SOCIOLOGICAL PERSPECTIVE OF SPOUSE BEHAVIOUR AND IT’S EFFECTS ON ACADEMIC PERFORMANCE OF STUDENTS (A STUDY OF ALIMOSHO LOCAL GOVERNMENT AREA OF LAGOS STATE).

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Education has long been recognized as a crucial instrument for individual development and national progress, particularly in developing societies such as Nigeria (Okolie et al., 2019). The academic performance of students, however, is influenced by multiple factors that go beyond school environments and pedagogical inputs. Among these, the family setting and spouse behaviour play a significant role in shaping students’ motivation, learning outcomes, and general engagement in academic activities (Ogunyemi & Adebayo, 2020). From a sociological perspective, the family functions as the primary socializing agent, where values, attitudes, and behavioural patterns are first learned, and these inevitably affect children’s educational trajectories.

Spouse behaviour, in this context, refers to the ways in which parents, individually and jointly approach responsibilities related to their children’s upbringing and education. Studies have shown that the level of cooperation, emotional stability, and support between spouses directly influence the learning atmosphere at home (Olamide, 2021). For example, positive attitudes toward school activities, encouragement during assignments, and active participation in academic-related discussions foster students’ educational achievement. Conversely, constant conflicts, neglect, or disinterest in educational matters may undermine students’ concentration and self-confidence (Adenuga & Ojo, 2020).

Parental attitude is therefore a crucial variable. Research indicates that students whose parents demonstrate commitment to their academic progress tend to perform better academically (Odetunde, 2019). This includes practices such as supervising homework, attending school meetings, and maintaining regular communication with teachers. In contrast, indifference or lack of attention from parents often correlates with poor performance. Thus, addressing the first research question—the attitude of parents towards students’ academic activities becomes central in understanding family influence on education.

Similarly, the role of either spouse in shaping learning activities is indispensable. In Nigerian families, mothers are often more directly involved in children’s day-to-day academic lives, while fathers may play a more indirect role through financial support (Ogunlade, 2020). However, imbalances in these roles or absence of one spouse’s support could create educational gaps for the child. For instance, when fathers fail to provide educational resources, or mothers are too overwhelmed with domestic chores to monitor schoolwork, students’ performance may decline (Obi & Ofole, 2021). A sociological analysis helps to uncover how gender roles, family structures, and cultural expectations interact to influence these outcomes.

Furthermore, the economic status of spouses is another significant determinant of students’ academic achievement. According to Edewor and Aina, (2021), financial stability enables parents to provide necessary learning materials, pay school fees promptly, and ensure a conducive home environment. In low-income households, however, children often struggle with inadequate textbooks, lack of technological resources, and poor nutrition, all of which negatively affect their academic performance. This suggests that socioeconomic inequalities in communities such as Alimosho LGA can perpetuate disparities in educational outcomes.

Alimosho Local Government Area, being one of the most populous and socio-economically diverse areas in Lagos State, presents a unique context for studying how spouse behaviour impacts students’ learning. The area is characterized by a mixture of middle-class and low-income families, where differing parental attitudes, economic realities, and family structures shape children’s educational experiences. By adopting a sociological perspective, this study seeks to provide deeper insight into how spouse behaviour - attitudinal, functional, and economic affects the academic performance of students within the local community.

1.2 Statement of the Problem

Academic performance of students has remained a central concern for educators, parents, and policymakers in Nigeria. Despite significant investment in the educational sector, many students, especially in urban and semi-urban areas like Alimosho Local Government Area of Lagos State, still perform below expectation in their academic pursuits. Several factors have been identified as contributing to this challenge, among which family dynamics and spouse behaviour stand out as critical but often underexplored dimensions (Adenuga & Ojo, 2020).

Parental attitude towards education is a fundamental determinant of students’ success. However, in many Nigerian homes, parents either lack adequate interest in their children’s academic activities or delegate the responsibility of monitoring learning entirely to schools. This neglect can lead to poor motivation, truancy, and declining academic outcomes (Odetunde, 2019). While some parents are committed and supportive, others display indifference or negative attitudes that undermine learning, thereby raising questions about the extent to which parental attitude contributes to variations in student achievement.

Another emerging problem is the uneven distribution of responsibilities between spouses in child upbringing. In many households, particularly in patriarchal societies such as Nigeria, mothers are often saddled with the bulk of domestic and educational responsibilities, while fathers play a more peripheral role, usually limited to financial provision (Obi & Ofole, 2021). This unequal involvement not only creates stress within the family but may also deprive children of the emotional and intellectual support they require from both parents. The imbalance in spousal roles therefore raises concerns about its potential impact on the academic performance of students.

Furthermore, the economic status of parents has been shown to significantly influence children’s learning outcomes. Families with stable income are better positioned to provide quality educational resources, conducive study environments, and access to private tutoring when necessary (Edewor & Aina, 2021). Conversely, families struggling with financial instability often face challenges such as inability to pay school fees promptly, inadequate educational materials, and overcrowded living conditions, all of which hinder academic performance. In Alimosho LGA, where there is a wide gap between low-income and middle-class households, the influence of parental economic status on students’ educational outcomes is particularly pronounced.

Despite these realities, there remains limited sociological research that specifically examines the interconnection between spouse behaviour—attitude, role performance, and economic capacity—and students’ academic performance within the Nigerian context, particularly in Alimosho LGA. Existing studies have focused broadly on parental involvement in education but have not sufficiently explored how spousal dynamics and cooperation directly shape academic outcomes. This gap underscores the need for a focused sociological inquiry into the subject.

Therefore, this study seeks to investigate the sociological perspective of spouse behaviour and its effects on students’ academic performance in Alimosho LGA. By addressing this problem, the study aims to provide insights that can inform family-based interventions, community sensitization, and policy formulation to improve the educational experiences and achievements of students.

1.3 Objectives of the Study

The main objective of this study is to examine the sociological perspective of spouse behaviour and its effects on the academic performance of students in Alimosho Local Government Area, Lagos State. The study specifically seeks to:

      i.         Assess the attitude of parents towards students’ academic activities in Alimosho LGA.

     ii.         Examine the role of either spouse in supporting the learning activities of their children.

   iii.         Investigate the effect of the economic status of spouses on the learning activities and academic performance of students.

1.4       Research Questions

The study will be guided by the following research questions:

      i.         What is the attitude of parents towards students’ academic activities in Alimosho LGA?

     ii.         What role does either spouse play in supporting the learning activities of their children?

   iii.         What is the effect of the economic status of spouses on the learning activities and academic performance of students?

1.5 Research Hypotheses

In order to provide empirical answers to the research questions, the following hypotheses will be tested:

Hypothesis One

H₀1:    There is no significant relationship between parents’ attitude and students’ academic activities in Alimosho LGA.

H₁1:    There is a significant relationship between parents’ attitude and students’ academic activities in Alimosho LGA.

Hypothesis Two

H₀2:    Spousal roles do not significantly influence the learning activities of students in Alimosho LGA.

H₁2:    Spousal roles significantly influence the learning activities of students in Alimosho LGA.

Hypothesis Three

H₀3:    The economic status of spouses has no significant effect on the academic performance of students in Alimosho LGA.

H₁3:    The economic status of spouses has a significant effect on the academic performance of students in Alimosho LGA.

1.6       Significance of the Study

This study is significant because it provides valuable insights into the sociological dynamics of spouse behaviour and how they shape students’ academic performance in Nigeria, particularly in Alimosho Local Government Area of Lagos State. Education is a fundamental driver of personal and national development, and understanding the factors that influence student achievement is crucial for improving educational outcomes (Okolie et al., 2019).

First, the study will benefit students, as it highlights the importance of parental attitudes, spousal roles, and household economic conditions in shaping their academic performance. By understanding these dynamics, students may become more aware of how to seek and appreciate parental support in their learning processes.

Second, the study will be useful to parents and spouses, as it underscores their responsibility in fostering a conducive environment for learning. The findings will emphasize the need for cooperative parenting, positive attitudes toward education, and improved economic planning to ensure that children’s academic activities are adequately supported (Olamide, 2021).

Third, the study will assist educators and school administrators by providing empirical evidence on the family-related factors that affect students’ academic achievement. This may help in designing family-focused interventions, guidance programs, and parent–teacher collaboration initiatives aimed at boosting student performance (Adenuga & Ojo, 2020).

Fourth, the research is significant to policy makers and government agencies, as it contributes to the discourse on educational inequality and family welfare. By shedding light on the impact of spouse behaviour and socioeconomic status on education, the findings may inform policies that promote parental involvement, community sensitization, and socioeconomic support for families in low-income areas (Edewor & Aina, 2021).

Finally, the study will be beneficial to future researchers and scholars, as it expands the body of sociological literature on family behaviour and education in Nigeria. It will serve as a reference point for further investigations on family dynamics, child development, and educational sociology, especially in urban and semi-urban communities.

In summary, the significance of this study lies in its potential to influence parents, students, educators, policymakers, and researchers by providing practical and scholarly insights into how spousal behaviour and family circumstances affect the academic performance of students.

1.7       Scope of the Study

Every research is conducted within a defined boundary to ensure focus, manageability, and accuracy of findings. The scope of this study is therefore delimited along the following dimensions:

Geographical Scope: The study is confined to Alimosho Local Government Area of Lagos State, Nigeria. Alimosho is one of the most populous LGAs in Lagos, with a diverse socio-economic composition that makes it a suitable context for examining how spousal behaviour affects students’ academic performance.

Content Scope: The research focuses on examining the sociological perspective of spouse behaviour and its influence on students’ academic outcomes. Specifically, it investigates:

      i.         The attitude of parents towards students’ academic activities.

     ii.         The role of either spouse in supporting the learning activities of their children.

   iii.         The effect of the economic status of spouses on students’ learning activities and academic performance.

Respondent Scope: The respondents for this study will primarily consist of students in selected secondary schools within Alimosho LGA, as well as their parents. The choice of secondary school students is based on the fact that their academic performance can be readily assessed, and they are directly influenced by parental behaviour and economic support at home.

Time Scope: The study will focus on current realities and trends in family behaviour and student performance, with data collection limited to the 2024/2025 academic session.

By limiting the study to these boundaries, it will be possible to generate in-depth findings that are relevant, reliable, and applicable to both the local context of Alimosho LGA and the broader Nigerian society.

1.8       Limitations of the Study

Like every research, this study is not without limitations. These limitations are acknowledged in order to guide interpretation of the findings and to suggest areas for further research.

First, the study is limited geographically to Alimosho Local Government Area of Lagos State. Although Alimosho is one of the largest and most socio-economically diverse LGAs in Nigeria, the findings may not fully represent the realities of other LGAs in Lagos or other states in Nigeria. Hence, caution should be applied when generalizing the results beyond the study area.

Second, the study relies on self-reported data collected through questionnaires and interviews from students and parents. Respondents may provide socially desirable answers rather than accurate responses, which may introduce some degree of response bias (Ogunyemi & Adebayo, 2020).

Third, the study is constrained by time and financial resources, which limit the size of the sample that can be covered. A larger sample across multiple LGAs might have provided broader insights, but this was not feasible within the resources available.

Fourth, cultural and gender dynamics within households may affect the way parents respond to questions about their attitudes, roles, and economic situations. Some respondents may be unwilling to disclose sensitive family information, which may affect the depth of the data obtained (Obi & Ofole, 2021).

Finally, the study focuses mainly on three sociological dimensions of spouse behaviour—parental attitude, spousal roles, and economic status. Other factors such as peer influence, school environment, and community context, which may also shape academic performance, are beyond the scope of this research.

1.9       Definition of Key Terms

For clarity and consistency, the following key terms are defined as they are used in this study:

Spouse Behaviour: This refers to the patterns of attitudes, actions, and roles exhibited by married partners (husband and wife) in relation to their family responsibilities, particularly towards their children’s upbringing and education. It covers aspects such as cooperation, communication, conflict management, and support for children’s academic activities.

Parental Attitude: Parental attitude in this study denotes the level of interest, encouragement, and commitment demonstrated by parents towards the academic activities of their children. It includes behaviours such as monitoring assignments, attending school meetings, and motivating students to study.

Spousal Roles: This refers to the functional responsibilities taken up by either parent in the process of raising and supporting children. It includes economic provision, emotional support, supervision of schoolwork, and other duties that contribute to a child’s educational progress.

Economic Status: Economic status represents the financial standing of the family, determined by the level of income, occupation, and ability to provide for household needs. In this study, it is examined in terms of how it enables or constrains parents’ ability to support their children’s education.

Academic Performance: Academic performance is the measurable outcome of a student’s learning activities, usually reflected through grades, test scores, completion of school tasks, and general classroom engagement. It indicates how well students are meeting educational goals and expectations.

Sociological Perspective: This refers to the lens through which social phenomena are examined, emphasizing how family structures, roles, interactions, and socio-economic conditions influence individual behaviour and societal outcomes. In this study, it is applied to understand how spouse behaviour affects student academic performance.

Students: Students in this study refer to secondary school learners within Alimosho LGA, whose academic activities and performance are directly influenced by the behaviour and socioeconomic status of their parents.