BROKEN HOME AND CHILDREN EDUCATIONAL CAREER
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ABSTRACT
This project is titled “divorce and the educational career of children.” The purpose is to determine the causes of broken families and their impact on the academic performance of children in school. The questionnaire serves as the means of data collection, the method for gathering information, and the research instrument.
The questionnaire was used to collect and analyze data. Other authors’ and researchers’ findings pertaining to the influence of broken households on children’s educational careers were examined. Children from shattered homes do not have the opportunity to discuss future plans with their sponsors.
Before entering into a marriage, a couple should be mature and must understand each other, since this will lower the likelihood of divorce. To limit the frequency of broken homes, the government should set a legal backing norm for the age at which youngsters marry.
FIRST PART
INTRODUCTION
BACKGROUND OF THE STUDY
The home is the most important institution for children. According to Abdulganiyu (1997) and Christe (2009), home is a place where an individual or a family can rest and store personal belongings. Having defined the concept of residence, it is necessary to define family.
Consequently, the family can be viewed as a social group marked by shared residence, economic cooperation, and production. When a kid is born, the family is the first primary group with which they interact.
Transmission of social values or right and wrong, what is morally and religiously accepted or rejected by the family, it follows that by the time a child reaches the age of five to seven, he must have learned his rights, responsibilities, and roles within society.
However, a student’s past greatly influences his or her individuality. As a child enters school, he or she will begin to demonstrate various attitudes and expectations. Moreover, children of the same age may have matured at different rates, allowing them to handle the intellectual and social demands of school to varying degrees.
However, a home can be either stable or unstable. A stable household is one in which both parents (mother and father) reside with their children, whereas a broken home is one in which one or both parents do not reside with their children. The academic achievement of students in school is determined by the quality of family functioning.
The instability of a broken home can have an effect on a student’s academic performance, and children who have suffered from neglect or lack of love (in a broken home) are known to be psychologically unbalanced to face the realities of life when there is discord in the family, or a disparity between the middle child and the youngest. According to Blackby (1999), sufficient study must be undertaken in this area to ensure a smooth transition from childhood to adulthood for children.
The child’s home and family provide the best education since his parents function as instructors, laying the groundwork for the child’s desired social, moral, emotional, spiritual, and intellectual development. The training a student receives at home has a significant impact on his or her overall personality and academic success.
It has also been noticed that the pattern of life in the home (stable or unstable), the family’s economic and social standing in the community, and several other circumstances that give the home its particular character might affect the academic accomplishment of pupils.
Abdulganiyu (1997) noted that research has demonstrated that children differ in a variety of ways as a result of their home environment characteristics such as socioeconomic position, parental attitude toward school, and child raising techniques.
These home background characteristics are also proven to be favorably associated with children’s academic achievement, particularly for pupils in need of affection. Similarly, Giwa (1997) investigated the factors within the home background or family of students that affect their performance in school. Variables such as socioeconomic status, family size, birth order, parental attitude, child rearing practices, and parental absence or presence were found to affect the social and intellectual learning experience of children in school.
This is due to the fact that children are born with certain psychological, emotional, and intellectual needs, such as the need for love and security, the need for new experiences, the need for praise and recognition, and the need for responsibility; however, many of these needs are not met for children from broken homes, thereby affecting their academic performance.
The level to which these requirements are addressed throughout the formative years of children between birth and six or seven years of age determines the degree to which they enter school well-equipped or prepared to manage the social and emotional aspects of schooling.
In accordance with the preceding observation and the underlying assumption, the economic and social future of a great number of children in the majority of localities is being jeopardized by cultural practices that promote widespread divorce among couples and have caused unnecessary hardship for the growing children.
It is crucial to note at this stage that despite all the demands mentioned as being to be satisfied by the students, this research also aims to determine how much academic progress is affected by the stability or instability of a student’s household.
STATEMENT OF PROBLEM
Due to the absence of one or both of their parents, children in our culture are occasionally exposed at a young age to a variety of dangers, such as starvation, disease, and numerous survival temptations. It has been noted that a student’s upbringing in a broken household is related with emotional stress that might hinder intellectual growth, allowing such youngsters to grow up without sufficient education. However, the absence of one or both parents deprives young children of the consistent love, care, security, and entire support to which they are accustomed and tends to set them apart from their peers. When children are questioned where the absent parent is or why they have a new parent to replace the absent parent, they feel humiliated and ashamed. Such a stressful circumstance causes psychological, emotional, and intellectual imbalance in youngsters who are growing. This then leads to students dropping out of school or performing poorly academically. In order to find a solution to the difficulties for the psychological well-being of growing children in our society, it is vital to analyze the causes of broken homes. This leads us to examine the influence of broken homes on students’ education in Ikpoba Okha Local Government Area of Edo State.
RESEARCH QUESTIONS
This research endeavor seeks to answer the following questions:
What factors contribute to fractured families?
What effects do broken homes have on society?
What impact does a fractured home have on a child’s development?
What role does the government play in preventing broken homes?
What impact has the government had on reducing homelessness?
How does a child’s home environment affect the socializing process?
Exists a significant difference between the academic performance of children from broken and intact families?
PURPOSE OF THE STUDY
The primary objectives of this research are as follows:
Determine the causes of the high divorce rate in Edo South Local Government, Edo State.
To determine how the absence of one or both parents influences the academic performance of students from broken homes.
To find a solution to the problem of rampant divorce among couples.
To recommend methods for women and men to avoid divorce.
To determine whether major disparities exist between academic shattered home
THE IMPORTANCE OF THE STUDY
This study aims to investigate the various causes and effects of broken homes, as well as their effects on the scholastic success of pupils in the Ikpoba Okha Local Government Area of Edo State. As all educators are aware, the home plays a crucial role in the formation and socialization of a child’s personality. Broken homes have been identified as one of the factors that undermine the socialization process at home, which consequently affects the performance of students. The research would be of great importance to students if it were determined that the absence of one or both parents affects their educational careers. In the fields of education and family life, a solution must be found to improve the stability of the home for the benefit of growing children and society as a whole.
SCOPE OF THE RESEARCH
There are numerous primary schools in the Ikpoba Okha Local Government Area, but just a few were chosen for this study. The goal of this study was to examine the impact of broken homes on a child’s scholastic attainment in the specified local government area.
DEFINITION OF TERMS
Broken house: A broken home is a family with numerous mental health issues that affect one or more family members.
A young person below the age of complete physical development or below the age of majority.
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BROKEN HOME AND CHILDREN EDUCATIONAL CAREER
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