1

EFFECTS OF FAMILY ISSUES ON EDUCATION

Alhaam Zulfiqar (04), Amna Mansoor (08), Javeria Athar (28)

Department of Applied Psychology, Lahore College for Women University
Maj/Psy-302: Applied Statistics-II
Ms. Sehar Saleem
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Effects of Family Issues on Education

Introduction:
Education plays a crucial role in shaping an individual's future and contributing to the
overall development of society. Family is the first and primary institution where a child learns
values, attitudes, and behaviors. Family issues are problems or challenges that happen within a
family. Family issues can vary in nature and impact different aspects of family life. Family
issues can have a significant impact on a child's education. The impact of family issues on
education can create hurdles, influencing a student's ability to learn.
Types of Family Issues
Family issues can manifest in various forms, affecting the well-being of the individuals
involved. Here are some family issues:
1. Financial Difficulties:
This issue arises when a family is facing economic challenges, such as unemployment,
and insufficient income. Financial difficulties can lead to tension, arguments, and overall
stress in family relationships.
2. Divorce or Separation:
Divorce or separation occurs when spouses decide to end their marriage or live
separately. This situation can have significant emotional, social, and financial effects on all
family members, especially children, who may experience feelings of confusion, loss, and
adjustment.
3. Health Issues:
When a family member experiences health problems, it can have a significant impact
on the entire family. Chronic illnesses, disabilities, or mental health issues can lead to
caregiving challenges, emotional stress, and adjustments in family roles and responsibilities.
4. Communication Problems:
Poor communication within a family can lead to misunderstandings, conflicts, and a
breakdown in relationships. This issue could be due to difficulties in talking openly and
unresolved issues that build up over time.
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5. Domestic Violence:
Domestic violence is a serious and harmful issue involving physical, emotional, and
psychological abuse within a family. It can affect spouses, children, and other family
members, leading to long-lasting trauma and disturbing the overall well-being of the family.
Effects of Family Issues on Education
Family issues influence different aspects of their academic performance, emotional well-
being, and overall development. Here are several effects of family issues on education:
1. Emotional well-being:
Family issues can contribute to increased stress and anxiety in children. Emotional
distress makes it hard for children to focus on their studies and negatively affects their
academic performance.
2. Parental involvement:
When parents are preoccupied with their issues, they may not have the time, energy, or
emotional capacity to actively support their child's learning, such as helping with homework
or providing a helpful home environment for studying.
3. Economic Instability:
Financial difficulties within a family can result in a lack of resources, including
educational materials, tutoring, and extracurricular activities. This can hinder a child's access
to opportunities that enhance their educational experience.
4. Household Responsibilities:
Family issues like increased household responsibilities can overwhelm students,
affecting their focus on education. Managing responsibilities and studies may lead to fatigue,
hindering academic performance and time management skills.
5. Reduction in Self-esteem and Self-confidence:
Family issues can significantly impact a student's self-esteem. Constant criticism or
neglect may impact their confidence, creating emotional barriers that hinder active
participation and enthusiasm in educational activities.
6. Support and Encouragement in Education:
A positive family environment promotes support and encouragement, essential for a
child's educational development. Lack of familial backing may diminish a student's
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enthusiasm, making it challenging to overcome obstacles, set academic goals, and stay
motivated to achieve their academic goals.
7. Decline in Grades:
Family issues can create emotional turmoil, diverting a student's focus from academics.
Emotional distress may appear as a decline in grades due to reduced concentration,
motivation, and inability to effectively manage time, impacting their academic performance
negatively.
Methodology
This is a cross-sectional study conducted in a well-known educational institution in
Lahore, namely Lahore College for Women University.
Instrument
Our instrument used in this study was a Questionnaire. We made a questionnaire on
Google Forms. The participants were approached using Google Forms.
Participants
This study included 80 male and female participants ranging from age 17 onwards. A
random sampling method was acquired.
Demographic Information
The Questionnaire consisted of 12 questions. The demographic information requested in
the questionnaire includes:
1. Name
2. Gender
3. Age
4. Qualification Level
5. CGPA
Data Analysis
After data collection, the acquired information was analyzed using SPSS.
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Effects of Family Issues on Education

This Google form aims to gather information about the effects of family issues on Education.
Please answer each question as honestly and accurately as possible to ensure that the results are
reliable and informative. Thank you for taking the time to complete this survey.
Your participation is greatly appreciated.

* Indicates required question

1. Name *

2. Gender *

Male

Female

3. Age *

4. Qualification Level *

Undergraduate

Graduate

5. CGPA *
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6. What type of family issues do you think has the most adverse effect on your *
education?

Financial Difficulties

Divorce or Separation

Health Issue

Communication Problems

Domestic Violence

Other

7. How many hours per week do you spend on household responsibilities that impact *
your study?

0 -14 hours

15 -29 hours

30 -44 hours

45 -60 hours

61 hours or more

8. How much time do you spend in part-time work or finding a job to financially *
contribute to your family, particularly when facing family issues?

0 -1 hour

2 -3 hours

4 -5 hours
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6 hours or more

9. What percentage reduction do you perceive in your self-esteem and confidence due * to
family issues?

0-20 %

21-40 %

41-60 %

61-80 %

81-100 %

10. What percentage of you report feeling stressed during exams due to family issues? *

0-20 %

21-40 %

41-60 %

61-80 %

81-100 %

11. What percentage have you experienced a decline in your grades as a result of the *
family issues you're facing?

0-20 %

21-40 %

41-60 %

61-80 %

81-100 %
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12. On a scale of 1 to 10, how comfortable do you feel discussing family-related *

concerns with your teachers?

10

13. How many hours does your family spend discussing and helping you with your *
academic progress?

0-1 hour

2-3 hours

3-4 hours

5 hours or more
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14. What percentage of your overall academic achievements can be attributed to the *
emotional support and encouragement provided by your family?

0-20 %

21-40 %

41-60 %

61-80 %

81-100 %

15. On a scale of 1 to 5, how well do you think your family understands and supports *
your educational goals?

16. How many times you feel that you want to talk with someone or take therapy *
session while dealing with family issues?

1 time

2 times

3 times

4 times

5 times or more
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17. Do you believe that resolving family issues would lead to improvements in your *
overall well-being and academic performance?

Yes

No
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Data Analysis on SPSS

Variable View
Name Type Decimals Label Values
1- Male
Gender Numeric 0 Gender of Respondent
2- Female
Age Numeric 0 Age of Respondent None
1. Undergraduate
Qualification Numeric 0 Qualification of Respondent
2. Graduate
CGPA Numeric 2 CGPA of Respondent None
1. Financial Difficulties
2. Divorce / Separation
3. Health Issue
Type Numeric 0 Family Issues of Respondent
4. Communication Problems
5. Domestic Violence
6. Other

Time Spent on Household

Responsibilities Numeric 0 None
Responsibilities of Respondent

Part-time Work and Family

Employment Numeric 0 None
Finances of Respondent
Impact of Family Issues on Self-
Reduction Numeric 0 Esteem and Confidence of None
Respondent
Exam Stress and Family Issues of
Stress Numeric 0 None
Respondent

Grade Decline Due to Family

Performance Numeric 0 None
Issues of Respondent
Comfort Level Discussing
Communication Numeric 0 Family Concerns with Teachers None
of Respondent
Family Involvement in Academic
Involvement Numeric 0 None
Progress of Respondent
Family Impact on Academic
Credit Numeric 0 None
Success of Respondent
Family Support for Educational
Understanding Numeric 0 None
Goals of Respondent
Therapy and Family Issues of
Therapy Numeric 0 None
Respondent
Family and Well-being of 1. Yes
Connection Numeric 0
Respondent 2. No
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Single Sample T-Test

Research suggests that family issues may have a significant impact on a student's academic
performance. To investigate this, a study was conducted to assess the average scores of students
experiencing family issues. The scores of a sample of 30 students who reported family issues
were collected.
Values: 25, 28, 30, 32, 29, 27, 31, 26, 30, 28, 27, 29, 30, 33, 31, 28, 32, 29, 30, 31, 28, 27, 29,
30, 26, 33, 28, 31, 29, 30, is there a statistically significant difference in the mean test scores of
students facing family issues compared to the normal population mean of 29.23?
Mean:
Create variable “X”. → Enter data. → Go to “Analyze”. → Click on “Descriptive Statistics”
and choose “Frequency”. → Move variable “X” to variable(s). → Click on “Statistics”. →
Click on “Mean” and continue.
Result:
Mean = 29.23

Normality:
Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move variable
to dependent list. → Click on Plots and choose “Histogram” and “Normality plots with test”. →
Click on continue and OK.
Step 5: Result:
Test of Normality
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Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
X 0.200 0.640

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-value < 𝛼 P-value < 𝛼
0.200 < 0.05 False 0.640 < 0.05 False
Accept H0. Accept H0.

Single Sample T-Test:

Step 1:
H0: μ = 29.23
H1: μ ≠ 29.23
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Compare Means”. → Click on “One Sample T-Test”. → Move
variable to test variables and add Test Value 12.85. → Click on OK.
Step 5: Result:
t: 0.009
P-value = 0.993
Step 6: Conclusion:
P-value < 𝛼
0.993 < 0.05 False
Accept H0.
Independent Sample T-Test
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To assess whether there is a significant difference in the mean academic performance between
students facing family issues (Group 1) and those not facing family issues (Group 2), a study
has been conducted, with the respective academic scores recorded for each participant.
Is there a significant difference in the mean academic performance between students facing
family issues (Group 1) and those not facing family issues (Group 2), based on the provided
data sets?
Group 1 Group 2
18 15
22 19
25 23
30 28
21 27
27 24
29 26
24 21
20 18
26 25

Normality:
Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move “data”
to dependent list and “group” to factor list. → Click on Plots and choose “Histogram” and
“Normality plots with test”. → Click on continue and OK.
Step 5: Result:
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Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
Group 1 0.200 0.928
Group 2 0.200 0.722

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-values < 𝛼 P-values < 𝛼
P-values < 0.05 False P-values < 0.05 False
Accept H0. Accept H0.

Variance:
Step 1:
H0: σ 21 = σ 22
H1:σ 21 ≠ σ 22
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 5: Result:
F = 0.090
P-value = 0.768

Step 6: Conclusion:
P-value < 𝛼
0.768 < 0.05 False
Accept H0.
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Independent Sample T-Test:

Step 1:
H0: μ₁ = μ₂
H1: μ₁ ≠ μ₂
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Compare means”. → Click on “Independent Sample T- Test”.
→ Move variable “Group” to grouping variable and variable “Data” to test variable. → Click on
define groups and enter 1 in group 1 and 2 in group 2. → Click on continue and then OK
Step 5: Result:
t: 0.873
P-value = 0.394
Step 6: Conclusion:
P-value < 𝛼
0.394 < 0.05 False
Accept H0.
Paired Sample T-Test
The given data represents the scores of students in a pre-treatment test (Before) and a post-
treatment test (After), aiming to explore the potential effects of family issues on their academic
performance.
Do the observed changes in test scores (Before and After treatment) indicate a statistically
significant difference in the educational outcomes of students facing family issues?

Before 62 52 48 75 81 61 72 58 64 70

After 69 57 55 79 86 69 77 64 68 75

Normality:
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Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move both
variables to dependent list. → Click on Plots and choose “Histogram” and “Normality plots
with test”. → Click on continue and OK.
Step 5: Result:
Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
Before 0.200 0.978
After 0.200 0.895

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-values < 𝛼 P-value < 𝛼
P-values < 0.05 False P-values < 0.05 False
Accept H0. Accept H0.

Paired Sample T-Test:

Step 1:
H0: μ₁ = μ₂
H1: μ₁ ≠ μ₂
Step 2:
𝛼 = 0.05
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Step 3: Critical Region:

P-value < 𝛼
Step 4: Syntax:
Go to Analyze → Click on Compare Means → Click on Paired Sample T-Test → Move both
variables to Paired Variable → Click on OK
Step 5: Result:
t = -13.119
P-value = 0.001
Step 6: Conclusion:
P-value < 𝛼
0.001 < 0.05 True
Reject H0.
One-way ANOVA
The impact of family issues on education is a matter of concern, as family dynamics can
significantly influence a student's academic performance. To investigate this, we collected data
on the grades of students from three groups: those with minimal family issues (Group 1),
moderate family issues (Group 2), and severe family issues (Group 3).
Is there a noticeable difference in the average grades between students from families with
minimal issues (Group 1), moderate issues (Group 2), and severe issues (Group 3)?
Groups
1 2 3
25 20 35
28 22 38
30 25 40
32 18 36
29 24 39
27 23 37
31 21 41
26 19 34
28 20 38
30 22 40
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Normality:
Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move “data”
to dependent list and “group” to factor list. → Click on Plots and choose “Histogram” and
“Normality plots with test”. → Click on continue and OK.
Step 5: Result:
Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
Group 1 0.200 0.953
Group 2 0.200 0.953
Group 3 0.200 0.799

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-values < 𝛼 P-values < 𝛼
P-values < 0.05 True/False P-values < 0.05 False
Accept H0. Accept H0.

Homogeneity of Variance:
Step 1:
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H0: σ 21 = σ 22 = σ 23
H1:σ 21 ≠ σ 22 ≠ σ 23
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 5: Result:
F = 0.004
P-value = 0.996
Step 6: Conclusion:
P-value < 𝛼
0.996 < 0.05 False
Accept H0.

One-way ANOVA:
Step 1:
H0: μ₁ = μ₂ = μ₃
H1: μ₁ ≠ μ₂ ≠ μ₃
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Make two variables “Group” and “Data”. → Click on “Values” and add values and label. →
Click on OK. → Enter Data of all groups in variable “Data”. → Go to “Analyze”. → Click on
“Compare Mean”. → Click on “One way ANOVA”. → Move variable “Group” to factor list
and variable “Data” to dependent list. → Click on “Options” and choose “Homogeneity of
variance test”. → Click on OK.
Step 5: Result:
F: 133.760
P-value = 0.001
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Step 6: Conclusion:
P-value < 𝛼
0.001 < 0.05 True
Reject H0.

Multiple Comparison
Pairs P-values Decision
μ₁ - μ₂ 0.001 Different
μ₁ - μ₃ 0.001 Different
μ₂ - μ₃ 0.001 Different

Conclusion:
P-values of all means are different.
Two-way ANOVA
Normality:
Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move
“frequency” to dependent list and “row” and “column” to factor list. → Click on Plots and
choose “Histogram” and “Normality plots with test”. → Click on continue and OK.
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Step 5: Result:
Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
X 0. 0.

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-value < 𝛼 P-value < 𝛼
0. < 0.05 True/False 0. < 0.05 True/False
Accept/Reject Accept/Reject

Homogeneity of Variance:
Step 1:
H0:
H1:
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 5: Result:
F=
P-value=
Step 6: Conclusion:
P-value < 𝛼
0. < 0.05 FT
AR H0.

Two-way ANOVA:
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Step 1:
H0: μ =
H1: μ ≠
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Create variables “row” “column” and “data”. → Enter the number of rows and columns and
enter the data in “data”. Go to “Analyze”. → Click on “General Linear Model”. → Click on
“Univariate”. → Move variable “Data” to Dependent Variable and variables “row and column”
to Fixed Factors. → Click on “Model” and choose “Custom”. → Choose “Main Effects” in type.
→ Move variables “row and column” to model box. → Click on continue. → Click on “Options”
and choose “Homogeneity of variance test”. → Click on continue.

Step 5: Result:
Step 6: Conclusion:
Repeated Measures
Normality:
Step 1:
H0: Data is Normal.
H1: Data is not Normal.
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “Descriptive Statistics”. → Click on “Explore”. → Move “data”
to dependent list and “group” to factor list. → Click on Plots and choose “Histogram” and
“Normality plots with test”. → Click on continue and OK.
Step 5: Result:
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Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Sig. Sig.
X 0. 0.

Step 6: Conclusion:
Kolmogorov-Smirnov Shapiro-Wilk
P-value < 𝛼 P-value < 𝛼
0. < 0.05 True/False 0. < 0.05 True/False
Accept/Reject Accept/Reject

Variance:
Step 1:
H0:
H1:
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 5: Result:
F=
P-value=
Step 6: Conclusion:
P-value < 𝛼
0. < 0.05 FT
AR H0.

Repeated Measures:
Step 1:
H0: μ =
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H1: μ ≠
Step 2:
𝛼 = 0.05
Step 3: Critical Region:
P-value < 𝛼
Step 4: Syntax:
Go to “Analyze”. → Click on “General Linear Model”. → Click on “Repeated Measures”. →
Write the name of factor within subject factor name and then write in number of levels. → Click
on “Add”. → Write the name in Measure name. → Click on “Add → ”Click on “Define”. →
Move variables in Within Subject Variables. → Click on continue.

Step 5: Result:
Step 6: Conclusion:
Chi-Square
Variables taken from the survey used for “Chi-Square” are “How many times you feel that you
want to talk with someone or take therapy session while dealing with family issues?” and “Do
you believe that resolving family issues would lead to improvements in your overall well-being
and academic performance? “

Step 1:
H0: The two criteria of classification are independent.
H1: The two criteria of classification are dependent.
Step 2:
𝛼 = 0.05
Step 3: Critical region
P-value < 𝛼
Step 4: Syntax:
Create variables “row” “column” and “frequency”. → Enter the number of rows and columns
and enter the data in frequency. → Go to Data. → Weight case. → Weight cases by → move
“frequency” into frequency variable. → OK. → Go to Analyze → Select Descriptive statistics.
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→ Crosstabs → move “row” to row and “column” to column → Click on Statistics → Choose
Chi-square → OK.
Step 5: Result:
P-value = 1.000
Step 6: Conclusion:
P-value < 𝛼
1.000 < 0.05 False
Accept H0.
Wilcoxon Single Sample Test
The variable taken from the survey used for “Wilcoxon Single Sample Test” is “Age”

Median:
Create variable “Age”. → Enter data. → Go to “Analyze”. → Click on “Descriptive Statistics”
and choose “Frequency”. → Move variable “Age” to variable(s). → Click on “Statistics”. →
Click on “Median” and continue.
Result:
Median = 20

Wilcoxon Single Sample Test:

Step 1:
H0: M = 20
H1: M ≠ 20
Step 2:
𝛼 = 0.05
Step 3: Critical region
P-value < 𝛼
Step 4: Syntax:
Go to Analyze. → Choose nonparametric test. → Select One Sample. → Click on settings. →
Choose Customize tests. → Tick Compare median to hypothesized (Wilcoxon signed-rank test).
→ Enter the value of median 20 in Hypothesized median. → Click on Run.
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Step 5: Result:
P-value = 0.004
Step 6: Conclusion:
P-value < 𝛼
0.004 < 0.05 True
Reject H0.
Wilcoxon Paired Sample Test
Variables taken from the survey used for “Wilcoxon Paired Test” are “What percentage of you
report feeling stressed during exams due to family issues?” and “What percentage have you
experienced a decline in your grades as a result of the family issues you're facing?”

Step 1:
H0: M₁ = M₂
H1: M₁ ≠ M₂
Step 2:
𝛼 = 0.05
Step 3: Critical region
P-value < 𝛼
Step 4: Syntax:
Go to Analyze. → Choose nonparametric test. → Choose Related Samples → Click on Fields →
Move variables into Test Fields → Click on Settings. → Choose Customize tests. → Click on
Wilcoxon matched-pair signed-rank (2 Samples). → Click on Run.

Step 5: Result:
P-value = 0.113
Step 6: Conclusion:
P-value < 𝛼
0.113 < 0.05 False
Accept H0.
Mann-Whitney Independent Sample Test
Variables taken from the survey used for “Mann-Whitney Independent Sample Test” are “How
many hours does your family spend discussing and helping you with your academic progress?”
 28

and “On a scale of 1 to 5, how well do you think your family understands and supports your
educational goals?”

Step 1:
H0: M₁ = M₂
H1: M₁ ≠ M₂
Step 2:
𝛼 = 0.05
Step 3: Critical region
P-value < 𝛼
Step 4: Syntax:
Create two variables, “group” and “data” in variable view. → Enter data. → Go to Analyze →
Select nonparametric tests. → Choose Legacy Dialogs → Choose 2 Independent Samples →
Move “data” in Test Variable and “group” in grouping variables. → Define groups. → Continue
→ Choose Mann-Whitney U. → OK.

Step 5: Result:
P-value = 0.001
Step 6: Conclusion:
P-value < 𝛼
0.001 < 0.05 True
Accept H0.