School performance is explained in the literature by a trilogy of factors coming from the school, the family and the student himself. This study focuses on the family and examines whether there is a relationship between family characteristics and the performance of lower secondary school students in Togo. To achieve this objective, a sample of 944 students was mobilized using the convenience sampling technique. Participants completed a sociodemographic questionnaire and a parenting style scale. Inferential analyses of the collected data found that not only were parenting style and performance related to family structure, but also that the two variables were positively correlated. On the other hand, the results do not show a relationship between parenting style on the one hand, academic performance on the other hand and family size.
The beneficial effects of preschool education throughout primary school are known to all educators, teachers and pedagogues. The question we ask ourselves in this study is whether the beneficial effects observed at the primary level persist in the college. To answer this question, ninety-eight voluntary and willing schoolchildren from Lomé answered a socio-demographic questionnaire to inform their preschooling and provided their report cards to observe school performance. The collected data were subjected to statistical processing with the calculation of the appropriate Chi-square test to compare two independent samples. In the end, the results show that preschooled middle school students perform well academically to the detriment of their non-preschooled counterparts. They are also more likely to have good grades in French.
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