Peer-reviewed article
From birth canal to classroom: a comparative analysis of academic performance among pupils born through vaginal and cesarean deliveries in Ogbomoso, Oyo State, Nigeria.
Babatunde OA, Ajetunmobi OA, Shittu SA, Babawale V, Ibukun OA et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study compared academic performance in primary school pupils born vaginally versus by cesarean section in Nigeria. While vaginal delivery appeared associated with better school grades initially, this difference disappeared when researchers accounted for other factors like maternal education, birth weight, and breastfeeding. The study found that exclusive breastfeeding, maternal occupation, and birth weight were more important predictors of academic success than how the child was delivered.
Key points
- Among 481 primary school pupils, 63.0% achieved good academic performance overall
- Vaginally delivered pupils had 67.6% good performance compared to cesarean-delivered pupils, but this association was not significant after adjustment
- Exclusive breastfeeding doubled the odds of good academic performance (AOR: 2.00; 95% CI: 1.18–3.38)
- Maternal education, birth weight, and household socioeconomic conditions were stronger predictors of academic outcomes than mode of delivery
- The study recommends strengthening maternal nutrition, breastfeeding promotion, and early learning support rather than focusing on delivery method
Limitations
This is a cross-sectional study without follow-up, so it cannot establish causality or account for unmeasured confounding factors. Academic records alone may not capture all aspects of child development, and the study is limited to one state in Nigeria, affecting generalizability.
Abstract
BACKGROUND: Many studies have investigated the relationship between vaginal and cesarean births and child developmental outcomes. However, evidence on whether mode of delivery influences long-term academic performance remains inconsistent, especially within Nigerian primary school populations. The present study assessed whether mode of delivery (vaginal vs. cesarean section) influences academic performance among primary school pupils in Ogbomoso, Oyo State, Nigeria. METHODS: This descriptive school-based cross-sectional study recruited 481 pupils using a multistage sampling technique. Data were collected using a structured, pretested questionnaire and validated academic records. Sociodemographic and perinatal variables were obtained from parents/guardians. Academic performance was calculated using weighted continuous assessments and end-of-term examinations. Statistical analysis was conducted using SPSS v26. Chi-square tests and multivariable logistic regression assessed associations, with significance set at 5%. RESULTS: The mean maternal age at delivery was 30.7 ± 5.5 years. Overall mean academic score was 74.4 ± 16.6, and 63.0% met the threshold for good performance. Vaginally delivered pupils recorded a higher proportion of good performance (67.6%) compared with cesarean-delivered pupils. However, after adjustment, maternal occupation, birth weight, and exclusive breastfeeding, but not mode of delivery, remained significant predictors of academic outcomes. Exclusive breastfeeding doubled the odds of good performance (AOR: 2.00; 95% CI: 1.18–3.38). CONCLUSION: Although vaginal delivery showed crude association with better performance, this effect disappeared after adjustment. Academic achievement was more strongly influenced by maternal education, birth weight, early childhood nutrition, and household socioeconomic conditions. Public health policies should strengthen maternal nutrition, breastfeeding promotion, perinatal care, and early learning support while ensuring safe delivery practices.