The Influence of Birth Order on Academic Performance of Nigeria Certificate in Education Biology Students

Fatima Abdurrahman Galadanchi, Najmuddeen Alhassan, Abdurrahman Abubakar Galadanchi

Abstract


Birth order has been linked to variations in personality, cognitive development, and educational outcomes, yet evidence from Nigerian higher education remains limited. This study investigated the influence of birth order on academic performance among Nigerian Certificate in Education (NCE) Biology students in Kaduna State. A survey research design was adopted from which a sample of 135 was randomly selected using Krejcie and Morgan’s formula. Data were collected through a validated researcher-designed questionnaire (content-validated by experts; reliability coefficient established via test–retest = 0.82). Four research questions and four hypotheses guided the study. Data were analyzed using descriptive statistics and independent t-tests at the 0.05 significance level. Results revealed significant differences in academic performance across birth order categories (firstborn, middle-born, lastborn, and only child), as well as notable gender-related variations. Findings further indicated that family size interacted with birth order in shaping academic outcomes. The study concludes that birth order is a relevant, though culturally mediated, factor influencing academic performance among NCE students. It recommends that institutions integrate family-related considerations into guidance and counseling services, and that parents provide balanced academic support to children regardless of their birth order.


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References


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