Democratic and Authoritarian Family Power Structures as Determinants of Academic Achievement among Secondary School Students in Bayelsa and Delta States, Nigeria

Victor Augustine Omgbou PhD; Timipere Okumbiri PhD

doi:10.56201/rjhcs.v11.no7.2025.pg37.46

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Democratic and Authoritarian Family Power Structures as Determinants of Academic Achievement among Secondary School Students in Bayelsa and Delta States, Nigeria

Victor Augustine Omgbou PhD, Timipere Okumbiri PhD

Abstract

The study examined how various democratic and authoritarian family power structures influence students’ academic achievement in secondary school in Bayelsa and Delta States, Nigeria. The research employed a correlational design. The study population consists of 124,105 senior secondary school students in Bayelsa and Delta States. A sample size of 399 respondents were selected using the Taro Yamane formula. The study used a questionnaire titled “Family Power Structure and Students’ Academic Achievement Questionnaire” to collect data. Also, an academic achievement test questions were adapted from WAEC and administered to students. The test questions contained 30 questions in English Language and Mathematics. Research questions were addressed using mean scores and standard deviations, while hypotheses were tested with the Pearson Product-Moment Correlation at a 0.05 level of significance. The study found that democratic family power structure has positive and significant relationships with the academic achievement of public secondary school students in the Bayelsa and Delta States, Nigeria. On the contrary, the authoritarian family power structure had a positive, yet insignificant, relationship with the academic achievement of public secondary school students in Bayelsa and Delta State, Nigeria. The study suggests that schools should encourage open communication and collaboration among family members to create a supportive and nurturing environment for students.

Keywords

FamilyPower StructureDemocraticAuthoritarianAcademic PerformanceBayelsa and Delta States.

References

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Democratic and Authoritarian Family Power Structures as Determinants of Academic Achievement among Secondary School Students in Bayelsa and Delta States, Nigeria

Abstract

Keywords

References

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