Influence of Blended Family Structure on Academic Performance of Adolescent Students in Selected Secondary Schools in Baringo North Sub-County, Kenya

Abstract

Families provide a conducive environment which necessitates acquisition of self-concept, self-confidence and self-efficacy amongst adolescent students in secondary schools in Kenya. However, the increase in non-marital childbearing, cohabitation, divorce and remarriage have ushered in a host of changes to the traditional construct of the family. This has led to the emergence of non- traditional family forms such as the blended family systems. These family changes adversely impact the academic performance outcome of adolescent students in secondary schools in Kenya. This study examines the influence of blended family structure on academic performance in selected secondary schools in Baringo North Sub County. The study was guided by John Bowlby’s Attachment Theory (2009). Concurrent mixed method research design was employed in the study and the study targeted 370 respondents; 350 adolescent students and 20 teachers. Stratified random sampling was applied to capture proportional representation of students from blended and intact family households across different school categories. Quantitative data were collected through structured questionnaires and academic records, while qualitative data were obtained through focus group discussions and key informant interviews with teachers and guidance counselors. Quantitative data were coded into SPSS version 26 and analysed using descriptive and inferential statistics while qualitative data were thematically analyzed. The findings revealed a significant positive correlation between both intact family structure (r=0.417, p<0.01) and blended family structure (r=0.356, p<0.05) with academic performance, suggesting that family background is a strong predictor of student success. Students from intact families reported the highest, most consistent levels of academic support from both parents, fostering a highly positive academic environment. However, students from blended families reported facing complexities, notably inconsistent or lower support from stepparents, but demonstrated resilience. Their academic outlook remained positive due to strong motivation from their biological parent, high support from siblings, and a significant compensatory role played by teacher concern. The study concludes that while the intact family structure provides the most seamless academic support, the ultimate success of adolescents in blended families relies heavily on a supportive network involving the biological parent, siblings and dedicated educators. The findings emphasize the need for targeted interventions in schools, including specialized teacher training and counselling, to effectively support students navigating complex family transitions.