Effects of Dysfunctional Family Backgrounds on Academic Performance: A Case Study of Selected Secondary Schools in Tharaka Nithi County, Kenya

Abstract

This study examined the effects of dysfunctional family backgrounds on the academic performance of secondary school students in Tharaka Nithi County, Kenya, focusing on emotional, motivational, behavioural, and academic outcome dimensions.  A descriptive cross-sectional mixed-methods design was adopted. Quantitative data were collected from 319 students using the Family Assessment Device questionnaire, while qualitative data were obtained through interviews and focus group discussions with teachers, counselors, and students. Stratified random and purposive sampling techniques were applied. Data were analyzed using SPSS for descriptive, correlation, and regression analysis, while qualitative data were thematically analyzed. The study found that family dysfunction had a statistically significant but weak negative effect on academic performance. Emotional distress, low motivation and self-esteem, behavioural problems, and reduced concentration emerged as key pathways linking dysfunctional family environments to poor academic outcomes. Although many students maintained average performance, a notable proportion faced academic challenges, including absenteeism, low engagement, and difficulty concentrating. Support strategies, such as counseling and mentorship, were present but had limited impact when implemented in isolation. The findings highlight the need for comprehensive and integrated interventions that address both psychosocial and academic needs of students. Schools, families, and policymakers should collaborate to strengthen counseling services, mentorship programs, and resource support, while addressing broader socio-economic challenges that contribute to family dysfunction.