CARIBBEAN EXAMINATIONS COUNCIL

(CXC)
CARIBBEAN ADVANCED PROFIECIENCY EXAMINATIONS

[CAPE]

CARIBBEAN STUDIES INTERNAL ASSESSMENT

Module 1: Social Institutions- The Family

How does the family structure of students at Immaculate Conception High School
affect their academic performance?
 TABLE OF CONTENTS
Acknowledgements 1

Introduction 2

Literature Review 5

Research Methodology 7

Presentation of Data 8

Interpretation of Findings 17

Discussion of Findings 19

Conclusion/Recommendations/Limitations 20

Bibliography 22

Appendices 23
 ACKNOWLEDGEMENTS
I would like to show my gratitude by thanking everyone who aided, in the compilation and

completion of this research. Especially to my teacher, Ms. Murphy who has been most patient

and understanding, my mother for encouraging me and ensuring that my needs were met in

relation to this research and God, who strengthened me throughout. I also must show

appreciation to the respondents, because without them this research would not be possible.
 INTRODUCTION

Problem Statement

• “How does the family structure of students at Immaculate Conception High School

affect their academic performance?”

Background

The researcher has observed that students at Immaculate Conception High School are from

varying familiar structures, and that most students from Nuclear family structures perform

exceptionally well in comparison to many of those from Extended and Single-Parent family

structures who perform at a average level. As a result, the researcher took the initiative to

conduct research to decipher whether or not this is indeed factual, since it is an area of great

concern, and the findings will be beneficial to not only the researcher, but also the school’s

administration, who is very concerned about the academic well being of their students. It can be

argued that this problem is psychological in nature and as a result respondents might be reluctant

to participate, in addition to the fact that the researcher is not an expert and might misinterpret

what the respondents actually mean. This problem implies that there is a definite correlation

between family structure and a child’s education, and as such, parents ought to pay more

attention.

Purpose of Research

The purpose of this investigation is to ascertain whether or not these observations are factual, and

to see how great an impact the family structure has on children’s academic abilities.
Statement of Problem

It is indeed evident that there is a correlation between the family structure and a child’s academic

performance. However, one needs to ascertain the extent to which the family structure poses a

problem to a child’s academic wellbeing.

This research aims to provide answers to the following research questions:

• What are the varying familiar structures present at Immaculate?

• How do the students perform academically?

• Why do some students perform exceptionally well, while others underperform?

• What is the family structure with the highest and lowest averages of academic
performance?

Educational Value of Research

The value of this research will benefit Guidance Counselors’ in the school on how to help and

assistant students who are underperforming in their academics. It will also help to inform parents

and other family members about the impact they have on their children’s academic wellbeing.

This research can generate further studies by the relevant authorities and/or academic groups to

not just focus on Immaculate but all high schools island wide.

Definition of Key Terms

Academic Performance- refers to how students deal with their studies and how they cope with
or accomplish different tasks given to them by their teachers.

Affect- to act on; produce an effect or change

Extended family -A family that includes three or more generations, normally, that would
include grandparents, their sons or daughters, and their children, as opposed to a "nuclear
family," which is only a married couple and their offspring.

Family- A social institution which embodies the valued ideas and beliefs that society has about
how children should be reared and socialized and how human reproduction should take place

Family Structure- The organizational framework that determines family membership, and the
functions and hierarchical position of family members

Instability- imbalance: a lack of balance or state of disequilibrium

Mediocre- ordinariness as a consequence of being average and not outstanding

Nuclear Family- A nuclear family is a family group consisting of a father and mother and their
children, who share living quarters.

Single-Parent Family- A family in which only one parent is present to care for the children, can
be either mother or father

Social Institution- A socially approved system of values, norms, and roles that exists to
accomplish specific societal goals.

Stability- constancy: the quality of being enduring and free from change or variation

Underperformance- Achievement of a lower standard than required

 LITERATURE REVIEW

The researcher’s topic is one which is of great concern to others, and as such extensive research

has been carried out, providing the researcher with a profusion of documents and articles to

better support the topic. Three of these sources were utilized to assist with the research.

Schneider, Atteberry, and Owens (2005), comments on the relationship between family

structures and the outcome of the child. This very detailed research paper indicates explicitly

that there is indeed a fundamental connection between family structure and a child’s educational

outcome. “As early as age three, children’s ability to adapt to classroom routines appears to be

influenced to some degree by the marital situation of their parents.” The research paper also

states that “A family structure can constrain the availability of economic and social resources

such as parents’ ability to spend time with their child, be involved in educational activities, and

expend monetary resources that can promote positive educational outcomes and well-being.”

This impacts the research positively as it is explicitly connects family structure to academic

performance, and provides substantial information for the researcher, to make a conclusion.

The article “Too many single- parents” published on Sunday April 10, 2011 implies that one of

the main reasons for the society’s current state in terms of low academic performance of students

and their bad behavior occurred as a result of too many single parents. Hill (2011), states “the

problem stems from the absence of a nuclear family, which he says is critical for the early stages
of a child's development.” The article also mentions that “Many single-parent households face

specific social and economic challenges for both the parent and the children”. About 45 per cent

of all Jamaican households are female headed. Female-headed households, according to 2002

data from the Planning Institute of Jamaica, also have a larger number of children and adult

females, but have a lower per capita consumption than those headed by males. This article

provides the researcher with statistical information to further prove the hypothesis. However the

article also limits their study to single-parent families as being the main cause of mediocre or

unsatisfactory academic performance neglecting the extended family structure.

The article entitled “Reid examines Jamaica’s poor CSEC results” published on Wednesday

February 23rd 2011, blames to a large extent, the current familiar structures for the island’s

underperformance in the regional examinations. Reid (2011) indicates that “the factors impacting

student performance are diverse and interrelated. These include: Limited parental support and the

impact of socio-economic status: A range of socio-economic factors inclusive of parental support

and involvement impact student performance.” Parents' socio-economic status can be considered

an important factor which affects not only cognitive function, but also academic performance.

Reid also draws on statistics to further prove his account, in addition to evidence from Samms-

Vaughn (2004). Reid’s article takes the researchers investigation to a higher level by providing a

wider variety of reasons in addition to a more in depth analysis of how one’s family structure

affects academic performance, not only the direct impact but also the indirect.
 RESEARCH METHODOLOGY

Over the period of two months February to April 2012, data necessary for this research was

acquired via document analysis and by surveying methods of administering questionnaires and

conducting an interview.

Document analysis was done by the review of newspaper articles in the Daily Gleaner on the

correlation between family structure and children’s educational outcome.

Administration of questionnaires commenced over the period of March 5th to 9th 2012, to a

sample population of thirty (30) students, five (5) from each year group, excepting 6th form

where five(5) questionnaires were distributed between twelfth and thirteenth grade, by means of

the systematic random sampling method. The questionnaire consisted of fifteen easily interpreted

questions, both open-ended and closed-ended.

The questionnaire’s structure has been designed to allow or to facilitate unproblematic

interpretation for the researcher as well as for respondents. It ensures anonymity and

confidentiality of information within the sample group and aids in the provision of answers to the

research questions.

A face to face interview was conducted with the Dean of Academic studies of the Immaculate

Conception High School, Mrs. McCook on Wednesday March 7th 2012 at 1:30 p.m. The

interview lasted approximately twenty minutes and included six open- ended questions. These

sources provide an in depth analysis and understanding of the problem stated.

PRESENTATION OF DATA

10 to 13 14 to 17 18 & Over

17%
33%

50%

Age distribution of respondents

Figure 1.
 18%
16%
14%
12% 7th Grade

Percentage of 10% 8th Grade

respondents 8% 9th Grade
6% 10th Grade
4% 11th Grade
2% 12th Grade
0%
13th Grade
7th 8th 9th 10th 11th 12th 13th
Grade Grade Grade Grade Grade Grade Grade

Grades students belong

Year groups in which respondents belong

Figure 2

90%
80%
70%
60%
Percentage of 50%
Respondents 40% Excellent
30% Good
20% Satisfactory
10%
Not Well (below 60%)
0%
Excellent Good Satisfactory Not well
(below
60%)

Responses

Average Performance of Respondents

Figure 3.
 50%

45% Highly motivated goals and

dreams
40%

35% Natural Brilliance

30%
Percentage of Family Encouragement
25%
Respondents
20%
Help from family when you
15% receive work you do not
understand
10%
Balanced Home life
5%

0%
Reasons of respondents

Reasons for Good to Excellent Academic Performance

Figure 4.

100%
90%
80% Lack of Studying
Percentage of 70%
respondentswho 60%
50%
selected these 40% High Stress Level
responses 30%
20%
10%
0%
Unbalanced Home life

No help received from family

when you receive work you do
not understand
Lack of family encouragement

Reasons
Main reasons for respondents Satisfactory to Not Well Academic performance.

Figure 5.

60%

50%

40%
Percentage of
30%
Respondents
20%

10%

0%
Nuclear Extended Single-Parent Other

Family structure

Family Structure to which respondents belong

Figure 6.

YES NO

20%

80%

Are major factors present in the household that stops you from doing work?

Figure 7.
 General Responses by respondents who selected yes, there are major factors within their
household that interferes with their school work
Noise level is too high, too many persons within Having to take care of grandparents
household

Too many activities Having to take care of younger sibling and help
mother with her school work

Constant annoyance and bother from family To do all the chores for all of my siblings
members

Table1.
 40%
30%
20%
10%
Percentage of
respondents 0%
Ignore the Forget the Go to a Give up on Pray about
problems school friends everything it
and do the work and house and
work worry get the
work done

Methods used to respondents to manage their work when problems arise within the
home

How respondents manage work when problems arise within the home

Figure 8.

70%

60%

50%

40%
Percentage of
respondents Not Often
30%
Regularly
20% Never

10%

0%
Not Often Regularly Never

Frequency of problems occuring within the home

How often problems occur within respondents household

Figure 9.
 70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
Percentage of 0.0%
Respondents

Reponses from parents

Usual response from parents for low academic performance

Figure 10.

Getting Commended Receiving a gift Nothing, its what's expected

Told to do better Academics are usually low

0%

23%

47%

20%

10%

Responses from family for high academic performance

Figure 11.
 Yes
No

Respondents view on family structure affecting their grades

Figure 12.

60%

50%

40%

30% Mother
Percentage of
Respondents Father
20%
Both Parents
10% Grandparents

0% Other

Providers within household

Main provider within the household

Figure 13.
 60%

50%

40%

Percentage of
30%
Respondents

20%

10%

0%
Mother Father Both parents Grandparents Other

Caregivers within household

Main Caregiver within the household

Figure 14.

50%
45%
40%
35%
30%
Percentage of
25%
Respondents
20%
15%
10%
5%
0%

Persons who help with homework

Person who usually helps respondents with homework at home

Figure 15.
 Brief Description of family household by respondents

Harmonious household where everyone Quiet and calm household where everyone
gets along gets along

Frequent fights and disagreements Lack of communication within the

present within the household household

Respectful household where everyone helps each other

Table 2.

Interview with Dean of Academic Studies

Mrs. McCook has been the Dean of Academic Studies at Immaculate Conception High School

for four years and throughout her tenure she has fulfilled her job requirements. During the

interview various reasons were discussed to ascertain how the family structure affected the

academic performance of students, and while it is indeed evident that family structure is

important in a child’s academic well-being, Mrs. McCook clearly indicated that that was not the

main reason at Immaculate. Instead she made reference to the fact that students do not feel

challenged by their school work and as a result underperform. She recommends that parents need

to ensure that they play a more integral role within the education process of their children, as

learning starts from the home and children do need guidance, in order not to deviate.
 INTERPRETATION OF FINDINGS

All thirty (30) questionnaire respondents are current students of Immaculate Conception High

School, varying in age from ten to over eighteen (10 – 18+) according to Figure 1. Students from

grades seven to thirteen were chosen at random to complete this questionnaire and this in shown

in Figure 2. With regards to the fifteen questions asked by the questionnaire, there was a

multiplicity of responses received.

Figure 3 indicates that more than seventy percent of respondents perform at a “Good” (70-79%)

academic level. While Figures 4 and 5 illustrate the varying reasons for students academic

performance. The researcher is able to realize that many of the students who underperform

indicate that there is a lack of encouragement, as well as no help received from family members

when they do not understand, in addition to their lack of studying. Since these three variables all

have the same result in can be interpreted that they are interrelated and somehow causes the child

to lose focus.

Figure 6 represents the structural divisions of respondents’ families. The two most popular

family types present at Immaculate are: The Nuclear and Single- Parent families. When

respondents were asked, if there were any major factors in their household that prevented them

from doing their school work the majority being 80% responded No, there were none. The

remaining 20% indicating that Yes there are major factors responded by using the answers in

figure 7. Table 1 indicates the responses received from students, who agreed that major factors

were indeed present in the home which interrupted their work.

Figures 8 and 9 are interrelated, most respondents indicated that problems within the household

do not occur frequently, however when they do they usually ignore it and continue their work.

As indicated by figures 10 and 11, the general responses from family members when the child

underperforms is usually that of a talk, but when the child does excellently the majority of

parents commend them. This does prove that most parents are indeed involved in their child’s

learning process and take a keen interest.

More than sixty percent of the respondents are of the opinion that the family structure does not

affect their academic performance, this is according to figure 12. Some reasons being: I have

lived in the same family structure all my life, and I have maintained good grades, my mother

plays both roles and provides help where necessary, A student determines their own success the

family structure is only a guide. The remaining thirty-three percent do believe that the family

structure affects their performance, but did not indicate reasons.

As indicated by figures 13 and 14 the Mothers are the main providers as well as caregivers

within the household, it is indeed evident that the mother’s in most scenarios here have to take on

double roles, as the main providers as well as caregivers. In figure 15 it is fair to argue that a

majority of the students receive no additional help with homework at home, as a majority of the

parents, usually the mothers are preoccupied with other things. Most of the respondents are

forced to complete their tasks without help.

Figure 16 is a representation of the most population responses received from respondents of their

typical home life, from varying family structures. The five most popular responses are as

follows: Lack of communication within the household, Quiet and calm household where

everyone gets along, Harmonious household where everyone gets along, frequent fights and
disagreements present within the household and Respectful household where everyone helps

each other. This reveals that no two households are the same.

DISCUSSIONS OF FINDINGS
From the information gathered the researcher was able to document that students at Immaculate

Conception High School academic performance are not solely influenced by their family

structures. In fact, their family structures are quite insignificant where their school work is

related. Each familiar structure has within itself its own problems, no one family structure is

better for academics than the other. The single- parent, nuclear and extended families which are

the varying familiar structure present at the school, have been able to provide the children with

adequate facilities and appropriate environments for them to carry out their school work. This is

according to the data received from the questionnaires.

Even though many believe that the ideal familiar structure is the nuclear family, in terms of

providing a child with balanced and a secure environment, it has been observed that with

Immaculate students it is not always the case, according to their Dean of Academic studies.

These students perform under whichever circumstances they have to endure, after all many of

them have highly motivated goals and are very determined that since they did not create their

environments they have to work hard to change or improve them.

The information received from the secondary sources however, counteract this view. As they

have clearly indicated that the structure of one’s family does indeed affect their academic

outcome. However one must understand that this is not the only reason that a child’s academic

outcome might be affected, and in these current times, these “unconventional family structures”

as Schneider, Atteberry, and Owens (2005), puts it are proving themselves to actually to being
more stable than the nuclear family structures, despite the problems they face. The researcher has

been able to decipher that at Immaculate the family structure of students does not affect their

academic performance.

CONCLUSION/LIMITATIONS/RECCOMENDATIONS

Although from varying familiar structures, age groups and backgrounds. It is indeed fair to argue

that at Immaculate students academic performance is not to a great extent affected by their

familiar structures. Instead it is the student themselves who is usually responsible for their

performance. However one must keenly note that the parents or guardians role in the life of the

student is to ensure that she has all she needs for school in terms of proper materials and extra

help and support is received when necessary. Parents also need to ensure that they are involved

in their child’s school life, and make the best out of every situation even though they may not be

ideal. Always encourage the children to do their best, as they want to be recognized for their

efforts.

The research was successful as the hypothesis “How does the family structure of students of

Immaculate Conception High School affect their academic performance” was effectively tested.

As well as the fact that all research questions were successfully answered.

Limitations

The researcher encountered quite a number of limitations while conducting this research,

namely: Research was restricted to a small sample due to financial constraints prohibiting a mass

production of printed questionnaires and time to conduct extensive interviews, the word limit
proved to be a huge limitation as it minimized the level of details to be presented and some

respondents neglected to answer questions.

Recommendations

In these modern days when new family structures are evolving and are presenting themselves as

more stable and balanced than the traditional nuclear family, more researchers ought to explore

these new structures and compare their impact on children’s academic wellbeing to that of the

nuclear family.. Additionally, the Ministry of Education should consider conducting research or

assement to deduce why students underperform and methods of improving performance.

BIBLIOGRAPHY

Atteberry, A. Schneider, B. and Owens A. (2005). Family Matters: family structure and child

outcomes. Alfred P. Sloan Centre on Parents, Children and Work. The University of Chicago and

NORC.

Haralambos, M and Holborn M. (2008) Sociology Themes and Perspective Seventh Edition.

Collins Publishing.

Hill, K. (2011) “Too many single parents” Referenced April 10th, 2011 from http://jamaica-

gleaner.com/gleaner/20110410/news/news5.html

Reid, R. (2011) “Reid examines Jamaica’s poor CSEC results” Referenced February 23rd,2011

from http://jamaica-gleaner.com/gleaner/20110223/news/news1.html
 APPENDICES
INTERVIEW QUESTIONS

Mrs. McCook as previously mentioned this interview is being conducted, as a

requirement for the Caribbean Studies Internal Assessment, to test the hypothesis

“How does the family structure of students at Immaculate Conception High

School affect their academic performance?” Thank you for your time.

1. How long have you been the Dean of Academic Studies at Immaculate?

2. As Dean of Academic Studies what is it that you actually do?

3. When Children get bad reports what is it that you usually do, do you call the

student or the parent/ guardian first?

What do you think is the main factor for underperformance?

4. When speaking to students about their grades, what is the main reason that they

say affects their performances?

5. Do you believe that a child’s family structure influences their academic

performance?

6. What would you say are the main roles of the family in relation to children?
 their homework, correspond with their teachers, support your child in every way

possible, and motivate them to do their best at all times.

Thank you 

QUESTIONNAIRE
My name is Jaavonne Taylor. I am a student of Immaculate Conception High School administering this questionnaire to test the
hypothesis:

“How does the family structure of students at Immaculate Conception High School affect their academic performance?”

Kindly assist me in gathering the data by answering all the questions below. DO NOT write your name on any part of this
questionnaire. Thank you for your cooperation.

How in what age group do you fall?

[ ] 10-13 [ ]14-17 [ ] 18 and Over

What grade are you in?

[ ] Grade 7 [ ] Grade 8 [ ] Grade 9 [ ] Grade 10 [ ] Grade 11 [ ] Grade 12

[ ] Grade 13

1. On average how do you perform in school?

[ ] Excellently (80%-100%) [ ]Good(70%- 79%) [ ] Satisfactorily (60% - 69%)

[ ] Not well (below 60%]

2. What do you feel are the MAIN reasons for your (Good to Excellent) school performance? ( you may select more than
one response)

[ ] Disciplined Study Habits

[ ] Highly motivated goals and dreams

[ ] Natural Brilliance

[ ] Family Encouragement

[ ] Balanced Home Life

[ ] Limited or No stress

[ ] Financial Stability of the family

 [ ] Help from family when you get work you don’t understand (includes immediate help

and or paying for extra classes)

4b. What do you feel are the MAIN reasons for your (Not well to Satisfactory) school
performance?(you may select more than one response)

[ ] Lack of Studying
[ ] Not Caring
[ ] Lack of encouragement/ motivation from the family
[ ] Unbalanced home life
[ ] High Stress level
[ ] Financial instability of the family
[ ] No help received from family when you get work you do not understand ( includes
immediate help and or extra lessons)

3. What family structure are you from?

[ ] Nuclear – Mother, Father and Child/ Children within the household
[ ] Extended- Mother, Father, Children, Grandparents, Aunts, Uncles and Cousins within
the household.
[ ] Single- Parent- Mother and Child only / Father and Child only
[ ] Other (please specify on lines below)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
__

4. Within your household are there major factors that sometimes stop you from doing your work?
[ ] Yes [ ] No

6b. If answered yes please specify these factors on the lines provided.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

5. When problems arise within the home, how do you manage your school work?
[ ] Ignore the problems and do the work
[ ] Forget the School work and worry
[ ] Go to a friend’s house and get the work done
[ ] Give up on everything
[ ]Pray about it

6. How often do these problems occur within the home?

[ ] Not often
[ ] Regularly
[ ] Never

7. What is the usual response from the family for low academic performance (if any)?
[ ] Grounding [No tv, cell phone, facebook for a long time)
[ ] Scolding and beating from parent
[ ] A talk with parents about why your performances are so low
[ ] No response, they don’t seem to care
[ ] The silent treatment
[ ] My academics are usually high so the responses are good

8. What is the usual response from the family for high academic performance (if any)?
[ ] Getting commended/ congratulated
[ ] Receiving a gift for doing well
[ ] Nothing, it is what’s expected
[ ] Told to do better
[ ] My academics are usually low so the responses are bad
9. Do you think that your family structure has anything to do with the grades you receive?
[ ] Yes [ ] No
Please explain why (for either answer) on lines below
_______________________________________________________________________________________________
_______________________________________________________________________________________________
__

10. Who is the main provider within the household?

[ ] Mother
[ ] Father
[ ] Both Mother and Father
[ ] Grandparents
[ ] Other (please specify) _____________________________________________

11. Who is the main care giver within the household?

[ ]Mother
[ ] Father
[ ] Both give equal care
[ ] Grandparents
[ ] Other (please specify) ______________________________________________

12. Who usually helps you with school work at home?

[ ] Mother
[ ] Father
[ ] Grandparent
[ ] No one
[ ] Other (please specify) _______________________________________________

13. Briefly describe your family environment on the lines below.

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___