IMPACT OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF THE SCHOOL CHILD:
A CASE STUDY OF SOME SELECTED SCHOOL IN OGBESON COMMUNITY, EDO STATE
ABSTRACT
This project work will examine the impact of broken home on the academic performance of the school child. The problems, the challenges and the possible solution will also be look into.
As a global phenomenon of poor performance of students and pupils have attracted the interest and concern of scholars and government in the world to look into and reduced this ugly trend of poor performance of children in broken homes.
The data to be used will be based on primary data. The primary data will consist of self-administered questionnaires and oral interviews of some of the respondents. The outcome of my findings and conclusion will reveal negative impact of the lack of concentration on a child who is from a broken home. The poor academic performances of children from broken due to over – loaded house work or over – stressed by their step parents or foster – parents which are not properly guided and find it difficult to cope with their peers will also be looked into.
Also the need for parents to try as much as possible to avoid total neglect of their ward as a result of re-marring because the child need their support for effectiveness and high performance in their study.
It is also important for government to contribute to the well-being of children from broken homes by creating child support enforcement so as to reduce the economic hardship. Also single parents should be educated on the importance to supervise their ward appropriately and help them to boost their self – esteem.
In conclusion, all hands must be on deck in ensuring that appropriate counselling programmes are provided.
TABLE OF CONTENT
CHAPTER ONE
1.1 Background of the study: - - - - - -
1.2 Statement of the Problem: - - - - - -
1.3 Research Question: - - - - - -
1.4 Objective of the Study: - - - - - -
1.5 Significance of the Study: - - - - - -
1.6 Definition of Terms/Concepts - - - - - -
CHAPTER TWO
2.1 Review of Theoretical Literature: - - - - -
2.2 Review of Empirical Literature: - - - - -
2.3 Review of Relevant Theories: - - - - -
2.4 Theoretical Framework - - - - - -
2.5 Hypotheses: - - - - - - - -
CHAPTER THREE
3.1 Study Design: - - - - - - - -
3.2 Scope of Study and Area of Study: - - - - -
3.3 Population of the Study: - - - - - -
3.4 Sample Size and Sampling Technique: - - - -
3.5 Instrument of Data Collection: - - - - -
3.6 Methods of Data Collection: - - - - - -
3.7 Method of Data Analysis: - - - - - -
CHAPTER FOUR
4.1 Socio-Demographic Characteristics of Respondents : - -
4.2 Major Research Issues: - - - - - - -
4.3 Cross Tabulation of Research Variables: - - - -
4.4 Testing of Hypothesis: - - - - - - -
4.5 Discussion of Findings: - - - - - - -
CHAPTER FIVE
5.1 Summary of Findings: - - - - - -
5.2 Conclusion: - - - - - - - -
5.3 Implications of Findings: - - - - - -
5.4 Recommendations: - - - - - - -
REFERENCES: - - - - - - - -
APPENDIX:
Questionnaire: - - - - - - - -
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Over the years, the investigations of the factors that influence academic performance of students have attracted the interest and concern of teachers, counsellors, psychologist, researchers and school administrators in Nigeria (Wiseman, 1973; Sogbetun, 1981). 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 and the breeding of graduates with little technical know-how have resulted in serious set-backs to the industrial development of the nation. Different factors are capable of influencing the academic performance of secondary school students. Such factors maybe the student’s internal, external or environmental state (intelligence, state of health, motivation, anxiety, home influence etc.) and their environment (availability of suitable learning environment, adequacy of educational infrastructure like textbooks and well-equipped laboratories) Investigation of these factors has produced several findings by researchers for example, Clemens and Oelke (1967) and Emeke (1984) have attributed the cause of poor academic performance to a combination of personal and institutional factors. Personal factors relate to the individual’s intelligence, knowledge and ability, while institutional factors are family or parental influences, societal influences, institutional influences and school related factors – student/lecturer rapport, teacher related factors, accommodation and living conditions. In the same vein, Wiseman (1973), Soghetan (1981)and Hassan (1983) among others have examined the causes of poor academic performance among secondary school students. Some of the factors identified are intellectual ability, poor study habit, achievement motivation, lack of vocational goals, low self-concept, low socio-economic status of the family, poor family structure and anxiety. The consequences of these include indiscipline in schools and low level of educational standard. A Daily Sketch Publication on “Causes and Cures of Poor Performance at WAEC Examinations” in 1986 identified and categorized problems responsibility for students’ poor performance to problems ofteachers, problems of inadequate facilities in the schools, problem traceable to students’, problems caused by parents and society at large and problems of government policies andfunding of education (Ajila and Olutola, 2000). Reviewed literature indicated that there is an awareness of the importance of the home environment or family on pupils/students’ academic performance. The home has a great influence on the students’ psychological, emotional, social and economic state. In the view of Ajila and Olutola (2000)the state of the home affects the individual since the parents are the first socializing agents in an individual’s life. This is because the family background and context of a child affect his reaction to life situations and his level of performance. Although, the school for the experiences that make up the individual’s life during school periods, yet parents and the individual’s experiences at home play tremendous roles in building the personality of the child and making the child what he is. Thus, Ichado (1998) concluded that the environment in which the student comes from can greatly influence his performance in school. Although, the home environment or family has been recognized as having a lot of influence on the academic performance of students (Nzewuawah, 1995: Ajihi&OlutoIa, 2000). Previous studies have been concentrated on the area of socio-economic status of parents. Other aspects of’ parental environment such as the structure of the family have been grossly’ neglected. Yet,Ichado (1998) stated that parent constant disagreement affects children emotionally and this could lead to poor academic performance in school. The family lays the psychosocial, moral and spiritual foundations in the overall development of the child. While themother’s significant role in this cannot be overemphasized. Studies on father-child relationship suggest that the presence of a father in the home influences significantly the development of a child (Agulanna, 1999). Thus, parenthood is a responsibility requiring the full cooperation of both parents who must ensure the total development of their offspring(s). Structurally, a family is either broken or intact. A broken family in this context is one that is not structurally intact for various reasons—deaths of a parent, divorce, separation, dissertation and illegitimacy in which case, the family was never completed (Conkline, 1996). This analysis becomes necessary because life in a single parent family can be stressful for both the child and the parent. Such families are faced with the challenges of diminished financial resources (Children’s Defence Fund, 1994), assumptions of new roles and responsibilities, establishment of new patterns in intra-familial interaction and reorganization of routines and schedules (Agulanna, 1999). These conditions are not conducive for effective parenting. This isbecause when the single parent is overburdened by responsibilities and by their own emotional reaction to their situation, they often become irritable, impatient and insensitive to their children’s needs (Nzewunwah, 1995).
1.2. RESEARCH PROBLEM
Nigeria is rapidly developing her technological education which has made the society more complex than it was in the past. The main problem of this study is to determine the possible impact and consequences of broken home on children and how it has impacted on their educational performance.
Sub-Problem:
Can separation of parents have any negative impact on student’s performance
Does lack of concentration has much effect on a child education who is from broken home
1.3 RESEARCH QUESTION
1. Do children from broken home perform academically lower than children from stable home?
2. Does high labour of children from broken home cause low academic performance of children
3. Does a child from a broken home drop out of school because he does not have money to continue school
4. Are children who are from broken home affected by low concentration in school
1.4 STATEMENT OF OBJECTIVE
This study was aimed at achieving the following objectives:
1. To examine academic performance of children from broken home with that of children from stable home
2. To evaluate the impact of job engagement of children from broken home on academic performance
3. To know if a child from broken home can drop out school because of the lack of money
4. To find out if children from broken home are affected with low concentration in school
1.5 SCOPEOFSTUDY
This study covered all teenagers between the ages of 10-19 years senior secondary schools in Uhunmwonde Local Government Area of Edo State. The names of the schools are Ediaken Grammar School in Uhunmwonde, Technical College, Uhunmwonde, both in UhunmwondeLocal Government. The research was limited to SS II and SS III students of the above named schools students were given to be seventy-five in each school which is a total of one hundred and fifty student’s altogether.
The reason for the choice of these classes was because the students were matured enough to speak for themselves and they can read and understand the questions.
