Effect Of Broken Homes On Academic Performance Of Secondary School Students In Nigeria
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Effect Of Broken Homes On Academic Performance Of Secondary School Students In Nigeria
ABSTRACT
The study looked at how broken homes affected academic achievement in Nigerian secondary schools. A descriptive survey research approach was used using a sample of 200 students and teachers collected from 10 randomly selected secondary schools in Esan West Local Government Area, Edo State, Nigeria.
Data were collected using one validated questionnaire (the Effect of Broken Homes on Academic Performance of Secondary School Questionnaire (EBASSQ), and the results were analysed using descriptive statistics. Three null hypotheses were addressed.
The findings indicated that there were no substantial effects on secondary school children in terms of broken homes. There were no significant differences in academic achievement between secondary school pupils from broken and unbroken homes.
Secondary school kids’ academic performance is not much affected by home socialisation. It is advised that school counsellors be employed in all schools to provide required aid to children
particularly those from single-parent or broken homes, in order to help them overcome their emotional difficulties. The implications of the findings for parents and school counsellors were highlighted.
Chapter one
INTRODUCTION
The house is the major institution for children, according to Abdulganiyu (1997). Christe (2009) defines home as a location where an individual or a family can rest and store personal belongings. Since we have not defined the concept of home, it is necessary to define family.
As a result, the family can be viewed as a social group defined by shared residence, economics, collaboration, and production. When a child is born, the family is the first important group with whom they interact.
Transmission of social values of good and wrong, what is morally and religiously approved or condemned by the family, implies that by the time a child reaches the age of five to seven, he must have learnt about his rights, obligations, and roles in society.
However, a student’s past contributes significantly to his or her originality. As the child starts school, he or she will develop distinct attitudes and expectations.
Furthermore, they may be of the same age group but have matured at various speeds, allowing them to deal with the school’s intellectual and social tasks to varying degrees. However, a house can be either stable or unstable.
A stable household is one in which both parents (mother and father) live with their children, whereas a broken home is one in which one or both parents do not reside with the children.
The level at which the home operates determines a student’s academic progress at school. Broken households, whether stable or unstable, can have an impact on a student’s academic performance.
Furthermore, children who have experienced neglect or a lack of love (in broken homes) are considered to be psychologically unprepared to confront the reality of life. When there is family division or a conflict between a mother and a father, the child gets caught in the midst and suffers as a result.
According to Blackby (2000), adequate study is required in this area to allow a smooth transition of children from the early stages to maturity.
Background for the Study.
Many authors have defined and discussed the home in detail, providing many meanings. According to Homeby (2004), a broken family is one in which the parents have separated, divorced, or are no longer together due to death. In the same way, Udry (2004) defines a broken home as one in which the parents are no longer living together.
Other researchers’ studies on broken households appear to concur that they are connected with an increase in violent and juvenile delinquency in children. Children from such homes (broken homes) do not receive adequate care or security.
In examining the concept, such as a situation (broken home can result in low academic accomplishment in students since the child misses out on opportunities for guidance, security, affection, and assistance when necessary).
Because children function as teachers, their homes and families provide the best and most basic education. The parent established the child’s desired social, moral, emotional, spiritual, and intellectual well-being.
A child’s home-based training is critical to his or her overall personality development and academic performance as a secondary school student. It may also be seen that the pattern of life in the home (stable or broken), the economic and social position of the family in the community, and many other conditions that give the student’s performance in school,
Abdulganiyu (2002) stated that research has revealed that children differ in a variety of ways as a result of factors in their home environment such as socioeconomic position, parental attitude towards school, and child raising techniques. These home background characteristics have also been shown to be positively associated to children’s academic achievement.
Giwa (1997) also investigated the various factors within a student’s home background or family that affect their academic 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 children’s social and intellectual learning experiences at school.
This is because children are born with certain psychological, emotional, and intellectual requirements, including the need for love and security, the need for new experiences, the need for praise and acknowledgement, and the need for responsibility. Many of these needs are not met for children from broken homes, thus impacting their academic achievement.
The amount to which these requirements are addressed throughout the formative years of children between birth and the age of six or seven determines whether they enter school well prepared or ready to deal with the social and emotional aspects of schooling.
Based on the observations above and the belief that the economic and social futures of many children in most communities are being jeopardised by cultural practices that encourage widespread divorce among couples and cause unneeded hardship for developing youngsters.
It is important to note that, despite all of the needs expressed by students, particularly secondary school students, the purpose of this research is to determine how much a secondary school student’s academic achievement is affected by whether his home is stable or broken.
Statement of the Problem
In modern society, children are occasionally exposed at a young age to a variety of dangers caused by starvation, infections, and numerous temptations to survive owing to the absence of one or both parents.
Student living in broken households is related with emotional stress, which can hamper intellectual growth, allowing such youngsters to grow up without sufficient training.
However, the absence of one or both parents deprives young children of the consistent love, care, security, and absolute support to which they have become accustomed, and it causes children to stand out in the eyes of their peers.
When children are questioned where their absent parents are or why they have a new parent to replace them, they get embarrassed and ashamed. They may also feel guilty and unwelcome by society; such a stressful condition causes psychological, emotional, and intellectual imbalance in developing children.
These subsequently lead to quitting school or poor academic progress in secondary schools. To succeed well in school, students need to think critically, relax their minds, and have adequate family support.
As a result, it becomes necessary to investigate the factors that contribute to broken homes in order to find solutions to the problems that affect the psychological well-being of growing children in our society, which leads us to investigate the effect of broken homes on the academic performance of secondary students in Nigeria.
Research Questions
The following research questions are proposed to guide this investigation.
1. Does the home have a big impact on secondary school students in Nigeria?
2. Does a broken household have a substantial impact on the academic achievement of secondary school children in Nigeria?
3. Does home socialisation have a major effect on the academic achievement of Nigerian secondary school students?
4 Is there a significant difference in academic achievement of secondary school students from broken homes against those from intact houses?
Research Hypothesis
1. There is no noticeable influence on secondary school kids from broken homes.
2. There is no substantial difference in academic achievement between secondary school pupils from broken homes and intact ones.
3. There is no significant effect on secondary school pupils’ academic performance due to home socialisation.
Objectives of the Study
The primary goal of this research project is as follows.
To determine the impact or effect of broken houses on secondary school pupils in Nigeria.
To investigate the causes of broken households in Nigeria and propose a solution.
To seek a remedy to the widespread divorce among couples.
To determine how the absence of one or both parents affects secondary school pupils’ academic performance in school.
To propose solutions for women and men to avoid avoidable divorce.
Significance of the Study
The goal of this study is to determine the effects of broken homes on the academic performance of secondary school pupils in Nigeria. This is done to provide solutions for minimising and overcoming the problem.
Home plays an important part in the development of a child’s personality and socialisation; broken homes have been recognised as one of the factors that impair the socialisation process at home, affecting student achievement.
If the goal of education, particularly secondary schools, is to look after the socialisation process of the child as well as his intellectual development, then this research would be very important to parents and educators, teachers, and society at large, as the absence of one or both parents affects the child’s educational career.
Finally, the findings will be useful to future scholars as a source for literature reviews.
Scope and limitations of the study
Though the questions that motivated this study were discovered in several parts of the country, particularly in the north, this research cannot address all of them. This is because the research/researchers are unable to collect data from all relevant locations due to a lack of time and resources.
As the title suggests, the research will be limited to the Esan West Local Government Area of Edo State, and it should be noted that the work may not represent all areas of the local government, and not all people will cooperate during the research exercise, so the research is bound to be limited.
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