Influence Of Broken Homes On Academic Performance Of Secondary School Students

INFLUENCE OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

ABSTRACT

This research was designed to investigate the influence of broken homes on students’ academic performance in secondary schools in Oredo Local Government Area of Edo State. The study aimed at finding the extent to which broken homes influenced the performance of student in schools. A case study design was used which combined qualitative and quantitative techniques of data collection and analysis. However, the study was more incline to qualitative research techniques. The target population comprised of teachers, students, parents and other informant such as religious organization and judiciary in Oredo Local Government Area. Purposive sampling procedures were used for 80 respondents who participated in the study. Data were collected through questionnaires and interviews. Qualitative data were analyzed thematically through identification of themes and sub-themes that emerged.

Descriptive statistics such as frequency, percentages and tables were used in the analysis of quantitative data. The study found that broken homes contributed to poor performance in most cases. The study indicated that students from broken homes experienced a lot of emotional difficulties as they tried to cope with change brought about by their parents’ divorce or separation. However, it was noted that all children from broken homes performed poorly in class. The study found that the home environment was critical in the academic performance of students as learning whether at home or school occurred through the environment. The study recommended that schools should devise ways of helping children from emotionally and culturally deprived home through increase collaboration with members of community. Teachers’ education curriculum should strengthen the study of child growth and development. This will assist teachers in understanding some of the problems students from broken homes face. The Ministry of Education and civil organization working in schools should institute academic support to children from broken homes in the early years of schooling even in the absence of evidence of physical problems. Head teachers ought to scrutinize and study individual cases of children that are enrolled in schools and learn about their family backgrounds so that those that need special attention are identified as soon as possible. Local government should sensitized communities within their jurisdiction on the effect of broken homes students’ academic performance. Local and international organizations the welfare of children should spearhead this campaign.

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