Influence of Family Structure on Academic Achievement of Students in Selected Primary Schools in Minna, Niger State

Family structure is widely recognised as a formative influence on children's academic development, shaping both the resources available to learners and the emotional context in which learning occurs. This study investigated the influence of family structure on the academic achievement of primary school pupils in Minna, Niger State, North Central Nigeria. A descriptive survey design was employed, involving 450 primary school pupils from twelve schools across three local government areas. The Family Structure Classification Questionnaire and pupils' end-of-term academic results formed the basis for data collection. Data were analysed using one-way analysis of variance and post-hoc Scheffe tests. Results indicated significant differences in academic achievement across family structure categories, with pupils from intact two-parent homes performing significantly better than those from single-parent or extended-family-headed households. However, the quality of parental supervision and availability of study materials were found to mediate the family structure-achievement relationship more strongly than structural composition alone. Children from polygamous households demonstrated markedly lower academic averages, which the study attributed to resource competition and reduced individual parental attention. The study recommended that school counsellors develop family engagement strategies that account for diverse family structures in Minna's evolving social landscape. Guidance services should prioritise early identification of children from at-risk family contexts and provide targeted academic support. Keywords: family structure, academic achievement, primary school, Minna, Niger State.