CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

          Without exception you are one of the followings: the oldest or the youngest or named after some relation who has passed away.

          Alfred Adler (2006) said that birth order influences personality. He argued that birth can leave an indelible impression on an individual is style of life, which is one’s habitual way of dealing with the task of friendship love and work. According Adler, Firstborns are “dethroned” when a second child comes along, and this may have a lasting influence on them. Young and only children may be pampered and spoilt which can also affect their later personalities. Birth order can be affected by these, the spacing in years between siblings, the total number of children and the changing circumstances of the parents over time.

          Women (2001) see the environment and family as one of the major influences that can affect a child’s academic achievement. Also, through further research other writers like Dennis-Coon and Glean Myers Blairs, R. Stewart Jones and Ray H. Simpson have identified how far birth order and gender can influence students’ academic achievement.

          Duntoye (2002), parents with small number of children have enough time and attention for their needs.

          Bukoye (2002) emphasized that parents have great influence on their children academic achievement and career aspiration and can definitely convince them to pick after them. The economic strength of parents determines how they can help the child in academic achievement and career in life.

          Fatola (2002) emphasized that some emotional problems brought from home can affect learning thereby causing poor academic achievement of students.

          First borns and only children acquire quality education (Adams 2000; Ernst and Angst 2001; Travis and Kohu 2002).

          Manaster et.al (2002) showed the role of gender and birth order on educational attainment in Japan. Attribution of failure first born males and first born females were more likely than later born males to blame failure lack of effort and circumstances beyond control, whereas other males and females blamed failure on lack effort alone study, it was also shown that grandparents stressed to first born males while they were growing up that they must study properly to avoid bringing shame to the family. This was not stressed to other males nor to females. Language and cultural instruction, firstborn males received at least little training and instructions.

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