effect of broken homes on students academic performance pdf

EFFECTS OF BROKEN HOME ON STUDENT ACADEMIC PERFORMANCE IN ESAN WEST LOCAL GOVERNMENT AREA, EDO STATE

ABSTRACT

This study set out to examine the relationship between the academic performance of students from broken homes and those from stable homes in secondary schools in Esan West Local Government Area of Edo State. Two schools from urban and two schools from rural part of this local government area were randomly selected for the study checklist and questionnaire were the instrument used for data collection scores or students in the last promotion examination were collected and analyzed with t-test of independent variable two tailed test at a significant of 0.05 to find out if there is no significant differences in the average academic performance of students from broken homes between boys and girls and among students form rural and urban area. The three hypotheses raised for the study is more confirmed recommendations and suggestion for further study were made.

TABLE OF CONTENTS

Title page                                                                 i

Certification                                                             iii

Dedication                                                               iv

Acknowledgement                                                    v

Table of contents                                                     vii

Abstract                                                                   x

Chapter One: Introduction

1.1      Background of the Study                                         1

1.2      Statement of the Study                                            5

1.3      Purpose of the Study                                               7

1.4      Significance of the Study                                         7

1.5      Research Question                                                   9

1.6      Research Hypothesis                                               10

1.7      Delimitation of the Study                                        10

1.8      Limitation of the Study                                            11

1.9      Definition of Terms                                                  12

Chapter Two: Literature Review

2.1      The Concept of Family                                              13

2.2      The Concept of Marriage                                           15

2.3      The Concept of Stable Home                                     17

2.4      Academic Performance                                              19

2.5      Differences in Male and Female Performance in Academic                                                                                   21

2.6      Concept of Broken Home                                            21

2.7      Academic Performance of Children from Broken Home                                                                          27

2.8      Summary                                                                     34

Chapter Three: Method of Study

3.1      Design of Study                                                            36

3.2      Population of the Study                                                37

3.3      Samples and Sampling Procedure                                37

3.4      Administration of the Instrument                                 39

3.5      Method of Data Analysis                                               40

Chapter Four: 

4.1       Data Analysis and Discussion of Finding Hypothesis               41

4.2       Academic Performance of Male and Female Students from Broken Homes                                                                          44

4.3      Discussion of Findings                                     50

Chapter Five:

5.1      Summary                                                         55

5.2      Conclusion                                                      55

5.3      Recommendation                                             56

References

Appendix 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

        Education has been viewed by scholars based on their perception of what education is about. Castle (1995) sees education as what happened to us from the day we were born to the day we die (2000) defines education as a weapon for combating ignorance, poverty and disease, as a bridges 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 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 broken homes retard the progress of those children from such background in that both parents are not on ground to direct and guide the child towards the achievement of educational goals. It is arguable or believed that children from 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, this child is entrusted to other people that are different from his parents. This person is expected to play the role of a surrogate parents despite his/her commitment of 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 style of step-father or step-mother. 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 him. As such, he has little or no inte5rest in the learning materials, as classes are ought to be attended and comprehensible in the course of subject taught presented at school.

        Apart from frustration, dissemination, discourage and deprivation, the child may also be malnourished and segregated by surrogate parent (i.e. mother) who feel that she is wasting the family resources in the child she did no give birth to the child may lack the necessary school materials and in most case, may grudgingly allow the child to be attending school while that 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 adversity 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 1993, Vander Zanden, 1980). Studies further confirm that children in one parents 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 who are ready to learn. In addition, it is also reported that two years immediately after a mother’s marriage break up, the mother exercise less control over her children than she did before (Hetherington, Cox and Cos, 1982).

        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.

1.2 Statement of the Problem

        The family has enormous amount of influence on the education of the child both directly and indirectly. In the pre-school or formative years of the child, the home discriminate transmit culture and knowledge to the child correcting him where he goes wrong and directly him in other various aspects of his life in the society. The problem for broken home are:

i.            Divorce caused by maltreatment from the man, lack of proper care for the family, charge of adultery.

ii.          Marriage without mutual consent, lack of true love non reciprocal love, parental disagreement.

iii.        Inter-family misunderstanding – childlessness, disrespect and disloyalty for husband relations, lack of respect for each other, interference from both parties family members.

The cases of broken home are very common the cases range from voluntary separation, desertion, ejection, divorce etc. These broken homes have really caused a set back in the education of the children born into these families.

The focal point of this study is therefore:

1.  To investigate how broken home affect the education of children from such homes.

2.  To intimates parents with the problems associated with broken homes in order to minimize separation and divorce.

3.  To make useful recommendations and suggestion to the teachers on how to help students from such background to learn better.

1.3 Purpose of the Study

        The study is to examine the problems associated with broken homes and how it affects the education of children from such, it is hoped and believed that his study will enlighten teachers of the problems children from broken homes have to contend with a view to helping them adjust properly to learning situation.

        The study is equally aimed at highlighting the of unstable homes and its advert effect on the education of children from such homes further more, the study is for the purpose of letting the children to be able to understanding and how to cope or adjust to the situation arising from broken homes and that of learning in the classroom.

1.4 Significance of the Study

        It will serve as a reference to those who may carry out similar research in the future. The rate of marriage failure is on the increase in our modern society. As the saying goes ‘when two elephants fight on the grass, it is the grass that suffer’. What becomes of children born to such a family is nobody’s concern. It is therefore persistent that a timely study be carried out in order to give useful suggestions and recommendation to teachers on how to help such unfortunate children to learn properly in school so that they can come out with a good academic performance in school for themselves and be useful to the society as well.

        As a matter of fact, many institutions like UNICEF, Ford Foundation and others have shown genuine interest and concern for western children in similar conditions like those in Africa. The impact of these aforementioned organizations has not been felt in most parts of Nigeria as a nation. It is therefore necessary that a radically guided research of this nature be carried out in this part of the world. 

        This dearth of search is also the rational for this study in order to expose the problems of the broken homes and a resultant consequence on the education of children from such homes. It will help in finding solution to problems identified and this solution will solicit for student from broken homes and help them to be able to adjust or amend the nation and behave that they can not learn effectively in a vestable environment and broad home effects also.

        Lastly, it will expose teachers to the problems discussed and its effects on education, with a view to working out modality of helping student from such background to learn better.

1.5 Research Questions

1. To what extent does a broken home affect academic achievement of pupils?

2. How does maltreatment for step-parents contribute to the student’s academic performance in school?

1.6 Research Hypothesis

1. There are significant difference in the average academic performance of students form broken homes and that of male and female students from broken homes.

2. There are significant differences in the average academic performance of male and females students from broken homes.

3. There are significant different in the average academic performance of students from broken homes in urban areas and those in rural areas.

1.7 Delimitation of the Study

        The study covers public secondary school in Esan West Local Government Area. These schools were grouped into two on the bases of urban and rural schools (order). The following schools were randomly selected from the seventeen (17) public schools listed by the ministry of education, Ekpoma.

        The urban schools are as follows:

1. Ujoelen secondary school Ekpoma

2. Akugbe secondary school, Emuhi

        Academic performance of school will be measured by the promotion examination result.

1.8 Limitation of the Study

        The research encountered many problems that were beyond their control in the process of writing the project. One of such problem was difficulty in gathering information for the project since only few researches have been carried out in this respect.

        Another problem was the difficulty in getting the necessary information because of the sensitive nature of the problem under investigation. Lastly, some students were reluctant to respond to checklist due to its social inclination.

1.9 Definition of Terms

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

Home: The house of apartment that one live in, especially with your family.

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

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

Standard: This concept is used in the research to mean the expected level of quality or specified level of academic excellence and its attainment in the system.

CHAPTER TWO

LITERATURE REVIEW

        Literature will be reviewed in this chapter under the following headings:

i.            Concept of family

ii.                  Concept of broken home

iii.                Academic performance of children from broken home

2.1 The Concept of Family

        According to Oxford Advanced Learner’s Dictionary, 6^th edition (2000) defines family as a group consisting of one or two parents and their children. It is a group consistency of one or two parents, their children and close relations.

        The Britamtana world language dictionary (1996) defines the family as a group of person consisting of parents and their children. Another definition is a succession of blood connection persons, name etc a house, clan, tribe, line or race.

        Marclock (2000) state that ‘the family is a social group characterized by common residence economic cooperation and production. It includes adult of both sexes at least two to who maintain a socially approved relationship with one or more children or adopted of the sexually co-habiting adults. The family has recognized function of procreation, education and socialization during the child formative years. The family is responsible for the care, protection and education it lays to foundation upon which the entire environmental influences such as the school peer group, church and its entire community build of (Nwachi 2000).

        Even after the child has entered school, his education in the family does not stop rather the family work hard with the larger society and it is worth that while, the influence of the other groups and agencies with which the child come in contact may be ranked, but that of the family remains the most persistent through out the life span of the individual of Nwachi (2000:1).

        If the formation of the families foundation is not solid, the society will definitely collapse. According to Jeffer (1961). ‘people are the foundation of the nation’ (Nwachic 2000). But unfortunately the phenomenon of broken home is a group reality that cripples families, according to Ghaerba (1990).

2.3 The Concept of Marriage

        It is not an easy thing to define marriage as it could be viewed from various angles. Various meaning may be attributed to marriage. Some people may have explained marriage in term of sex relationship which services in exploring understanding strengthening developing and aiding the integration of the personalities involves and ever commenting the relationship between the couples.

        Another explanation is the procreation meaning attracted to marriage, which is said to be have claimed that a childless marriage cannot called marriage in the strict scene of the world. In fact Africa societies in general and Nigeria in particular, procreation is valued as the most important meaning of marriage.

        Oxford advance learner’s dictionary defines marriage as the legal relationship between a husband and wife it is also ceremony in which two people become husband and wife. Fakunle (2000) define marriage as ‘the union of a man and woman which have psychological, spiritual and social dimension’. This concept marriage also in our knowledge, is the union of man and woman as husband and wife.

        Mark (1992) sees it relationship of a man with one or more which is recognized by customs or law and involves certain rights and duties in the case of children born of it. However, there are two basic patterns of marriage in Nigeria namely polygamy and monogamy. Polygamy is defined by oxford learners dictionary as the tradition or custom of having more than one wife at the time. It is a situation whereby a man marries more than one wife. Monogamy according to oxford learner’s dictionary is the custom of being married to only one person at a particular time. It is the practice or custom or having a sexual relationship with only one particular partner in time.

2.4 The Concept of Stable Home

        Musgrore (1997) point out that ‘a good home is aid to success in our system’ it his argument that in a small family comprising father, mother and children the parent are ambitious for their children. According to him, one of the merits of married people living together is that in such an environment, the child is in closer touch with his parents and habitually use more of the language and ideas of the grown upttan he would, if he was lost in a cloud of siblings and peer group.

        Waibry and Majorobank (1972) have found that the control for socio-economic status of children from married families with few brothers and sisters are superior in cognitive development. To children from broken homes. They found that measure of home support and stimulating of learning was in accordance with both cognitive development and nature of home. Parents who provide a more intellectually stimulating environment than parents who are separated.

        According to Buclanbham (1991) strong families and sound parenting are vital factors in the protection of children who are growing adulthood. He writes that two parents home tends offer more resources role models and adult supervision than single parent home. From Christian view, two committing parents’ father and mother are very important factors in the healthy and balance development of a child. An uninterested, a part-time or absent parents can have some injurious effect on their children as they learn to grow.

        Zajone (1996) has found that the brightest children are those born early in married families, perhaps because they have a good deal of undivided adult attention in their years, they tend to perform very well in school when learning and growing.

        Flond (1990) Douglas (2004) in their analyses hard so far reported that parent have assumed some importance in that within teacher’s perspective. The home is seem as having crucial role in influencing and determining the education of the pupils with whim the school has to deal with such a view received official endorsement by social roots of different achievement.

2.5 Academic Performance

        In a stable home, where both parents live and stay together there is little or no emotional illness because the child live with and receives cares and attention needed from the parents. The emotional stability goes a long way in him to school and in every place he found himself performing excellently well in his academics.

        According to Eszewu (1990) ‘the family has the potential of exercising a strong influence over the life of the child in school and long after he left school. He wants on to say that the child’s mental and emotional developments which are factors for school education could be greatly influenced by nature of the family into which the child is born. A child who is brought up in stable home is well fed and provided all he needed will definitely perform well in his academics in school. The status of the family determines the type of influences and the level of educational attainment of children that are brought up in various homes.

2.6 Differences in Male and Female Performances in Academics

        According to Buckinghan (1991) ‘up until the early 1990’s the average school performance of boys and girls from stable homes ware close to equal, since the gender gap favoring girls has widened each year’. Boys are now said to be disadvantage in relation to girls.

2.7 Concept of Broken Home

        According to Ghaerba (2001) broken home is a situation whereby the family is engulfed with misunderstanding of marriage and family structure. This implies ma-adjustment, mal-functioning psychological decadents and the existences of family squabbles. This disorganization grade, Ghaerba (2001) referred to as the breaking of family into.

        Akintayo (2002) referred to single parent family as a broken home she describes single family as a condition where either the man, woman takes care of children alone without the help of the second party or parties Akintayo said and explained further that single families have become permanent and noticeable feature in many societies today throughout the world.

        Doris (2002) wrote that various terms are used around the world to describe mother who raises children alone. She wrote that in some countries single mother is used to refer to never married mothers, while on the other hand ‘lone mothers’ is a term that compresses a whole range of mothers who are bringing up children without male par terns in their hold. Such mothers may be divorced separated, widowed or they may never have been married.

        Janet (2002), a single parent mother of three stated that; in Hong Kong, where old Chinese values are still strong, the divorce rate is more than doubted in six years between 1981-1987. In Singapore divorce among both Muslims and non-Muslims increased almost 70 percent between 1980-1988.

        Ghaerba (2001) in his study identified reasons for broken home under various types of family disorganization as follows:

A.   Divorced cause

1.  Maltreatment from the man

2.  Lack of proper care for the family

3.  Maladaptive behaviour by either party

4.  Charge of adultery

5.  Charge of witchcraft against wife

B.  Broken home due to death of bread winner

1.  Husband

2.  wife

C.  Marriage without mutual consent

1.  Husband dislike wife

2.  Lack of true love non reciprocal love

3.  Wife dislike their husband

4.  Parental disagreement

D.  Separation case caused by

1.  Economci activities (trading)

2.  Problem of urbanization

3.  Quest for job (social mobility)

4.  Economic inequality (education)

5.  Breakdown of social status

E.  Interfamily misunderstanding

1.  Childlessness

2.  Disrespect and disloyalty for husband relations

3.  Lack of respect for each other

4.  Interference from both parties family members

Inability have desire to have sex especially male children is another reason to have broken homes. Broken homes have been known to be due to poverty misunderstanding between couples, external interference of in-law, adultery love for materials, wealth instead of love for husband and wife especially in urban areas, childlessness or sterility, love for money, guest for getting married or anybody that comes one’s way due to over aged or the likes, prolonged illness and insanity for the disability such as blindness paralysis or illness caused by accident.

        Research shows that there is a tendency for product of broken home to more likely experience the problems later in marriage. Girls married from a broken home have high tendency to end up in the same way. They have been trained not to belong to a single man through out their life time. (Ghaerba 2001). There is the argument that the phenomena of house maids may lead to broken home if the wife is in the high society class and is offer way from home the poor husband may be tempted to have fun with the maid aid this could lead to divorce.

        Researches have shown that children from broken homes have social economic attainment over long term and also have high rte of instability in marriage. Single parent family likes particularly those headed by a mother are likely to find their living standards lower than what it used to be before the family got broken or separated. The social effects of broken homes on the child has no respect for constituted authority, they are prone to innumerable dangers from which they could have been protected by parents of stable home.

        Children from broken home are affected educationally hence the focus on Esan West Local Government Areas students. It is know that the home is the school of children and is the place where foundation of life service is laid. The children from broken homes are easily moved emotionally than their counterparts from stable homes Ghaerba (2001).

        In his view, Henry Pasco stated in Nwaozuzu (1998) that a child who for any circumstance who has been deprived of a substantial portion of the variety of stimuli which he is maturational capable of the respondent to, is likely to be deficit in equipment of the child depend grossly on the qualities of parents Davison in Nwaozuzu (1998) said that ‘children who are ill nourished are reduced in their responsiveness to environment distracted by their visceral state and reduced by their ability to progress and endure in learning condition in the authors view ‘without doubt’ most children who constantly present disciplinary problems in school and public places are product of troubled and broken’ (p 8).

2.8 Academic Performance of Children from Broken Home

        According to Books – Gum and Furstanbury (1986) babies born to unmarried teams appears more likely to experience adverse health and education related outcomes than babies born to married couples.

        Wallerain and Kelly (2004) stated that the absence of father is often viewed as partially harmful to self esteem looking at the above critically one will be correct to say that a child that has no self esteem will not be able to perform well in his academic work and as such he will not be able to perform well in school. Burdon (1991) has this to say ‘such children without proper training due to breakage of their families or marriage are trained at the mercy of other people, turn out to be truants from this assertion, it is clear that surrogate mothers cannot monitor the education progress of children entrusted to their care. They cannot help in teaching them at home since many are usually not educated.

        As Ezewu et al (2000) have noted, if the child from broken home fails to make necessary adjustment at school, he becomes mal-adjusted and this might make him resort to any of these course of action.

1.           He may attempt to change the situation violently and as a student he would see both teachers and seniors as threat to his existence in the school and would attack them.

2.           He may turn mind to other things, so as to forget his failure to adjust to the situation as student and develop hatred for participation in any school activity.

3.           He may decide to avoid the unfavourable situation by refusing to go to school or become a truant.

According to Banjo (2000) ‘the home influences the child at the most impressionable time of his life, at a time when his mind is most receptive it provides the first impression on while of the child’s subsequent life. It is the home that a child learns his earliest lesson in obedience, politeness and consideration for other. If the home and the school work in the same direction towards the best development of the child, the result will be most happy, if the school pulls in one direction while the home in another, the child’s true development is bound to be handicapped it is true that a family or broken home cannot be conductive for the smooth learning of the child in that, the home will only succeed in pulling don what has been learnt by the child in the school because of lack of reinforcement from the home.

Children that grow up in a broken home are unlikely to develop their academic potentials to the fullest while children brought up in a stabilized and organized home are more likely to develop to a full fledge human beings, being able to discover their academic and other attributes leading to success in life endeavour. According to Odolo (1983) a child from broken home may lead to feelings of insecurity that continues throughout his childhood to adolescence.

In a broken home where a child is left with only the fathers, the man is likely to be unable to bring up the child well for school and church or stay constantly enough at him to guide the child through appreciating academic programme in the mass media. There is the tendency for the father to trust the child’s welfare to school. However the school solution or alternative to the clam peaceful atmosphere and above parental love that the home gives to the child.

The children living in the shadow of the broken home are oftne be wailed by coming and going by the more fact that essential relationship are not promoted or are broken off and disrupted verily impressionably. It is necessary that both parents should endeavour to bring up their children in at atmosphere of harmony.

In a situation where another woman than the child’s mother becomes the legitimate wife of the home there is bound to be negative social stigma that might be inextricable to the child, early in life. It is Moorish’s contention that children born out of wedlock should be saved the mental and physical deprivation. According to him human existence is something different from animal existence in that, the development of the child physically, psychologically requires a roles structure such as that of the family. The stigma of the child out of wedlock should certainly not be that through out life. It is regarded as illegitimate and the product of socially and morally reprehensible behaviour. That is not to say that once both parents live together in harmony and unity of purpose in educating the child is ensured. If they are constantly nagging and fighting certain psychological problem could occur, which will disturb the child’s learning.

Differences in Male and Female Performance in Academics

1.   children of school age whose parents are separated or divorced are bound to face one problem or another in life. These affect the children’ academic performance, these bad vices normally occur when the parents no longer co-operate to pay great attention to their children’s academic activities. Wallerstein and Kelly (2004) concluded that divorce many  have a more severe and ending impact on sons and daughters.

2.   According to Fetherman and Camara (1990) a young male in his father absent home may be more likely than other youth to join gangs and cult in school.

A child who suffers this mal-adjustment is likely to be emotionally ad psychotically depressed. As a result of breakage in marriage, academic works may suffer greatly in many ways. The academic encouragement that is needed to be given to the child to go to school early in life often becomes elusive. The child now automatically becomes a menace to the immediate family and entire nation.

        Considering Akingbade (1991) in which he quoted Wallerstain and Kelly writing that children of divorced parents have higher rate of delinquency and anti-social behaviours compared to children from intact family. If this behaviour is transferred to the school, there is the likelihood that the academic performance of children from broken homes will suffer a lot of set back.

2.9 Summary

        It is interesting to note that the problem of broken home and its effects on education is a problem common in Africa and the world at large. Bye and large the various works cited above are of the opinion that family instability, otherwise referred to this research as broken homes are injurious to the educational pursuit of the off-springs of separated couples.

        Most of the work reviewed vehemently contended against parents fostering children in that the traits of both parents are necessary for the production of a complete human being both educationally and otherwise.

        Some of the reviewed works agreed that boys from single parents home are mostly affected educationally and otherwise and that girls commit only a fraction of the crimes that boys do and that is a remarked deterioration in the school performance of boys.

CHAPTER THREE

METHOD OF STUDY

        This section is devoted to the methodology that will be employed in this reserah for the purpose of easy understanding, this chapter has been sub-divided into the following areas.

i.            Design of study

ii.          Population

iii.        Sample and sampling procedure

iv.         Instrumentation

v.           Administration of instrument

vi.         Method of data analysis

3.1 Design of Study

        The research design employed in this study is the survey design. This type of design is preferred in this study because the studies sought to find out the effect of independent variable (broken home) on dependent variable (academic performance).

3.2 Population of the Study

        SSS II student of 17 public secondary schools in Esan West Local Government Area of Edo State.

3.3 Samples and Sampling Procedure

        The sampling procedure used is the balloting system. The researchers proceeded as follows: secondary schools owned by the government in Esan West Local Government Area were grouped into two on the basis of urban and rural school equally writing of educations record.

        Numbers were allocated to each of the school according to their location. The researches then dropped the numbers in two containers labeled ‘urban school’ and rural schools’. The researcher mixed them up and choose each at random from both the urban and rural schools. During balloting, the following schools were selected from urban schools container.

a.           Ujeolen secondary school, Ekpoma

b.          Emaudo secondary school, Ekpoma

From rural schools containers the following schools were picked.

a.           Urohi secondary school, Urohi

b.          Akugbe secondary school, Emuhi 

About one hundred checklist will be administered in al the selected secondary school that is about twenty five checklist will be administered in each of the selected secondary schools. Out of the administered checklist, hundred students will be randomly selected from urban schools.

Instruction

        The following instruments will be used for collecting data. The structure checklist was designed to tap personal information about their school sex, location of the school, age, address, class, number and school of the student, marital status of parents and academy performance of the students.

a.   Checklist

b.  Last promotion examination result

The checklist is designed to solicit broad data information from the students and also to find out whether the students are from a broken home or a stable home, whether their lives in a rural or urban setting and how the students rates academic performance at the last promotion examination.

The second instrument, which is student last promotion examination result is considered valid and reliable since it is a standardized test prepared and administered in the ministry of equation to investigate the factors that influence student’s academic performance and the extent to which broken of the students.

3.4 Administration of the Instrument

        The instrument will be administered directly by the researchers, the researcher who will personally distribute the checklist and collects them will then go into records to examine the result of the students under consideration.

        The researcher will be able to cover the seventeen public schools in three weeks, at the need of which data collected will be carefully analyzed.

3.5 Method of Data Analysis

        Having used last promotion examination result of the students in relevant schools, the researcher will go ahead to use t-test independence two tailed test to analyzed scores of the students from both home.

        The same t-test will equally be used to test the null hypothesis of two randomly drawn independent sample of grades of students in urban and rural schools made up students from broken.

CHAPTER FOUR

4.1 Data Analysis and Discussion of Finding Hypothesis

        There is no significant difference in the average performance of students from broken homes and that of those from stable homes. The stable of distribution of the relevant data to be allayed is given below.

Table 4.1: Data from students from broken home and stable home

Broken home	Student scores	Stable home	Student scores
Xi	Xi2	X2	X22
88	7744	69	4761
85	7225	69	4761
85	7225	66	4356
84	7056	65	4225
83	6889	65	4225
79	6241	65	4225
78	6084	64	4096
78	6084	63	3969
76	5774	62	3864
74	5476	61	3721
73	5329	61	3721
58	3354	60	3600
56	3136	58	3364
56	3136	56	3136
45	2025	42	1764
42	1764	40	1600
Σ X1 = 1140	Σ X22 = 84556	Σ X2 = 966	Σ X22 = 59388

Using T-test of independence variables

Broken home                   stable home

Where N₁ = 16                  N₂ = 16

__     __                            __     __

X = Σx                              X₂ = ΣX₂

       N                                       N

= 1140 X₁                         = 966  X₂

     16                                   16

       

= 71                                         = 60.37

\ X₂ = 60

Using formula

1.

t =

 

 

= 4.28

\t = X₁ – X₂      =      71 – 60

          4.28               4.28

=      11

4.28

1. t² – value = 2.57

2. DF = N₁ + N₂ - 2

                16 + 16 – 2

                32 – 2 = 30

3.  Significant level = 0.05 = 5%

4.  Two tail has a critical value of 2.042

From the forgoing the null hypothesis is accepted

 4.2 Academic Performance of Male and Female Students from Broken Homes

Male students Xi	scores Xi2	Female students X2	scores X22
88	7744	85	7225
85	7225	83	6889
84	7056	79	6241
79	6084	78	6084
75	5625	74	5476
78	6084	58	3364
73	5329	56	3136
56	3136	Σ X2 = 513	Σ X22 = 38415
45	2025
42	1764
Σ X1 = 626	Σ X12 = 40659

Male students scores       Female students scores

Where N₁ = 9                    N₂ = 7

X₁ = Σx₁                            X₂ = ΣX₂

       N₁                                      N₂

= 629                               = 513

    9                                       7

                = 69.56                            = 73.29

X1-X2

Using formula

ΣX12 – (ΣX1)2 + Σ X22 – (ΣX2)2              N                     N

t =

1. 

		N1 + N2 -2

 

Substituting the values

 

t=     3.75

-5.239

t² – value = 0.716

1. t-value = 0.716 or 0.72

2. DF = N₁ + N₂ - 2

                9 + 7 – 2

                16 – 2 = 14

3.  Significant level = 0.05 = 5%

4.  Two tail has a critical value of 2.110

From the t-value and table value the null hypothesis retained.

The findings from the broken and stable homes perform averagely the same in their academic.

The academic performance of student from broken homes in schools.

Male student	scores	Female students	Scores
Xi	Xi2	X2	X22
88	7744	84	7056
85	7225	78	6084
84	7056	78	6084
83	6889	76	5776
79	6241	74	5476
58	3364	73	5329
56	3136	56	3136
4	2304	Σ X2 = 519	Σ X22 = 38941
42	1764
Σ X1 = 623	Σ X12 = 45123

Using formula

ΣX12 – (ΣX1)2 + Σ X22 – (1N1 +1/N2)2              N1          N2

t =

1. 

		N1 + N2 -2

 

Rural students                 Urban students

N₁ = 9                               N₂ = 7

X₁ = Σx₁                            X₂ = ΣX₂

       N₁                                      N₂

= 623                               = 519

    9                                       7

                = 69.22                            = 74.14

	=

 

                                                       

                                               

 

=      5.92

45.6

1.   t² – value = 0.09

2.   DF = N¹ + N² - 2

                9 + 7 – 2

                16 – 2 = 14

3.    Significant level = 0.05 = 5%

4.   Two tail has a critical value of 2.120

From the t-value and table value the null hypothesis retained. The analysis further reveals that there is no significant difference in academic performance between student from rural area and student in urban areas. 

The findings review shows that whether in rural or urban areas the performance of students remains averagely the name.

4.3 Discussion of Findings

        The various works cited are of the opinion that family instability otherwise referred in this research as broken homes are injurious to the educational pursuit of the offerings of separated couples, it was discovered that broken homes have a list of bearing on education.

        The findings which form the analyzed data indicates that the students from broken homes complete favourably the same way with students from stable homes in academic. This contradicts the popular view of most educators from iterative review. For example, Ezema (1981) stressed that the child’s mental and emotional development which are factors of school and education could be greatly influenced by the nature of family into which the child is born. A child who is brought up in a stable home is well provided for to learn better. Meanwhile, the present findings from the research work can be uphold due to social awareness that is prevalence in out society.

        Most of the works reviewed violently contended against single parent fostering of children, in that, the traits of both parents are necessary for production of a complete human being both educationally and otherwise. From this work it can be seen hat even product in the society. This may be due to the educational awareness and financial stability of most single parents nowadays.

        Furthermore, the finding from the analysis on t4he performance of male and female from broken homes perform averagely the same in academic standards. This finding does not agree with the popular opinion by the educators for example Wallersteen and Kelly (2004) concluded divorce may have a more severe and enduring impact on son (male than daughters (female).

        The research work on the average academic performance from urban and rural schools made up of students from broken and stable homes show that whether in rural or urban areas, the performance of parents remains averagely the same. This finding can be accepted as there was no work reviewed on it in the literature reviewed.

        Generally, it can be seen that from the three analysis made in this research work i.e. students from broken homes and stables homes in rural and urban settings and even for male and female, no impact of the broken home effects were observed. This can be attributed to the socialization effect among the adolescent groups, social interactions couple with electronic and mass media education that is making life easier for the students from broken homes.

        In addition, there is high level of understanding in education in both male and female children this day in our society unlike what was obtainable before. Hence, uncles, aunty, cousins and relations even friends can take the responsibility of training children broken homes.

CHAPTER FIVE

DISCUSSION

        This chapter deals with summary, conclusion and recommendations. Teachers, parent and general public are concerned and worried about the difference in the educational achievements of students of the same form or class. Human efforts, time and money spent during the process of teaching and learning are not adequately rewarded due to low academic achievement on the part of most of the students. Effective classroom teaching and learning cannot take place where there is no co-operation and team spirit.

        Mal-adjusted children make the work of teaching and learning difficult. Environmental factors such as economic, motivational and emotional account for maladjustment of students in secondary school.

        The researchers from their observation are of the new that school performance of pupils from unstable homes where poverty of material needs emotional social interaction communication, general health conditions and mental conditions exist is bound to be lower than that of their counterpart (stable homes) where love, care, guidance and support exists.

5.1 Summary

        Male and female students from broken homes performed similarly in their academics. Students from broken homes in urban and rural schools performance are of the same.

5.2 Conclusion

        The conclusion based on the finding is that pupils essentially perform the same way in test of academic achievement whether they are from broken homes or not. Male or females and weather they are schooling in urban or rural areas.

5.3 Recommendation

        As a result of the conclusion from the findings from the study, the researchers are disposed to say that there is no useful recommendation for the practical implementation of this study. This is because the conclusion from the finding of this study is that students would perform essentially the same way in test of academics achievements no matter the status of their homes. This is a mis-normal as numerous literatures abounds that support the fact that students from different homes background perform differently in test of academic achievements suggestion for further study.

        It is the candid opinion of the researchers that this researcher study be replaced by any other this researcher to test the validity of the researchers believed is spurious.

        This spurious finding, there researcher have attributed in part sampling error and socialization effects among adolescent group, also affecting the educational level of the society.

REFERENCES

Akinlayo (2002) Single Parents Families can Succeed page 6 Awake.

Alec C. and Babara M. Children in Distress Penguin Books Limited London 1994).

Amadi, M.L (1997) Broken Homes and Academic Performance of Students, Research Paper Dept. of Education University of Nigeria.  

Asabor I. The Family in Distress Daily Champion December 24^th 1996, p. 5.

Bolanni, J.B (1997) From Family to School. The Transition and Adjustment of Children in the First Year of School Research Paper Dept. of Education A.B.U.

Bockinjham Jennifer (1991) Boy Trouble Culled from Internet.

Ezewu (1990) Sociology of Education Ikeja Longman’s Nigeria.

Fakunle (2000) Marriage and Adjustment Department of Guidance and Counseling.

Hetherington Feltierman and Carmara (1996) Culled from Internet.

Horrby A.A (2002) Oxford Advance Learning Dictionary of Current English London Oxford University Press.

Janet A. (2002) Single Parents Multiple Challenges page 6 Awake.

Margrave F.I 91996): The Family Education.

Nwachi (2000) Family and Education Onitsha Pacific College Press Limited.

Nworgn, B.G (1991): Educational Research Basis Issues and Methodology.

Nwoye A. 91991): Marriage and Family Counseling Education Book Jos Nigeria.

Okemiri, O. et al (1996) The Scourge of Divorce Daily Champion, August 24 p. 16.

Wallersteen and Kelly (2004): culled from Internet.

Zayana R. (2000) Family Configuration and Intelligence in Siebes and Wilder – the Free Press Collier Macmillan Press Limited.

QUESTIONNAIRE

A STUDY OF THE RELATIONSHIP BETWEEN BROKEN HOMES AND STUDENTS ACADEMIC PERFORMANCE

Questionnaire for SS 2 students

        Please fill up the preliminary information before responding to questions provided by ticking (√) in the appropriate space provided. It will be held in strict confidence and will be used only for the purpose of making recommendation(s) for effective teaching and leaning in school.

Section A

Name of student…………………………………………………..

Home address:……………………………………………………

Date of Birth…………………………………………………….

Sex: female (  ) male (  )

Age:…………………………………………………………………

Class:…………………………………………s……………………

Are both parents living together? Yes (  ) No (  )

Are your parents married? Yes (  ) No (  )

Are you currently living with your parents? Yes (  ) No (  )

Have you failed any examination before? Yes (  ) No (  )

Section B

Effect on the student

1.            Is a family that is intact characterized by love, care and togetherness? Yes (  ) No (  )

2.            Does one battle with obstacles when divorce or separation sets in? Yes (  ) No (  )

3.            Is the secondary school age a very critical period in child development and emotional upheaval? Yes (  ) No (  )

4.            Is the secondary student liable to be used as a pre-post divorce weapon by the parent? Yes (  ) No (  )

5.            Could divorce or separation mean relief from tension and the start of emotional recovery for some children? Yes (  ) No (  )

6.            Are student worried, upset and confused if their homes become unstable? Yes (  ) No (  )

7.            Are the children faced with emotional and psychological upheaval and adjustment? Yes (  ) No (  )

8.            Is there need for the students to redefine their parent when they (parent) are separated? Yes (  ) No (  )

9.            Could broken home situation increase or decrease emotional distance from one parent or both? Yes (  ) No (  )

10.        Does broken home affect the students trust and respect for their parent? Yes (  ) No (  )

11.        Do children from broken homes have bias mind about marriage? Yes (  ) No (  )

12.        Is there need for the student to adjust if either or both the divorced parents remarry? Yes (  ) No (  )

13.        Are students from broken homes affected educationally, emotionally and socially? Yes (  ) No (  )

Home background factors that affect children, school, work and performance

1.             Does students motivation and ambition in life directly or indirectly affect his academic performance? Yes (  ) No (  )

2.              Is education the responsibility of both parents and teachers? Yes (  ) No (  )s

3.             Is the state of home relevant to the child’s academic performance? Yes (  ) No (  )

4.              Could the child’s progress be influenced by his parent support for and interest in his progress? Yes (  ) No (  )

5.             Is your school work affected when you do not talk freely with your parent? Yes (  ) No (  )

6.             Does social background of the child parent affect the student academic performance? Yes (  ) No (  )

7.             Would changes in parental attitude affect the child’s academic performance? Yes (  ) No (  )

8.             Does lack of guidance and counseling of students by their parents affect their academic performance? Yes (  ) No (  )

9.             Does a broken home promote a students desire to achieve great in life? Yes (  ) No (  )

10.         Does a child’s happiness in school depend on the condition he/she face in school? Yes (  ) No (  )

11.         Will a broken home lack affection, stability and security in school? Yes (  ) No (  )

12.         Does student from broken home suffer from silence and isolation? Yes (  ) No (  )

13.         is the student broken home more likely to revolt against authority? Yes (  s) No (  )