selected secondary schools in Nakuru West, with the sample size of 110 respondents. A total of 101 students participated in the study. Eight participants were targeted for interview from each of the participating schools, of which 26 took part. A descriptive research design and mixed-methods approaches were adopted in the study. Interview schedules and questionnaires were used to gather the data. The respondents' anonymity was also respected. The quantitative data was analyzed through means and standard deviations for descriptive statistics that characterized the population, while p values and t-tests and ANOVA from regression evaluation were used to test hypotheses. Data was presented in tables, pie charts and bar graphs. Qualitative data was analyzed thematically. Level of depression and stress (β = -.514, t = -5.957, p <0.05), Depression (β = -.452, t= -5.042, p <0.05) and Stress (β = -.562, t= -6.764, p <0.05) were found to be significant predictors of the academic performance of students from single-parent families in Nakuru West Sub County. Coping strategies were found not to be significant (β = .072, t= 0.719, p =0.474 >0.05). The study concluded that the degree of stress and depression is a strong predictor of the academic achievement of students from Nakuru West Sub-County single-parent households. According to statistical analysis, there was a significant negative correlation between academic scores and stress (r = -.452, p < 0.05) and between academic scores and depression (r = -.562, p < 0.05). Academics, upcoming researchers and counselors will benefit from the study. The study recommended that schools need to have trained counsellors to assist students showing symptoms of depression, a peer support network, and encourage extracurricular activities to help students manage stress. This study added to the understanding of the psychological effects of single parenthood on academic achievement among academics and professionals in the fields of psychology, counseling and education.