Perceived Influence Of Broken Home On The Academic Achievement Of Senior Secondary School Students In English Language
Perceived Influence Of Broken Home On The Academic Achievement Of Senior Secondary School Students In English Language
Abstract
This study investigated the perceived influence of broken home on the academic achievement of senior secondary school students in English language in Gwagwalada Area Council of the FCT, Abuja. Survey research design was employed for the study. Two (2) public senior Secondary schools were randomly selected in Area Council; and a total of the hundred and twenty (120) respondents were randomly selected. A search instrument titled: effects of broken home on academic performance in english language questionnaire (EBHAPQ) designed by the researcher was used for data collection. Data obtained were analyzed with descriptive statistics which include the means and simple percentage. The study revealed that broken home has significant effect on academic performance of senior secondary school students, common side effects of broken home on academic performance, gender-related difference among students from broken homes, and strategies for enhancement of academic performance of students from broken homes.
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 to the Study
The home and the family setup have great influence on child development (Adeyemo, 2001). Adeyemo further states that no other agents of socialization are as important to the total makeup of the child as the family. A home is a place where students live with their parents or guardians and it is place where they are groomed. It is a place where the students begin to learn the norms and values of the society in which they find themselves (Ogbemudia and Aisha, 2013). The family is a social unit in any society and it is the source of early stimulation and experience in children (2007).
Tenibiaje and Tenibiafe (2011) states that home is a primary special agency that the child first belong to, come in contact with, and this has a great influence on the child’s physical, mental and moral development. This is because the process of socialization depends on both parents who play contemporary roles in bringing up the child (Igbinosa, 2004). The home, therefore, has a great influence on the students’ psychological, emotional, social and economic transformation. Ajila and Olutola (2000) are of the view that the state of the home affects the child since the parents are the first socializing agents in an individual’s life. This is because the family background in the context of a child affects his reaction to life situation and of performance. This implies that the home could be seen as an agency that plays the most important socio-cultural, socio-economic, psychological as well as contributing to another dynamic roles in the history of individual and the society at large. The dynamisms include such vital functions as the educational and transmission of societal norms and values on children (Guler&Erka, 2013). The home also lays the psycho social, moral and spiritual foundation kin the overall development of the child (Eweniyi 2002). Therefore, an ideal home is expected to be heaven that provides a conducive environment an facilities for a child overall development, early education and moral upbringing (Adeyemo, 2002).
Home could be classified into: ideal (unbroken) and non ideal (broken). An ideal home is characterized by families including the parents and their offspring living harmoniously together and where the parents provide the necessary psychological, educational, socio economic, moral and spiritual needs of the children and other members of the household (Fadeiyi in Tenibiaje, 2011). A non-ideal or broken home, on the hand is the opposite of the ideal one. A broken home could as a result of factors such as divorce, separation, death of one’s spouse and poverty, among others (Igbinosa, 2014).
Nature of the family affects parental encouragement and attention with respect to educational activities, educational expectation, monitoring and supervision of school work (Kasoma, 2012). Ahiaoma (2002) submits that nature of the home has psycho-social effects such as social development, interpersonal relation ad pitiable emotional stability manifestations on every individual. These invariably have influence academic performance of students.
There is no doubt, either intact or broken, homes played significant roles in the growth and development of every individual. This study, therefore, investigates the effects of broken homes on senior secondary school students in Gwagwalada Area Council of Federal Capital Territory (FCT), Abuja.
The senior secondary school, old kutunku was established with aim of creating a conducive teaching and learning environment in a bid to develop children of today to become quality leaders of tomorrow. The vision of the school is to strive to discover and develop intellectual and leadership potentials of children (FCT Universal Basic Education Board, 2017). Establishment of the senior secondary school, Hajj Camp, was also aimed at molding tender minds using modern tools in order to produce a crop of highly informed leaders with sound foundation built on discipline and determination; with a vision to develop a total child that can function effectively in the society (FCT Universal Basic Education Board, 2017). However, with the laudable visions and missions of these schools, many products from the schools are still waiting in term of characters and academic performance in english language. Hence, the motive behind this study
1.2 Statement of the Problem
A broken home is a family in which the parents are either divorced or separated which resulted in fragmentation of the family. Fragmentation in the family mostly hurt children who need care, love, support and affection from both parents. It also affects children social life – physically, socially and psychologically – including healthy and personality of the children. Hence, the disintegration of families in a desired or undesired way results in children’ experiencing development problems. The physical, social, psychological problems, in turn, continue until school age, and affect children’s academic achievement greatly.
Academic implications of broken home are the main objective of this study. Therefore, investigate the effects of broken homes on senior secondary school students in Gwagwalada Area Council of the Federal Capital Territory (FCT), Abuja.
1.3 Objective of the Study
The primary objective of the study is to investigate the perceived influence of broken home on the academic achievement of senior secondary school students in english language in Gwagwalada Area Council of the FCT. Specially, the study is to:
- Examine the effects of broken home on students’ academic performance of senior secondary school students in in english language in Gwagwalada Area Council, Abuja.
- Identify the common side effects of broken home on students’ performance in in english language among senior secondary school students in Gwagwalada Area Council, Abuja.
- Determine the gender related difference that exist in students’ academic performance as a results of broken home.
- Suggest strategies for improving the students’ academic performance in in english language through guidance and counseling.
1.4 Research Questions
To achieve the purpose of the study, the following research questions are raised:
- What are the effects of broken home on students’ academic performance in in english language among senior secondary school students in Gwagwalada Area Council, Abuja?
- What are the common side effects if broken home on students’ academic performance in in english language among senior secondary school students in Gwagwalada Area Council, Abuja?
- Does gender related difference exist in students’ academic performance as a result of broken home in senior secondary school students in Gwagwalada Area Council, Abuja?
- What are the strategies for improving the students’ academic performance in in English language through guidance and counseling in senior secondary school students in Gwagwalada Area council, Abuja?
1.5 Hypothesis of the study
The following hypothesis was developed in the study in line with research objective.
- Ho: broken home has no significant effect on students’ academic performance in English language among senior secondary school students in Gwagwalada Area Council, Abuja
- Hi: broken home has a significant effect on students’ academic performance in English language among senior secondary school students in Gwagwalada Area Council, Abuja
1.6 Significance of the Study
The study is expected to benefit the following at completion: teachers, parents, students and the society, at large.
The study will be of benefit to the teachers as it will inform them about the degree of influence of broken homes having on students’ academic performance in English Language. Specifically, the students will sensitize the teacher to be more conscious in handling students from broken homes.
The study will be of important to parents at it will inform them the need for tolerance to avoid divorce, and to always put their children future in mind in all their affairs because future of the children depends greatly on parents.
Similarly, the study will inform the student to be more pro-active in their study and not to be intimidated by any circumstance that might come their ways.
The study will provide an addition to body of knowledge on the relationship between broken homes and academic performance of students.
1.7 Scope of the Study
The study investigates the perceived influence of broken home on the academic achievement of senior secondary school students on English language. It is limited to the effects of broken home, common side effects of broken home, gender-related difference that exist in the students, and strategies for improving performance of students with broken home problems.
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. However, the researcher were able to manage these just to ensure the success of this study.
1.9 Definition of Terms
Definitions of key terms as used in the study are highlighted as follows:
Broken Home:
An un-ideal home that is characterized by families including the parents and their offspring that not living together.
Effects:
Influence of something on others.
Home/Family:
The smallest unit of the society which consist of the parents and their offspring.
Academic Performance:
Working effectiveness in the school.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusion and Recommendations
5.0 Introduction
This is the concluding chapter of this research study. The chapter is Presented under the following sub-headings:
5.1 Summary
This study investigated the perceived influence of broken home on the academic achievement of senior secondary school students in English language in Gwagwalada Area Council of the FCT, Abuja. To achieve the objective of the study, the following four (4) research questions were raised:
- What are the effects of broken home on students’ academic performance in English language in senior secondary school students in Gwagwalada Area council, Abuja?
- What are the common side effects of broken home on students’ performance in English language among senior secondary school students in Gwagwalada Area council, Abuja?
- Does gender related difference exist in students’ academic performance as a results of broken home in senior secondary school students in Gwagwalada Area council, Abuja?
- What are the strategies for improving the students’ academic performance through guidance and counseling in senior secondary school students in Gwagwalada Area council, Abuja?
Survey research design was employed for the study. Two (2) public senior Secondary schools were randomly selected in Area Council; and a total of the hundred and twenty (120) respondents were randomly selected. A search instrument titled: effects of broken home on academic performance questionnaire (EBHAPQ) designed by the researcher was 4sed for data collection. Data obtained were analyzed with descriptive statistics which include the means and simple percentage. The study revealed that broken home has significant effect on academic performance of senior secondary school students, common side effects of broken home on academic performance, gender-related difference among students from broken homes, and strategies for enhancement of academic performance of students from broken homes.
5.2 Conclusion
The findings of the study; the following were established:
Homes have great influence on students’ emotional, psychological and educational development. Divorce, separation and poverty as a result of broken homes hindered academic performance of students as many of the students from un-ideal homes are prone to truancy, emotional disturbance and most time lacking essential educational materials for the academic work.
- Students from ideal homes are academically better than their counterparts from un-ideal homes. This, perhaps, is due to the fact that the students from ideal homes are punctual in the school, more attentive in the classroom and always meet up with their educational needs.
- A gender-related difference in academic performance among the students from un-ideal homes was insignificant, although mean score of the female students from un-ideal homes in this study was higher than their male counterparts.
5.3 Recommendations
Based on the findings of this study, the following recommendations are proffered:
- School should intensify efforts in helping students from emotionally and culturally deprived homes as well as students from warm, nurturing and stimulating homes by modifying programmes and methods to foster the educational development of students from all backgrounds.
- Training and re-training of teachers, especially on techniques and effective handling of students from broken homes should be encouraged.
- School counselors should provide the necessary support to encourage students particularly those from un-ideal homes to overcome their emotional problems.
- Students of single parenthood should be encouraged on the three basic dimensions of self-concepts: sense of belonging, sense of worth, and sense of competence for positive identity, or an enhanced self-concept, for the overall adjustment.
- Religious organizations should educate parents on the adverse effects of broken homes on the children and the society at large.
- Parents-teachers association (PTA) should be strengthened in schools, and there should be regular meetings for counseling parents on the need for tolerance, accommodation, appreciation and understanding of each other in their respective matrimonial homes for the sake of good upbringing of their children.
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