Effect of Family Size upon Educational Performance among Nursing’s Undergraduate Students

Ahmed Burhan  Abdulameer

Ahmed Burhan Abdulameer M.Sc., Psychiatric and Mental Health Nursing Branch, Faculty of Nursing, University of Kufa, Iraq

Keywords: Family size, Educational Performance, Nursing students

Abstract

Family is the frame in which the future adult child’s personality is formed and built. It is one of the most important socio-economic institutions in our society, but the nature of the links between family members varies dramatically across nationalities. Education refers to the purpose of improving the knowledge and skills affecting the personal unique normal and moral characters, which enhance human health activities. Academic performance in primary education plays a crucial role in obtaining further educational opportunities. The objective of the study is to assess the educational performance among undergraduate nursing students and find out the relationship between educational performance among undergraduate nursing student and their socio-demographic characteristics. A descriptive (cross-sectional) design study was carried out throughout the present study to identify the Effect of Family size on Education Performance among Nursing Undergraduate Students at the University of Kufa, during the period from 5^th January 2024 to 22^nd May 2024. A non-probability purposive sample of (832) students was selected from the First stage 176 samples, Second stage 202, Third stage 262, and Fourth stage 195 sample. Students between the ages of 21-24 (49.2 %), male students (54 %) and females (46 %), third-stage students (31.3 %), single students (81.6%), and unemployed students (53.7%). Family members (5-7) (52.3%), residency area (51.6%). Students who live with both parents recorded 87.4%, especially with literate fathers and mothers (34.9 % and 36.8% respectively). It was higher for students with sufficient income (50.6 %) and those who live in urban areas (82 %) and freehold houses (80.4%), finally it was much higher in no failing year students with a percentage of 71.5. Gender, age, job, father's level of education, monthly income, residency area, housing ownership, and failing years were statistically significant while other parameters regarding socio-demographic characteristics of students were not significant. Conducting more research on educational performance and family characteristics and via sessions and a brochure, parents must gain adequate information about student-related factors in accounting for academic achievement.

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