Examining the influence of sibling structure on academic performance: A comparative study of younger and elder siblings

Abstract

Empirical evidence has shown that academic performance is shaped by the dynamic interplay between three spheres: the family, the school, and the community. Epstein's theory suggests that sibling structure can impact academic performance through various mechanisms. This study examines the influence of sibling structure on academic performance, with a specific focus on younger and elder siblings. Utilizing a sample of 600 students from three tertiary institutions in Enugu, Nigeria, the authors investigated the impact of birth order and age gap within siblings on academic achievement. The authors adopted the Epstein Model (1987) as the theoretical framework for this study. Results from statistical analysis, including t-tests and correlation analysis, show that the mean academic performance of elder siblings was significantly higher than those of younger siblings (t = -6.331; mean1=2.75; mean2=3.26; df= 589; p<0.01). There was a statistically significant dependence relationship between academic performance and sibling structure X2 = 154.973; df =4; n = 600; p<0.01), with a coefficient of variation of approximately 0.4532, suggesting that about 45.32% of the variations or dependence in academic performance can be attributed to sibling structure. Siblings' family socioeconomic status had no statistically significant influence on their academic performances X2= 10.676; df=16; p=.829; p>0.055), These findings contribute to the existing literature by highlighting the importance of considering sibling structure when examining academic outcomes. Understanding the differential impact of birth order and age gap on academic performance can inform educational policies and interventions aimed at enhancing educational opportunities and support for both younger and elder siblings.