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

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