The Effect Of Broken Home On The Academic Performance Of Secondary School Students

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The Effect Of Broken Home On The Academic Performance Of Secondary School Students


Abstract


This study was carried out to examine the effect of broken homes on academic performance of secondary school students in Nigeria using Esan West Local Government Area, Edo State, Nigeria as a case study. The study was specifically carried out to ascertain the causes of broken home; determine the challenges faced by students from broken homes; and investigate the effect of broken home from students academic performance. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of students of secondary schools in Esan West Local Government Area, Edo State. In determining the sample size, the researcher conveniently selected 160 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the causes of broken home includes; financial issues, sexual misunderstanding, early marriage, teen pregnancy, and health problem. The study also revealed that broken home has a negative effect on students academic performance. Therefore, it is recommended that parents should consider the implications of broken homes, especially divorce in areas of academic, emotional, social and adjustments especially, in senior secondary schools. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

The child‟s home is a primary agent of education where the child acquires socialization. The home lays the psychological, moral and spiritual foundation in the overall development of the child (Ogbeide, Odiase and Omofuma 2013). Therefore, the home is a determining factor in children‟s behaviour and thus influences their academic, emotional and social adjustments. A stable home is the one that consists of the father, mother and children without separation, divorce, death of one or both parents, desertion or single parenthood (Achilike, 2017). The relationship between couples must be cordial in order to breed peaceful coexistence and understanding: the absence of which breeds instability and frustration in children.

Broken homes exist where children are left to their own ideas and solutions due to lack of care, affection and control by their parents (Omoruyi, 2014). Broken homes are thus, affected by divorce, separation, death of one or both of the parents, desertion or single-parenthood. Terms such as adopted children, divorce, separation and parental deprivation are usually associated with broken homes and their associated with academic, emotional and social adjustments of children from such homes, where lives can be awesome for them (Akuto, 2017). In such niches, the family structures play great roles in children‟s adjustments. Researchers such as (Achilike, 2017 and Omoruyi, 2014) have shown that broken homes are fertile breeding grounds for children‟s stress, tension, lack of motivation, frustration and depression which are instrumental to their academic, emotional and social adjustments. On the other hand, training received from stable homes is of great importance in their personality, academic, social and economic achievement. It can safe to state that live in homes (stable or unstable), the social and economic status of the family in the community and many other conditions can influence children‟s adjustment especially, their academic, emotion and social dispositions in the senior secondary school level. There is the tendency for children from broken homes to associate with others designated as societal deviants with the result of emulating their negative habits. Poor adjustments occur when children are unable to adapt or cope with societal norms or best practices (Kasoma, 2012). Children from broken homes are likely to stay away from school because their parents can no longer monitor them effectively. Such children may also have identities such as laziness, low academic performance and social instability because they will not be able to settle down for meaningful achievements. This in turn, influences their normal adjustment to academic, emotional and social spheres while in school. The lack of attention from parents therefore, influences the overall development of children especially, their academic, emotion and social performances.


1.2 Statement of the Problem

One of the difficulties affecting school children’s academic performance is the issue of broken homes. In modern culture, children are occasionally exposed at a young age to different hazards such as starvation, infections, and the desire to survive due to the absence of one or both of their parents. According to Datta (2014), Children who live in broken households are related with emotional stress, which can hamper intellectual development, allowing such children to grow up without being properly schooled. Issa (2019) further opined that couples who are efficient and satisfied in their responsibilities are more likely to have their children perform well in school (Datta, 2014). However, the absence of one or both parents deprives children of the consistent love, care, security, and comprehensive support to which they have become used, and tends to distinguish children in the eyes of their peers. More so,  such children, sadly, have little or no parental care, security, or academic assistance. These related issues do exert significant effect on children’s academic performance, emotional well-being, social and moral development, and overall well-being. Against this backdrop, it becomes imperative to examine the effect of broken homes on academic performance of secondary school students in Nigeria.


1.3 Objective of the Study

The broad objective of this study is to examine the effect of broken homes on academic performance of secondary school students in Nigeria. Other specific objectives includes:

  1. Ascertain the causes of broken home.
  2. Determine the challenges faced by students from broken homes.
  3. Investigate the effect of broken home from students academic performance.

1.5 Research Questions

  1. What are the causes of broken home?
  2. What are the challenges faced by students from broken homes?
  3. What is the effect of broken home from students academic performance?

1.6 Research Hypothesis

  • Ho: Broken home has no negative effect on students academic performance.
  • Ha: Broken home has a negative effect on students academic performance.

1.6  Significance of the Study

The study will be of significance to both the pupils parent and the society at large will be able to benefit from this study. It will enable people to know the various evils that broken homes can cause on pupils academic performance which determine the type of citizens they will become in future. It also offers useful recommendations or suggestions on broken homes and how it can be prevented by parents children and the nation as a whole. It will enlighten parent knowledge on how broken homes can be prevented.  The study will also serve as a reference material to scholars and student who wishes to conduct further studies in related field.


1.7 Scope of the Study

The study generally focuses on the effect of broken homes on academic performance of secondary school students in Nigeria. However the study will be delimited to Esan West Local Government Area, Edo State, Nigeria.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.

More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.


1.9 Definitions of Terms

Home:

A home is where a family lives. It may be alternated to the word “house” but a house is more appropriately referring to the material construction, whereas “home” refer to the intangible thing that bind together the family members. It is the immeasurable love and care that keep together the mother father and their children.

Broken Home:

In the ordinary sense broken home can be defined as a situation where by their separation in between a wife and her husband, which simply refers to divorce. On the other hands, broken home can be described as a family setup in which the parent are separated from each other.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of broken homes on academic performance of secondary school students in Nigeria using Esan West Local Government Area, Edo State, Nigeria as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the effect of broken homes on academic performance of secondary school students in Nigeria using Esan West Local Government Area, Edo State, Nigeria as a case study. The study was specifically carried out to ascertain the causes of broken home; determine the challenges faced by students from broken homes; and investigate the effect of broken home from students academic performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondent were students of secondary schools in Esan West Local Government Area, Edo State.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The causes of broken home includes; financial issues, sexual misunderstanding, early marriage, teen pregnancy, and health problem.
  2. The challenges faced by students from broken homes includes; aggressive, anxiousness/fearful, hyperactive/distracted in class, and behaviour and friendship problems.
  3. Broken home has a negative effect on students academic performance.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Parents should consider the implications of broken homes, especially divorce in areas of academic, emotional, social and adjustments especially, in senior secondary schools.
  2. School counsellors should train parents on the dire need for them to stay together as husbands and wives for the academic, emotion and social adjustments of their children.
  3. Family therapy should be sought for assistance to avoid some cases of broken homes.
  4. Governments should create awareness on the ills of broken homes on the academic, emotional and social adjustments of students through training, workshops and seminars.

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