Family Factors and Academic Outcomes among Secondary School Students in Benue State, Nigeria: A Multivariate Analysis of Structural and Dynamic Configurations

Abstract

This study, drawing from Bowen Family Systems Theory, investigated the predictive powers of both structural and dynamic family configurations on academic outcomes among secondary school students in Benue State, Nigeria. The study sought to address gaps in prior univariate studies as a result of which a multivariate approach was adopted to assess configurational effects on English Language, Mathematics and General Knowledge. Materials and methods involved survey-based multivariate design deployed to target a population of 16,076 Senior Secondary School III students in 772 public schools. The study relied upon a multi-stage sampling procedure for the selection 1,608 respondents (802 males, 806 females) across 23 Local Government Areas of Benue State. For data collection, two validated instruments were used: the Family Factors Questionnaire, a 30-item Likert-scale tool measuring structural and dynamic composites (reliability coefficient r=0.81), and the Educational Achievement Test, comprising 120 multiple-choice items (40 per subject). Reported reliability coefficients were r = 0.81 (for the FFQ instrument) and Kuder–Richardson Formula 20 (KR-20) = 0.87 for the achievement test. Statistical Package for the Social Sciences Version 25 was utilised for multivariate regression analyses of null hypotheses at a 0.05 significance level. Findings revealed that both configurations significantly predicted outcomes (p<0.001). Family structure explained 49.5% to 66.4% of variance in academic outcomes across the three subjects while variance of 28.0% to 50.4% of variance was accounted for by family dynamics. Recommendations include: (1) implementing parental education programs to enhance household stability and resource management; (2) establishing school counselling for improving family communication and emotional support; (3) integrating family-oriented policies in education ministries; (4) conducting ongoing assessments of family influences; (5) creating home-school collaboration platforms like workshops; and (6) providing targeted aid, such as mentoring and scholarships, for students from unstable families.

Keywords: Structural Configuration; Dynamic Configuration; Family Structure; Family Dynamics and Academic Outcomes