Tag Archives: Broken Homes

Effects of Broken Homes on Academic Performance

Effects of Broken Homes on Academic Performance of Secondary School Students

CHAPTER ONE

INTRODUCTION

Background to the Study

Education has been viewed by scholars based on their perception of what education is Castle (2005) sees education as what happened to us from the day we are born to the day we die. Yoloye (2000) defines education as a weapon for combating ignorance, poverty, and disease, as a bridge between confusion and comprehension, as a dam for conserving man’s store of civilization and for generating the power to move to greater civilization, as a means for transporting man from a state of intellectual subservience to a state of intellectual sovereignty.

In a nutshell, education is an all round development of an individual, intellectually, morally, and mentally, so that he will be useful to himself and the society he belongs.

It is assumed that a broken home retard the progress of those children from such background in that both parents are not on a ground to direct and guide the child towards the achievement of educational goals. It is arguable or believed that children form broken homes are more likely prone to poor academic performance. A child may become a victim of broken home as a result of divorce or separation of the parents. When this happens, the child is entrusted to other people that are different form his parents. This person is expected to play the role of a surrogate parents despite his/her commitment to his/her own children. Without any empirical evidence, it is very clear that nobody will treat a child who is entrusted to his care the way he/she will treat his/her own child. By this token, the child is always confused and frustrated under the leadership style of step fathers or step mothers. The frustration of a child knows no bound. At home under surrogate parents he is discriminated and suffers some psychological deprivations. He carries the same emotional frustration to the school. Instead of listening to the teacher and taking down notes, he is more often occupied with the intimidation, discrimination and deprivation he/she is facing at home. As such, he has little or no interest in the learning materials, as classes are ought to be attended and comprehensible in the course of subject taught or presented at school.

Apart from the frustration, discrimination, discouragement and deprivation, the child may also be malnourished and segregated by surrogate parents (i.e mother) who feel that she is wasting the family resources on the child she did not give birth to. The child may lack the necessary school materials and in most cases, may grudgingly allow the child to be attending school while the child may not be given the necessary things that are vital for acquisition of knowledge since he know that he will be punished by the teacher for lack of learning materials, he may result to play truancy.

Single parenthood has been found to adversely affect the learning situation of human being particularly the children. That is to say, children who are reared in homes where parents are separated or divorced are most likely to be faced with sleep disturbance in class while learning and become irritable, fearful, aggressive and withdrawn (Cole and Cole, 2003; Vander-Zanden, 2000). Studies further confirm that children in one parent’s household not only do or perform poorly in school because they tend to lack self-control; but also become disruptive in the classrooms, instead of paying attention to what is being taught in class, they are busy disturbing others ready to learn. In addition, it is also reported that two years immediately after mother’s marriage break up, the mother exercise less control over her children than she did before (Hetherington, Cox and Cos, 2002).

The problems children from broken homes are facing with the resultant failure in school is a serious affair that calls for the attention of all and sundry including the government.

Statement of Problem

In Nigeria, divorce is becoming a common phenomenon. Mallon (2008) noted that it is common to see and hear of divorce cases here and there. In Ekpoma, this is a common trend among those who lives as married couples, to file divorce suite on the other. This is usually associated among the educated elites, this bad trend should be noted by teachers and school heads both public and private at the secondary school levels, as it has bear its ugly toll on the psychological, social and most importantly academics performance of school children, who turns out to miscreants “street boys” Products of the society. The popular Lagos weekend and Lagos life reported at least three to four cases of marital disruption weekly in Lagos and its environment. Also in Kwara State, Ministry of Information Youth, Sports and Social development recorded 53,697 marriages were registered for both the churches and registry from 2001 to 2013. Also given in Edo State the issue of divorce was recorded in child welfare centres.

A total of 97,505 marriages were recorded between 2000 to 2013 and 42,345 out of the total marriages were divorced. Further observation shows the negative effects on our wards. The local government needs to find practical solutions or to minimize the problems.

Ekpoma, Esan West local government area of Edo State shares cultural, religious and language values with her neighboring local government areas namely. Esan South, Esan North, Esan Central Local Government Area. What this implies, is that if divorce is a problem in Ekpoma West local government areas it, is likely to be a problem in those neighboring local government areas.

This study was set up to examine the effects of broken homes on academic performance in secondary schools and to find answers to important questions

Research Questions

The following are research question for the study

  1. What do student in secondary schools in (Esan West local government areas) perceives to be the effects of broken homes?
  2. Does the student perception of the effects of broken homes affect their academic performance?
  3. What is the difference of students from broken homes with those from non-divorced homes?
  4. What is the performance ratio of students from broken home with those from non broken homes?

A good understanding of what students perceive to be the effects of broken home will surely help secondary school teachers approach marital problems with more data facts and understanding.

Purpose of Study

The purpose of this study is to find out:

  1. The perception of students in Esan West local government areas on the effects of broken homes
  2. How the students’ perception of the effects of broken homes affect their academic performance.
  3. The differences of students from broken homes with those from non-broken homes
  4. The performance ratio of students from broken home with those from non-broken homes

Hypothesis

Based on the finding from this chapter, the following hypothesis will be tested to guide the conduct of the study.

  1. There is no significant difference between the older married couples and the younger married couple.
  2. There is no significant difference between male and female married couple in their perception of effects of broken homes.
  3. There is no significant difference among married home of different villages in their perception of effects of broken homes
  4. There is no significant difference among couples with different years of marital experience in their perception of effects of broken homes

Significance of the Study

The family is the basic unit of the society. Modem communities value the family for the contribution it adds to the social life, especially in the socialization of children and adults on the entire population. Earlier studies on marital instability, such as Olusanya (2009) have shown that educational status has positively associated with marital stability. The standard of educational status as a factor of marital stability needs do be clarified.

Danya (2006), observed that divorce rate is on the increase by the day, that many articles has littered the newspapers stand and other bookselling outfits.

This shows how concerned the public is with respect to divorce issues.

This study will thus provide relevant and valuable information to family members, marriage advisers and counselors on how to obtain appropriate solutions to marital problems. It will assist them to be able to render needed help to couples, parents of those children to adjust better in their respective homes for reconciliation. The student will be made aware of the importance of marital stability and factors that leads to marital instability.

This study is thus, reaching out to this school environment, to the family, unmarried males and females, to those intending couples, so as to be able to discover those social ills that are retarding to the achievements of the aims of education and the academic performance of the learners.

Scope of the Study

The study was limited to some selected secondary school students in Ekpoma, Esan West Local Government Area of Edo State. It covers the students in Ujoelen grammar school, Ihumudumu secondary school, Ujemen secondary school, Eguare secondary school and Emaudo Secondary School, all in Esan West local government area of Edo State. This study involves only student from divorced/broken homes in the five secondary schools. This is because they are the ones that have experienced with such and so could respond to the instrument appropriately.

Definition of Terms

The following terms are defined as they are to be used for the purpose of this study.

Marriage: It is the legal relationship between a husband and wife

Marital Instability: Strain and stress in marital relationship, constant quarrelling and fighting. Marital disruption or disharmony between married couples caused by interaction of the spouse.

Learning: A relatively pertinent to permanent change in the behaviour of an individual as a result of learning

Legal Divorce: This is a case where a marriage is totally broken by a court of low or religious order and the two parties (spouse) and free to remarry, if those documents and tendered for rectification.

Broken Home: A home is said to be broken when it lacks stability, fervency, Joy, Zest Excitement that characterized a happy relationship.

Separation: A situation in which a married couple lives apart and operate separately in marriage without being divorced, very often separation leads to divorce.

Married Couples:  These are husband and wife who are legally in a marriage relationship legally contracted under the traditional, religious or court order.

Performance: This is the ability to successfully carry out a given task.

 

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INFLUENCE  OF  BROKEN  HOMES  ON  THE  ACADEMIC  PERFORMANCE  OF  PRIMARY  SCHOOL  PUPILS

INFLUENCE  OF  BROKEN  HOMES  ON  THE  ACADEMIC  PERFORMANCE  OF  PRIMARY  SCHOOL  PUPILS  IN  AWKA-SOUTH  LOCAL  GOVERNMENT AREA OF ANAMBRA STATE

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Education is the process by which a society preserves its accumulated knowledge, skill and values by imparting them to its members especially the young generation.  In federal republic of Nigeria (FRN)(2010)  education is the process by which every society attempts to preserve and upgrade the accumulated knowledge and skills in its culture in order to foster continuously the welfare of mankind and ensure its’ survival in the face of change triggered of by man and nature.

According to Adepofu, (2004), it is a weapon for acquiring skills, relevant knowledge and habits for surviving of an individual to fast changing and innovative world. In Odigbo (2000), Education is therefore the means by which an individual is developed, so that he will be able to live efficiently and effectively in the society and contribute to its advancement and upliftment.

Childhood education is an education given to children between the ages of 2 to 11 years (pre-operational and operational stages). According to Unachukwu and Ebenebe (2009), childhood education is classified into two namely: Early childhood stage (2 – 5 years), later childhood stage (5-11 years).

However, this research is concerned with the later childhood stage of a child growth and development. The is a level in Nigeria educational system designed for training of the child in preparation for secondary school. This stage of a child’s growth and development is termed the “primary education stage”. This education stage, there are certain programmes a pupil education is exposed to which includes the right to primary education programme. As stated by the National Policy in Education (NPE; 2004), the objectives of primary education programme include.

  • Developing in the child the ability to adapt to is changing environment.
  • Inculcation of permanent literacy and numeracy and the ability to communicate effectively.
  • Citizenship education as a basis for effective participation in and contribution to the lives of the society.
  • Laying of sound basis for scientific and reflective thinking.
  • Character and moral training and the development of sound.
  • Providing basic tool for further educational achievement including preparation for trades and crafts of the locality.

To achieve these objectives, every hand must be on deck in order to provide the child opportunities that will expose him or her to the even of life, this requires the active participation of government, teachers and the home environment (parent etc.)  In the achievement of desired objectives.

Family is the smallest, most sensitive and important social system which is furnished and facilitated by a society as a larger social system. Shirina (2013) Family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant process in the family. Agulana (2000) prompted out that the family lays the psychological, moral and spiritual foundation in the overall development of the child.

The child’s development is influenced by many other factors among which is his/ her genetic endowment and environmental forces operative around him/her (Mishr a and Bamba, 2012). The authors further stated that two agencies that most the nature and quality of children’s educational experiences development are the family and the school.  Families vary greatly in structure and functioning. Variation exists also in school and in children themselves, given this diversity in families; there is a need to understand how children’s experiences within the family contribute to their educational outcome (Mishra and Bamba, 2012).

When families disintegrate, it is the children that are greatly affected as they often end up with intellectual, physical and emotional scars that persist for life (Anderson, 2002). Spending family time together has great benefits on children’s learning development. Most parents that practice family view this as an opportunity for family communication, bonding, child development and learning (Zabriskie and McCormick, 2001). The time parents devote to their children’ is a major for of investment that is linked with children’s will being and development (Gauthier et al, 2004). Family time is the perfect setting to naturally teach children how to do the right thing.

Structurally, family/ home is either broken or intact. A stable family creates a building block for children to progress throughout life. During block activities with a stable family, children increase their awareness of sentences, structures, linguistic, grammar and vocabularies by learning with parents (Lin, 2010). All of these practices are encouragers of early emergencies of reading and writing abilities. Children from stable homes are likely to get into fights, think about suicide, smoke, drink alcohol, use drugs and become sexually active at an early age (Eisenberg, et al, 2004). When parents separate, the children are left with no stability causing them to lose basic concept of childhood that may carry with them throughout life.

According to Hornby (2000), a home is the house, flat/ apartment that an upbringing of a child as the first environment of a family, whether it is a happy one or not. The home, which is the traditional nuclear family-father, mother and children, is the smallest unit and microcosm of the larger society. Operationally, a home is an apartment whose occupants are made of husband and wife as well as their children. When either of the parents is permanently absent on account of irreconcilable disagreement, the home is said to be broken.

A broken home is one that is not structurally intact as a result of divorce, separation of one parent and illegitimacy (Akomolafe and Olorunfemi Olabisi, 2011). Operationally, a broken home is that in which the husband and the wife are no longer living together as a result of irreconcilable disagreement. According to Frazer (2004), psychological home conditions arise mainly from illegitimacy of children, the label of adopted broken home, divorce and parental deprivation such abnormal conditions of the homes, are likely to have a detrimental effect on school performance of the child he assets broken home are defined as one in which one of the parent loses his\her spouse by separation, divorce, desertion or single parenting (Cookline, 2006). Deborah (2002) sees broken homes as a situation where two spouse separate leaving the children to the hazard of the society, broken home is a home torn apart (Momoh, 2011).

Life in broken home can be stressful for both children and their parents. Most people from broken homes suffer from emotional problems such as depression, negative self-conception and aggression. Children from broken homes suffer from lack of concentration resulting to poor academic achievement and maladaptive behavior such as truancy, Lateness to school, examination malpractice and drug abuse. (Ikechukwu,2010)

Consequently divorce has to do with either-one of the partner quitting or saying ‘’bye bye” or his/her spouse as a result of infidelity, pride, superstition, religious disagreement in-law interferences, alcoholism and disrespect for one another or bulling (violence) According to Johnson (2006) twenty-nine percent (29%) of woman who had ever been married or have lived with a man in common law –relationship, had experienced of least one episode of  violence / bullying by a husband; such relationship are more likely to end in diversity rather than peaceful atmosphere (Daily, 2004). When families break, it is the children that suffer. Children are important assets to the society. Every child is unique. Children are at the center of whole process of education and the all-round development of the personality of the child is the ultimate goal of education. Therefore, the learning experiences provided to him right from birth by the family contribute towards the achievement of this goal. However, across the globe, there are homes that are incomplete in one way or the other.

Unfortunately, the growth in the number of children born into broken homes is increasingly by day, especially in Nigeria (Nwachukwu, 2008).over the year, the investigation of the  factor that influences academic performance of student have attracted interest and concern of teachers, counselors, psychologist, researchers and school administration in Nigeria (Wiseman, 2003). Broken home has more impact on the academic performance of students in Urban are than in remote villages. This is because those students/ pupils from broken homes in these cities are affected by change of school due to inadequate financial resources or poverty, poor study habit and low self-concept. Parents from broken homes are usually found in low status job because they enter work place early with few skills and little or no experience. They begin parenting in poverty and likely remain in poverty which has an impact on academic performance of their children (Dowd, 2007).

Consequently, academic performance is seen as the knowledge attained or skills, shown in the school subjects. To indicate such achievement, test, scores or marks are assigned by the teachers. It is the schools evaluation of the classroom work on the basis of the grades awarded. Academic performance according to Akinboye (2004), is of two types that is positive and negative (poor) performance, habits, Family background, preservance, attitude, interest all these affects academic achievement in school. He concluded that if these variables are modified and attitude changed positively, then the level of individual’s academic performance would improve. Academic performance is an objective score of attainment after a specified instructional programme. Academic performance can be influenced by many factors, the impact family relationships plays on a child’s scholastic achievement alongside the development of the child cannot be over emphasized. The tension in the home, family discord or family instability all cumulatively produce an emotionally unpleasant atmosphere in the home. The relationship between the husband and wife, parent and children, relationship among siblings if not cordial, can result to conflict especially between husband and wife. If this persists, it can lead to a stretch of frequent quarrels and antagonism of both parties from time to time and thereby resulting to broken homes (Yara and Tunde-Yara, 2010).

Statement of the Problem 

  An overwhelming numbers of poor and minority pupils are victims of separated parent trying to meet up with the struggles of life. However, most home are not intact as a result of issues of incompatibility of the couples and the quest for the oversea trips to make more money, and at times marital infidelity. These set of pupils are confronted with many problems such as lack of parental care, domestic violence, teenage pregnancy etc. this has resulted in the separation of couples and children.

In our society, children are sometimes exposed at all sorts of dangers arising from malnutrition, diseases and various temptation of surviving due to the absence of one or both parent, Pupils life in broken home is observed to be associated with emotional stress that can impair intellectual development thereby giving way for such children to grow up without being trained properly. Parents often take decisions concerning separation with little or no considerations of their kids who suffer the brunt of such decisions. However the absence of one or both parent deprive young children of the stable love, care, security and total support they have been accustomed to and tend to make them different in the eye of their peers bearing in mind the role of the family in the child’s education. The failure of the family to perform its duties could hinder the child’s academic achievement. If such children are asked where the missing parent is or why they have a new parent to replace the missing parent they became embarrassed and ashamed .They also feel guilty and unwanted by the society and such stressful situation leads to psychological, emotional and in intellectual imbalance in growing children. These subsequently result to quitting from school or poor education of children as education requires critical thinking, relaxed mind and proper family support to be able to achieve the expected goal.

Hence, it becomes necessary to investigate the  influence of broken homes on the academic performance of primary school pupils with a view to determine the extent of its influence on a child’s academic performance and the psychological wellbeing of growing children in our society. The teachers commonly describe children from single parent as more hostile, aggressive, anxious, fearful, hyperactive and distractive than children from intact family. (Nwachukwu, 2002).

Thus the researchers were motivation to carry out a research on the influence of broken homes on the academic performance of primary school pupils in Awka south local government area of Anambra state with a view of determine:

  1. The influence of broken homes on the behavior of children
  2. Broken homes affect the academic performances of primary school pupils
  3. Broken homes affect personality development of a child.
  4. The implication of broken homes to the society at large.

Purpose of the study.

The purpose of the study is to identify;

  1. The effect of broken homes on the behavioural development of primary school children in Awka South Local Government Area.
  2. The effect of broken homes on the personality development public primary school children in Awka South L.G.A of Anambra State.
  3. The influence of broken home on the academic performance of primary school pupils in Awka South Government Area.
  4. The implication of broken homes to the society at large.

Significance of the Study

The need to carry out a research work on the influence of broken homes on the academic performance of primary school pupil cannot be overemphasized. As known by educators, the home play a significant role in child’s personality, formation and socialization process, in this regard, any deformity or loopholes regarding the home environment affects a child’s personality and consequently affect a child performance. The concern of education is to look after the socialization process of the child, personality, formation as well as his academic performance. This research work will be of immense benefit to:

  • Parents
  • Teachers
  • Counselors
  • Government
  • Society
  • Educational planners
  • Government agents
  • Children from broken homes
  • Pupils from stable homes
  • The schools
  • Future researchers

          The findings of this study will help in educating parents on the dangers they expose their children to as a result of broken and how it affects their perceptive ability, personality development, behavior and general performance. Parent will realize that the absence of one or both parent of a child may deprive him of stable love, care, security etc. and thus makes the child different the eyes of his peer, thereby subjecting him to taunts, humiliation etc. which end up demoralizing and bringing the child esteem down. It will also enlighten parents on the fact that their absence can affect the child’s educational career and family life. It will profess ideas which can be utilized by parent in ensuring stability in homes for the betterment of growing children and society at large.

To the classroom teacher he will learn about the challenges faced by children from broken homes and help them overcome their offer emotional support and integrate them into school setting and society at large.

The study will help to improve the services of guidance counselors to pupils. Findings from the study will be utilized by the counselors in addressing psychological issues of affected pupils for the wellbeing of such children.

The researchers are of view that the findings of this study will enable government organizations and institutions; by providing funds to poverty alleviation programs as well as enacting and implementing policies and programs that will impede the menace of broken homes in the country. Also to create awareness for the society to understand the influence of broken home on children as well as counsel young couples on how to maintain a stable home.

It will help the society to understand more, the impact of home environment on the character formation of a child and help reduce the presence of maladjusted behavior in the society. The society will be aware of the problems facing a child from broken home and thereby, endeavor to tolerate his/ her shortcomings.

Furthermore, the school is not left out as the result of this finding will help schools in offering proper care and support of children from  homes so as to help improve their performance and help them in realizing their potentials, thus, performing to the expectation of the school.

In addition, educational planners will realize the need to include counseling in the curriculum as well as see the need for inclusion of sex education in school curriculum. Government agents like social welfare division and marriage tribunals will also learn to treat divorce cases with caution.

The study will suggest areas of interest of students from broken homes which in turn will enhance social, intellectual and physical status of such students thereby solving a natural biting problem of juvenile delinquency while pupils from stable homes through the study will be able to appreciate some pattern of behavior exhibited by pupils from broken homes.

Finally, it will be of immense benefit to future researchers as it will serve as a source of literature review.

Scope of the Study.

The research is limited to Anambra state. Specifically, the study is geared towards providing a statistical basis for explaining the survey design based on the topic “influence of broken homes on the academic of primary school pupils in Awka South Local Government area of Anambra state”. 

Research Questions.

  • What are the effects of broken home on the behavioral development of primary school pupils in Awka south L.G.A of Anambra State?
  • What are the effects of broken homes on the personality development of public primary school children in Awka South L.G.A of Anambra State?
  • To what extent does broken home influence the academic performance of primary school pupils.
  • What are the implication of broken home to the society at large?

 

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Influence of Broken Homes on the Academic of Primary School Pupils in Awka South Local Government Area of Anambra State

CHAPTER ONE

INTRODUCTION

Background of the Study

Education is the process by which a society preserves its accumulated knowledge, skill and values by imparting them to its members especially the young generation.  In federal republic of Nigeria (FRN)(2010)  education is the process by which every society attempts to preserve and upgrade the accumulated knowledge and skills in its culture in order to foster continuously the welfare of mankind and ensure its’ survival in the face of change triggered of by man and nature.

According to Adepofu, (2004), it is a weapon for acquiring skills, relevant knowledge and habits for surviving of an individual to fast changing and innovative world. In Odigbo (2000), Education is therefore the means by which an individual is developed, so that he will be able to live efficiently and effectively in the society and contribute to its advancement and upliftment.

Childhood education is an education given to children between the ages of 2 to 11 years (pre-operational and operational stages). According to Unachukwu and Ebenebe (2009), childhood education is classified into two namely: Early childhood stage (2 – 5 years), later childhood stage (5-11 years).

However, this research is concerned with the later childhood stage of a child growth and development. The is a level in Nigeria educational system designed for training of the child in preparation for secondary school. This stage of a child’s growth and development is termed the “primary education stage”. This education stage, there are certain programmes a pupil education is exposed to which includes the right to primary education programme. As stated by the National Policy in Education (NPE; 2004), the objectives of primary education programme include.

  • Developing in the child the ability to adapt to is changing environment.
  • Inculcation of permanent literacy and numeracy and the ability to communicate effectively.
  • Citizenship education as a basis for effective participation in and contribution to the lives of the society.
  • Laying of sound basis for scientific and reflective thinking.
  • Character and moral training and the development of sound.
  • Providing basic tool for further educational achievement including preparation for trades and crafts of the locality.

To achieve these objectives, every hand must be on deck in order to provide the child opportunities that will expose him or her to the even of life, this requires the active participation of government, teachers and the home environment (parent etc.)  In the achievement of desired objectives.

Family is the smallest, most sensitive and important social system which is furnished and facilitated by a society as a larger social system. Shirina (2013) Family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant process in the family. Agulana (2000) prompted out that the family lays the psychological, moral and spiritual foundation in the overall development of the child.

The child’s development is influenced by many other factors among which is his/ her genetic endowment and environmental forces operative around him/her (Mishr a and Bamba, 2012). The authors further stated that two agencies that most the nature and quality of children’s educational experiences development are the family and the school.  Families vary greatly in structure and functioning. Variation exists also in school and in children themselves, given this diversity in families; there is a need to understand how children’s experiences within the family contribute to their educational outcome (Mishra and Bamba, 2012).

When families disintegrate, it is the children that are greatly affected as they often end up with intellectual, physical and emotional scars that persist for life (Anderson, 2002). Spending family time together has great benefits on children’s learning development. Most parents that practice family view this as an opportunity for family communication, bonding, child development and learning (Zabriskie and McCormick, 2001). The time parents devote to their children’ is a major for of investment that is linked with children’s will being and development (Gauthier et al, 2004). Family time is the perfect setting to naturally teach children how to do the right thing.

Structurally, family/ home is either broken or intact. A stable family creates a building block for children to progress throughout life. During block activities with a stable family, children increase their awareness of sentences, structures, linguistic, grammar and vocabularies by learning with parents (Lin, 2010). All of these practices are encouragers of early emergencies of reading and writing abilities. Children from stable homes are likely to get into fights, think about suicide, smoke, drink alcohol, use drugs and become sexually active at an early age (Eisenberg, et al, 2004). When parents separate, the children are left with no stability causing them to lose basic concept of childhood that may carry with them throughout life.

According to Hornby (2000), a home is the house, flat/ apartment that an upbringing of a child as the first environment of a family, whether it is a happy one or not. The home, which is the traditional nuclear family-father, mother and children, is the smallest unit and microcosm of the larger society. Operationally, a home is an apartment whose occupants are made of husband and wife as well as their children. When either of the parents is permanently absent on account of irreconcilable disagreement, the home is said to be broken.

A broken home is one that is not structurally intact as a result of divorce, separation of one parent and illegitimacy (Akomolafe and Olorunfemi Olabisi, 2011). Operationally, a broken home is that in which the husband and the wife are no longer living together as a result of irreconcilable disagreement. According to Frazer (2004), psychological home conditions arise mainly from illegitimacy of children, the label of adopted broken home, divorce and parental deprivation such abnormal conditions of the homes, are likely to have a detrimental effect on school performance of the child he assets broken home are defined as one in which one of the parent loses his\her spouse by separation, divorce, desertion or single parenting (Cookline, 2006). Deborah (2002) sees broken homes as a situation where two spouse separate leaving the children to the hazard of the society, broken home is a home torn apart (Momoh, 2011).

Life in broken home can be stressful for both children and their parents. Most people from broken homes suffer from emotional problems such as depression, negative self-conception and aggression. Children from broken homes suffer from lack of concentration resulting to poor academic achievement and maladaptive behavior such as truancy, Lateness to school, examination malpractice and drug abuse. (Ikechukwu,2010)

Consequently divorce has to do with either-one of the partner quitting or saying ‘’bye bye” or his/her spouse as a result of infidelity, pride, superstition, religious disagreement in-law interferences, alcoholism and disrespect for one another or bulling (violence) According to Johnson (2006) twenty-nine percent (29%) of woman who had ever been married or have lived with a man in common law –relationship, had experienced of least one episode of  violence / bullying by a husband; such relationship are more likely to end in diversity rather than peaceful atmosphere (Daily, 2004). When families break, it is the children that suffer. Children are important assets to the society. Every child is unique. Children are at the center of whole process of education and the all-round development of the personality of the child is the ultimate goal of education. Therefore, the learning experiences provided to him right from birth by the family contribute towards the achievement of this goal. However, across the globe, there are homes that are incomplete in one way or the other.

Unfortunately, the growth in the number of children born into broken homes is increasingly by day, especially in Nigeria (Nwachukwu, 2008).over the year, the investigation of the  factor that influences academic performance of student have attracted interest and concern of teachers, counselors, psychologist, researchers and school administration in Nigeria (Wiseman, 2003). Broken home has more impact on the academic performance of students in Urban are than in remote villages. This is because those students/ pupils from broken homes in these cities are affected by change of school due to inadequate financial resources or poverty, poor study habit and low self-concept. Parents from broken homes are usually found in low status job because they enter work place early with few skills and little or no experience. They begin parenting in poverty and likely remain in poverty which has an impact on academic performance of their children (Dowd, 2007).

Consequently, academic performance is seen as the knowledge attained or skills, shown in the school subjects. To indicate such achievement, test, scores or marks are assigned by the teachers. It is the schools evaluation of the classroom work on the basis of the grades awarded. Academic performance according to Akinboye (2004), is of two types that is positive and negative (poor) performance, habits, Family background, preservance, attitude, interest all these affects academic achievement in school. He concluded that if these variables are modified and attitude changed positively, then the level of individual’s academic performance would improve. Academic performance is an objective score of attainment after a specified instructional programme. Academic performance can be influenced by many factors, the impact family relationships plays on a child’s scholastic achievement alongside the development of the child cannot be over emphasized. The tension in the home, family discord or family instability all cumulatively produce an emotionally unpleasant atmosphere in the home. The relationship between the husband and wife, parent and children, relationship among siblings if not cordial, can result to conflict especially between husband and wife. If this persists, it can lead to a stretch of frequent quarrels and antagonism of both parties from time to time and thereby resulting to broken homes (Yara and Tunde-Yara, 2010).

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THE EFFECT OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN OHIMINI LOCAL GOVERNMENT AREA OF BENUE STATE

ABSTRACT

This research work examined the effect of Broken Home on Academic Performance of Secondary School Students in Ohimini Local Government Area of Benue State. Four hundred students were randomly selected from eight Senior Secondary Schools in Ohimini Local Government to form the sample for this study. Eighteen item opinion questionnaires was developed and administered. The questionnaire was validated by seasoned experts drawn from measurement and evaluation section of the Department of Educational Foundations and Department of Psychology, Benue State University, Makurdi. Apart from the primary data collected via questionnaire, secondary data was also used in this research. Economics results of the sampled schools terminal examination as kept by the schools were collected and used. The means and simple percentage were    used to answer the research questions while the t-test and chi-square statistic were used to test the hypotheses. The result revealed that Broken Home exerts a lot of Effect on Academic Performance of Secondary School Students in Ohimini Local Government Area of Benue State. It was among others recommended that; the government and school proprietors   should employ school counselors in all secondary schools to provide the necessary assistance to children from broken    homes, Parents especially single and foster parents should adequately supervise children to boost their self-esteem.  

 

CHAPTER ONE

INTRODUCTION

 

1.1   Background of the Study

        Education has always been an important institution in most cultures and at all times Agogo (2006), quoted Aliu (2001) as defining education as the method by which a society transmits from one generation to the next its knowledge, culture and values. It was further stressed that education is the eye of an individual, is the process by which a person learns facts, acquires skills and develops abilities and attitudes necessary for work place survival. In fact education has become a huge government venture that has witnessed a progressive evolution of government dynamic intervention and active participation (FGN 2004).

With the present system of education, people now see education as a right and not a privilege. This makes everyone to have a sense of belonging in the society because everyone sees him/herself as having a duty to perform. Therefore, it is believed by many people that education is the key to success hence against same background education is rated as the eye of an individual (Agogo 2006).

According to Hornby (2000), a home is conceived as a family living together and the way it behaves, while a family is referred to as a group consisting of one or two parents and their children (Ibid). Broken home is a term used to describe a household usually in reference to parenting in which the family unity does not properly function according to accepted social norms (Wikipedia online).

This research work is therefore aimed at researching into the influence of family units which does not function according to accepted social norms on academic performance of secondary school students in Ohimini Local Government Area.

It is opined that in any class of learner, there must be differences in individual performance. In a class of 40 children, the teacher may discover that children do not equally learn at the same rate even though he has used the same contents and methodology for the class (Mallum & Haggai 2004), therefore; there exist differences in students’ academic performance. However, several factors have been advanced for the causes of such differences in performance, personal intelligence, environment, meaningless of learning materials; learning style among others could affect the rate of learning (Ibid).

The choice of broken home as a factor affecting academic performance is not far from the fact the family is the basic unit of the society (Abah 2006), and the home has a great influence on the student’s psychological, emotional, social and economic state (Ajila and Olutola 2007). The state of the home affects the individual because the parents are the first socializing agents in an individual’s life (Ibid). The number one ingredient that lays the psychosocial, moral and spiritual foundation in the overall development of the child is his family (Uwaifo 2008).

It is ideal that the school is responsible for experiences that equip and make up the individuals life during school periods but however, the parents and the individuals’ experiences at home play tremendous roles in building the personality of the child and determining the child school life. Thus Ichado (1998) concluded that the environment in which the student comes from can greatly influence his personality and performance of secondary school students and hence the importance of education warrants the desire for this study so as to research the effect of broken home on academic performance of secondary school students and recommend possible remedies to such influence. The place of secondary education in the entire educational process is highly essential and need not to be neglected hence the quality of primary and secondary education play great role in determining the quality and sometimes the quantity of higher institutions for people (Agogo 2006). These whole facts equate this study to necessity. This study will principally examine the various aspects of broken home and how each influence children’s academic performance. It will examine issues like: to what extent do children living with their own married parents perform academically better than children living with foster parents? To what extent do children who live with single parents perform academically better than children who live with both father and mother? It will also analyze the extent to which broken home has affected the level of attention given to students by their parents, the degree to which broken homes has affected the level of academic motivation given by parents to their children. It is also intended that this work will discuss the degree of effect broken homes exert on the emotional atmosphere at homes, socio-economic status of parents and the general emotional stability of children.

1.2   Statement of the Study

        Over the years, the investigations of the factors that influence academic performance of students have attracted the interest of teachers, counselors, psychologist, researchers and school administrators in Nigeria (Wiseman 1998). This is because of the public outcries concerning the low standard of education in the country (Imoge 2002). The declining quality of education in the country in general and Ohimini Local Government area of Benue State in particular as characterized by poor academic performance and the breeding of graduates with little technical know-how has resulted into serious set-back in the industrial development of the nation in general and poor turn-out of qualified students in Ohimini Local Government for admission into the various tertiary institutions in the country.

        Factors such as students internal state namely intelligence, state of health, motivation, anxiety among others as well as their environment which includes availability of suitable learning environment, adequacy of educational infrastructure have been identified as possible courses of poor academic performance. For example, a daily sketch publications on “causes and curses of poor performance at West African School Certificate Examination (WASCE)” in 2006 identified and categorized problems responsible for students poor performance to problems of teachers, problems of inadequate facilities in schools, problems traceable to students, problems caused by parents and society at large and problems caused by government policies and low funding of educational sector (Ajila and Olutola, 2007).

        With regards to problems caused by parent, Ichado (1998) said that parents constant disagreement affects children emotionally and could lead to poor academic performance while Bichlery 1996, and Agbo (1997) revealed that children from broken home exhibit lower self-esteem, lower achievement motivation and lover tolerance for delay of gratification and lower academic achievement than those from intact homes where both parents are present.

        It is on the basis of the above that the researcher intends to carry-out this study on the effects of Broken Homes on Academic Performance of Secondary School Students in Ohimini Local Government Area of Benue State. The researcher intends to find out the magnitude of adverse effect the broken homes has on the academic performance of secondary school students.

1.3   Purpose of the Study

        This study is primarily focused on achieving certain objectives which are as follows:

  1. To determine the extent to which children living with their own married parents perform academically better than children living with foster parents.
  2. To determine the extent to which children who live with both parents perform academically better than children who live with single parent(s).

III.    To determine the extent to which broken home influence the level of parental attention given to children.

  1. To determine the degree of effect broken home exert on the level of academic motivation given by parents to their children.
  2. To determine the influence of broken home on the emotional atmosphere in homes.
  3. To assess the degree in which broken home affect the socio-economic status of parents.

VII.   To assess the effect of broken home on the emotional stability of children.

1.4   Research Questions

The problem of this study centers on determination of the effects broken home has on academic performance of secondary school students with reference to some selected secondary schools in Ohimini Local Government Area of Benue State. This problem has given rise to the following research questions and assumptions which this investigation is meant to address:

  1. To what extent do children living with their own married parents perform academically better than children living with foster parents?
  2. To what extent do children who live with single parent perform academically better than children who live with both father and mother?
  3. To what extent have broken homes affected the level of attention given to students by their parents?
  4. To what degree have broken homes affected the level of academic motivation given by parents to their children?
  5. To what degree have broken homes affected the emotional atmosphere in homes?
  6. To what degree do broken homes affect the socio-economic status of parents?
  7. To what degree do broken homes affect the emotional stability of children?

1.5   Research Hypothesis

The following null hypothesis has been formulated to guide the study:

        Hypothesis I

        There is no significant difference between the academic performance of children living with their own married parents and children living with foster parents.

Hypothesis II

        There is no significant difference between the academic performance of children living with their father and mother and their counter-part living with single parent.

Hypothesis III

        There is no significant difference between the level of parental attention received by children from broken homes and their counter-part from intact homes.

Hypothesis IV

        There is no significant difference between the level of academic motivation given by broken homes to their children and that given by intact homes.

Hypothesis V

        There is no significant difference between the level of emotional stability of children from broken homes and their counter-part from intact homes.

1.6   Significance of the Study

        It is hoped that at the end of this study, many stakeholders in education will benefit from the findings. Teachers, curriculum planners, educational administrators, students and even the government will find this study useful. The findings of this study may form the frame work for organizing seminars aiming at correcting deficiencies especially in homes and the marriage process and also improve teacher’s performance in the schools. This study will also be useful to the government in formulating educational policies. Curriculum planners and educational guidance and counselors will also use this study as a guide to their actions.

1.7   Scope of the Study

        The study is specifically limited to the investigation into the effects of broken homes on the academic performance of secondary school students in Ohimini Local Government Area of Benue State with emphasis on eight selected senior secondary schools from the area. This study is particularly concerned with student’s performance in Economics as a subject studied at the Senior Secondary School level. The researcher’s choice of Economics as a subject is not just because the subject is within his discipline but based on the fact that Economics is a social science that has element of both science and arts and whatever affects the learning of Economics can also be said to have effect on every other science and arts subjects. The work is limited to aspect of broken home influences such as disparity in academic performance of children from intact homes and their counter-part from foster homes, intact homes and their counter-parts from single parents. It also examine specific aspects like the influence of broken home on the level of parental attention to their children, influence of broken home on the degree of emotional atmosphere at homes, effect of broken homes on the parents socio-economic status and the effect of same on the children’s level of emotional stability.

1.8   Operational Definition of terms

  1. Academic Performance: This is defined as an objective score of attainment after a specified instructional programme.
  2. Secondary School: Learning institution which comes after the primary school for children over eleven years where systematic training and instructions takes place.
  3. Senior Secondary School: The last three years in the secondary school that comes after the first three years. That is the last three years in secondary school that comes after junior secondary or basic education. It is usually for children over 14 years.
  4. School Drop-out: To discontinue schooling or stop going to school as a result of hindering factors such as inadequate finance, emotional problem, inadequate motivation and intellectual decline.
  5. Achievement Motivation Training: A training that is given to a student to enhance greater rate of progress or improve academic performance.
  6. Foster Home: Living with persons that are not one’s own biological parents.
  7. Intact Home: Living with one’s own married mother and father. An intact home is a home with both parents present.
  8. Single-Parent Family: A family that comprises either only the father or the mother caring and showing parental responsibilities to children or child.
  9. Parental Attention: Parents ability to listen to children’s needs and problems and provide adequate solutions. That is parent’s ability to have enough time for children’s affair.
  10. Academically Motivated Homes: Homes that provides the child with all his/her necessary needs such as school fee, textbooks, writing materials, school uniform, pocket money, food, shelter among others.
  11. Emotional Stability: One’s ability to feel happy loved and act freely without fear or anger.
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