Abstract:
The paper presents a descriptive, cross-sectional survey on the influence of family size and parental schooling on learners’ cognitive performance in Manicaland, Zimbabwe. Cluster sampling was used to select eleven high schools from the 22 public high schools. Stratified random sampling was used to select 110 forms 3 & 4 adolescent learners. Data from 110 secondary school learners (aged 14-18; 50% male) was unleashed basing on school children’s experiences within their families and homes. Focus group discussions were conducted in each cluster at a central venue that was convenient for the learners. Data was triangulated with that collected through an open-ended questionnaire. Percentages and narratives were employed to analyse and present data. Arguing from a family`s ecological systems perspective, the study established that the two variables were interrelated and each adversely affected the cognitive performance of learners. When juxtaposed, the issue of a large family size was implicated as having a higher risk factor in that it perpetuated family poverty especially in low income families. This led to negative pile up factors that affected the cognition of learners. Children from smaller family sizes enjoyed a more balanced home environment where parental aid on school tasks was debuted. Some parents lacked knowledge and expertise on some school concepts, resulting in very low or no parental scaffolding in school tasks. Parenting styles such as child- and grand-parenting, noisy siblings, domestic violence and politics were noted as contributory family`s macro and micro system factors that led to low cognitive achievement of learners in many school tasks. The practical implication deduced was that parents and caregivers were to be reminded that they were their children’s first and foremost teachers. They should work collaboratively with school authorities in order to enhance sustainable and positive cognitive performance in all learning tasks.
