Influence of Family Structure on Academic Achievement of Students with Visual Impairment in Kebbi State

This study examines the influence of family structure on the academic achievement of students with visual impairment in special and integrated schools in Kebbi State, North West Nigeria. Family structure, encompassing variables such as single-parent versus two-parent households, extended family configurations, and household size, is a well-established determinant of educational outcomes in the general school population. However, its specific influence on the academic trajectories of visually impaired students in Nigerian contexts has not been adequately investigated. The study adopts a descriptive correlational design, selecting one hundred and twenty students with visual impairment from government special schools in Birnin Kebbi and Argungu. Academic achievement is measured using end-of-term examination results supplemented by teacher ratings. Family structure data are gathered through a structured parent interview guide. Statistical analysis employs Pearson correlation and one-way analysis of variance to assess the relationship between family configuration variables and academic outcomes. The study investigates how emotional support, financial stability, and parental education within different family structures contribute to student achievement. Findings are expected to indicate that students in stable two-parent households with higher parental education levels demonstrate superior academic performance. Recommendations include targeted psychosocial support programmes for students from single-parent households and family literacy initiatives to empower caregivers in supporting visually impaired children. Keywords: family structure, visual impairment, academic achievement, Kebbi State, special education.