Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana

Abstract

This study examined the impact of birth order and sibling relationship on school adjustment among selected senior high schools in the Central Region of Ghana. The study is critical since there is a societal concern about the school adjustment issues that arise when students, both male and female, detach from their homes to pursue academic goals in Senior High Schools. This study therefore looked at the adjustment issues from the perspectives of the students’ birth order and sibling relationship. Relevant literatures that were related to the study were reviewed. In order to be able to measure the variables for the study, four research questions and six hypotheses were developed. The Sequential explanatory Mixed Methods design was used. The main instruments used for data collection were questionnaire and interview schedule. The construct validity of the questionnaire was established using factor analysis and reliability using Cronbach’s alpha. The proportional stratified sampling method was used to select 522 students, and convenience sampling technique was used to select eight (8) students for the qualitative phase. Both descriptive and inferential statistics were used in analyzing the quantitative data. The Pearson Moment Product Coefficient (r), the step-wise multiple regression, the independent samples t-test and the One-Way Analysis of Variance (ANOVA) were used to test the hypotheses. The qualitative data was analyzed using thematic analysis. The study outcomes indicated that birth order of students did not play significant role in influencing variations in academic, institutional, personal/emotional, and social adjustment among students. Additionally, there was a moderate and statistically significant positive correlation between school adjustment and sibling relationships. Moreover, factors such as sibling goal setting, involvement, and encouragement had a significant predictive influence on school adjustment, whereas academic engagement did not. From the study findings, it is recommended that school authorities implement adjustment programs for secondary school students while considering birth order of students when taking decisions about the welfare of students. Senior High Schools are also to eliminate barriers hindering students’ full engagement in schools and create a conducive atmosphere and ensure the availability of social support for students. At home families are to prioritize effective communication and building effective relationship among siblings. The study is very significant to the curriculum developers and policy makers in education; as it serves as valuable information for senior high school administrators, enabling them to develop targeted intervention programs to support students in coping with the demands and challenges encountered in the educational environment.