Abstract:
The purpose of this study was to explore or find out the challenges foster students
encounter in a bid to achieve satisfactory basic education.The descriptive cross sectional
design was used. The target populationfor the study was 689 foster students and 2,689 non
foster students. A sample of 210 respondents was selected from foster and non - foster
students using the simple random sampling technique. Questionnaires were used to gather
the data on the variables selected for the study: Foster Parental Stress, Child Abuse,
Teacher Support, Foster Parent Support, Coping Strategies, Permissive, Authoritarian,
Authoritative, and Academic Concept. The reliability of the instruments was all above
0.60. The methodological inquiry was a cross sectional and descriptive design using
quantitative research approach. A multivariate hypothetical model and Independent sample
t-test, were employed to test hypotheses formulated for the study.
Findings indicated that non foster students perform better than the foster students. It was
also found that foster parents supportwas the better predictor of students’ academic
performance than the teacher support and also foster parental stress was the only variable
found which contributed significant incremental variance to foster parental strategies for
child abuse.Again, parenting style was found to be an important predictor of foster
students’ academic performance. There is therefore the need for parents to exhibit
permissive parenting styles to relate positive academic performance.
Based on these findings it was recommended that governmental and nongovernmental
organizations and counselors should conduct seminars, workshops, that aim at acquainting
parents with the different harmful nature of experiencing parental stress and its associated
outcomes.
Description:
A DISSERTATION IN THE DEPARTMENT OF PSYCHOLOGY AND
EDUCATION, FACULTY OF EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF PHILOSOPHY DEGREE IN GUIDANCE AND COUNSELLING