Influence Of Broken Home On Students Participation In Extra-Curricular Activities In Secondary Schools In Uyo LGA
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
2.0 LITERATURE REVIEW
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.2 Data analysis
This study was on influence of broken home on students participation in extra curricular activities in secondary school in Uyo LGA. The total population for the study is 200 staff of selected secondary schools, Uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administrative, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.
1.1Background of the study
Family is the basic unit of a society. This is the most important component of a country. A home is where a family lives. It may be alternated to the word ‘house’ but a house is more appropriately referring to the material structure, whereas ‘home’ refers to the intangible things that bind together the family members. It is the immeasurable love and care that keeps together the mother, father and their children. The Family is an essential factor for a human’s whole-being, everything about a man, his background, attitude, all of his achievements, his honor and dignity, relies on the structure of the family a man lives in with. A family is composed of a father a mother and their offspring, bonded by their love for each other.
Broken home is a term used to describe a household, usually in reference to parenting, in which the family unit does not properly function according to accepted societal norms. The concept of broken homes contributed to the falling standard of education in the country. It is based on this premise that this research work dealt with the impact of broken homes on student’s participation in extracurricular activities in secondary schools in Uyo LGA.
A broken home can also be viewed as to be separated from mother or father, and is like to lose part of the body (Landuccias cited by Igbinosa, 2014). Life in a broken home can be stressful for both the child and the parent, and such families are faced with challenges of inadequate financial resource. Schutts (2006) noted that if children from broken homes are to be compared with those from intact homes, it would be seen that the former have more social, academic and emotional problems. Rochlkepart (2003) is of the opinion that the family and its structure play a great role in children’s academic performance and extra-curricular activities. Ayodele (2007) stated that the environment where a child finds himself goes a long way in determining them taking part in extra curricular activities in school. Like taking part in football, quiz etc because he or she will be full of worried. Broken homes may bring about stress, tension, lack of motivation and frustration obviously these manifestations may act negatively on a students. Johnson as cited in (Igbinosa, 2014) indicated that children of unmarried parents or separated families often fail and are at risk emotionally. However, this may not be completely applicable in all cases of broken homes. Some children irrespective of home background or structure may work hard and become successful in life. Poor academic performance has over the years become rampant, more pronounced and a peculiar feature in the institutions of learning. This has generated a lot of concern among parents, teachers, counselors, educational administrator, as well as in government circle. Broken homes, while being a problem of couples are largely a problem of the nation as a whole. Therefore, the influence of broken homes on student participation in extracurricular is the major concern of this study. The researcher wants to ascertain the influence of broken home on students participation in extracurricular activities in secondary school
Statement of the problem
The emotional and social stress of broken homes may cause hardship, such as inability to resume classes as at when due, inability to purchase necessary learning materials, nonpayment of dues and levies, lack guidance and counselling, monitoring and supervision, insecurity, lack of freedom from oppression, denial of early education. The presence of a broken home condition may adversely affect student concentration on their studies and regular attendance in school, it may also lead to exams failures and not taking part in extra curricular activities in school as the students is unable to take advantage of opportunities at school and at home, for these students to be in school with various psychological home conditions will no doubt be in disequilibrium state of mind. It is against this background, the researcher examined influence of broken homes on students participation in extra curricular
Objective of the study
The objectives of the study are;
- To ascertain the effect of broken home on student’s participation extra-curricular activities in secondary school
- To ascertain the influence of broken home on academic performance of students in secondary
- To ascertain the effect of broken homes on personal development of a student in secondary school
For the successful completion of the study, the following research hypotheses were formulated by the researcher;
H0: there is no effect of broken home on student’s participation extra-curricular activities in secondary school
H1: there is effect of broken home on student’s participation extra-curricular activities in secondary school
H02: there is no effect of broken homes on personal development of a student in secondary school
H2: there is effect of broken homes on personal development of a student in secondary school
Significance of the study
This is with a view to suggest ways of minimizing and overcoming the problem.
As known by all educators, home play very significant role in child personality formation and socialization, broken homes are identified as one of the factor that undermined the socialization process at home, which consequently affect the performance of student. If the concern of education is to look after socialization process of the child as well as his intellectual development, then this research work would be of great importance to parents and educators that absence of one or both of the parents affect children academic performance. The role of family to come with solution of ensuring stability in the homes for the betterment of growing children and the society at large is very essential here.
Scope and limitation of the study
The scope of the study covers influence of broken home on students participation in extracurricular activities in secondary school in Uyo LGA. The researcher encounters some constrain which limited the scope of the study;
- a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
- b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
Definition of terms
BROKENHOME: A family in which one parent is absent, usually due to divorce or desertion: The term broken home entered English in the mid-1800s to cover the absence of one parent for any unfortunate reason, including prolonged illness, incarceration, or extreme poverty
STUDENT: A student is a learner or someone who attends an educational institution.
EXTRA CURRICULAR: An extracurricular activity or extra academic activity is an activity, performed by students, that falls outside the realm of the normal curriculum of school, college or university education. Such activities are generally voluntary, social, philanthropic, and often involve others of the same age