Family Power Structure and Academic Achievement of Secondary School Students in Bayelsa and Delta States, Nigeria

The study examined how various 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 (FPSSAA) 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. The study used both descriptive and inferential statistical tools to analyse its data. To analyse the demographic data of the respondents and answer research question one, the simple percentage and frequency count were used. The study applied both descriptive and inferential statistical methods for data analysis. 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 patriarchal family power structures, matriarchal family power structures, and egalitarian family power structures all have positive and significant relationships with the academic achievement of public secondary school students in the Bayelsa and Delta States, Nigeria. The study suggests that the government and policymakers should encourage and promote egalitarian family power structures.