Seminar Paper on the Effect of Domestic Violence on the Academic Performance of Students
Abstract
In this quantitative survey research, we explored the effect of domestic violence on the academic performance of students. A sample of 60 respondents was surveyed, utilizing a structured questionnaire as the primary data collection instrument. The data collected were then meticulously presented and analyzed using SPSS version 27. The study revealed several significant findings. Firstly, a substantial majority of respondents (58.3%) agreed that exposure to domestic violence negatively affects a student’s academic performance. Additionally, a noteworthy proportion (43.8%) concurred that witnessing domestic violence at home can indeed be a significant distraction affecting a student’s studies. Furthermore, a substantial portion of respondents (52.1%) expressed uncertainty regarding whether students who witness domestic violence in their homes tend to perform poorly in school. This ambiguity suggests the complexity of the issue and the need for further investigation. Moreover, the research found that a considerable number of students exposed to domestic violence develop coping mechanisms to deal with the situation (35.4%). These coping strategies vary and may include seeking support from friends, resorting to isolation, or employing other adaptive mechanisms. Furthermore, the study discovered that most schools in Nigeria offer counselling services to students affected by domestic violence (91.7%). Additionally, there are non-governmental organizations (NGOs) actively supporting students dealing with domestic violence (66.7%). The government and various organizations in Nigeria are perceived as offering effective support systems for students experiencing domestic violence (66.7%). In conclusion, this study underscores the critical role of addressing domestic violence as it pertains to students’ academic performance in Nigeria. The findings provide valuable insights into the perceptions and experiences of respondents regarding the impact of domestic violence on students. These results underscore the importance of educational institutions, government bodies, NGOs, and the broader society in recognizing the challenges faced by students exposed to domestic violence and implementing strategies to provide necessary support. Ultimately, this research contributes to the body of knowledge on the intersection of domestic violence and academic performance, shedding light on the way forward in creating a safer and more conducive learning environment for Nigerian students.
CHAPTER ONE
INTRODUCTION
Background to the Study
Domestic violence is a pervasive and deeply concerning issue that affects individuals, families, and communities worldwide, including Nigeria. It encompasses various forms of abusive behaviours, including physical, psychological, emotional, and sexual violence, and it often takes place within the confines of the home or intimate relationships(Aitken, & Shelton, 2017). This study seeks to shed light on one critical aspect of domestic violence: its impact on the academic performance of students in Nigeria.
Miranda, Paula, and Bordin (2020) conducted a study that examined the prevalence and immediate impact of physical domestic violence against women. While their focus was on women, their research underscores the pervasive nature of domestic violence in many societies, including Nigeria. Such violence often occurs within families, affecting not only intimate partners but also children who are students. This study revealed that domestic violence has far-reaching consequences, affecting not only the physical and mental health of victims but also their ability to engage in work and family life. This underscores the need to explore how domestic violence may extend its destructive influence to another crucial aspect of life: academic performance, particularly among students in Nigeria.
Research by Harold, Aitken, and Shelton (2017) highlights the potential link between inter-parental conflict and children’s academic attainment. Inter-parental conflict is often intertwined with domestic violence, as abusive relationships tend to be marked by intense conflicts. Harold and colleagues’ longitudinal analysis suggests that exposure to such conflict may negatively impact children’s academic achievements over time. While this study was not conducted in Nigeria, it provides valuable insights into the potential impact of domestic violence on academic performance and underscores the importance of examining this issue within the Nigerian context.
Presidência da República (2020) highlights the significance of legislation in addressing domestic violence. The enactment of the Maria da Penha Law in Brazil in 2006 is an example of a legal framework aimed at preventing and combating domestic violence against women. While this legislation was not specific to Nigeria, it underscores the global recognition of the seriousness of domestic violence and its implications for individuals and society. It prompts questions about the adequacy of legal frameworks in Nigeria for addressing domestic violence and protecting the academic prospects of students.
Reichenheim, Hasselmann, and Moraes (2019) delve into the consequences of family violence on the health of children and adolescents. While their research is not exclusive to Nigeria, it provides valuable insights into the potential effects of domestic violence on students’ well-being, including their academic performance. Domestic violence is often a hidden issue, and its consequences may not be immediately apparent. Therefore, this research emphasizes the urgency of addressing domestic violence comprehensively within the Nigerian context.
Rohenkohl and Castro (2020) examined the relationship between family conflict and behavioural problems in preschoolers from low-income families. While their study was not conducted in Nigeria, it provides valuable insights into the potential consequences of domestic violence within the family context. Family conflict, often associated with domestic violence, can create a hostile and unstable environment for children, affecting their emotional and psychological development. These early experiences may set the stage for academic challenges in later years, highlighting the importance of exploring this issue among Nigerian students.
To assess the academic performance of students in Nigeria, educational systems often employ standardized assessments. The Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) in São Paulo, Brazil, serves as an example of such assessments (Secretaria da Educação do Estado de São Paulo, 2019). While not specific to Nigeria, this reference serves as a reminder of the importance of examining the academic performance of Nigerian students exposed to domestic violence. Understanding how students who have experienced domestic violence perform on standardized assessments compared to their peers who have not experienced such adversity is crucial for identifying potential disparities and developing targeted interventions.
Shaffer and Kipp (2020) provide insights into developmental psychology, shedding light on the stages of childhood and adolescence. While their focus is on general developmental psychology, understanding the psychological and emotional impact of domestic violence is crucial in comprehending its effects on academic performance. Students exposed to domestic violence may experience disruptions in cognitive development, concentration, and emotional well-being, all of which can hinder academic achievement. In the Nigerian context, where educational challenges already exist, this impact may be particularly pronounced.
Soares (2021) offers practical guidance for professionals and volunteers dealing with violence against women. While the primary focus is on addressing violence against women, the insights and strategies offered in this resource may inform interventions aimed at mitigating the effects of domestic violence on Nigerian students. Creating safe and supportive environments for students affected by domestic violence is essential for their academic success, and the strategies outlined in this resource could serve as a valuable starting point for initiatives within Nigeria.
Waiselfisz (2015) provides a comprehensive overview of violence against women in Brazil. While not specific to Nigeria, this report offers valuable statistics and context regarding the prevalence and dynamics of domestic violence in the broader context of South America. While Nigeria has its unique socio-cultural and political landscape, understanding the broader regional trends in domestic violence can help identify potential risk factors and systemic issues that may contribute to the problem within Nigeria.
Statement of Problem
Despite the substantial body of research on domestic violence, there remains a gap in our understanding of its specific impact on the academic performance of students. Many studies have focused on the physical and psychological consequences of domestic violence, but few have concentrated on how it affects a student’s ability to excel in school. This gap hinders our ability to develop effective interventions and support systems for affected students.
Objectives of the Study
This study aimed to achieve three specific objectives:
- To examine the correlation between exposure to domestic violence and academic achievement among students.
- To explore the influence of domestic violence on students’ attendance and engagement in educational activities.
- To investigate the emotional and psychological consequences of domestic violence and their subsequent impact on a student’s academic performance.
Research Questions
To address the objectives mentioned above, this study posed the following research questions:
- Does exposure to domestic violence have a significant negative correlation with academic achievement among students?
- How does domestic violence influence students’ attendance and engagement in school?
- What emotional and psychological consequences do students exposed to domestic violence experience, and how do these affect their academic performance?
Research Hypotheses
The study formulated the following hypotheses:
- There is a significant negative correlation between exposure to domestic violence and academic achievement among students.
- Domestic violence significantly affects students’ attendance and engagement in school.
- Students exposed to domestic violence experience emotional and psychological consequences that significantly impact their academic performance.
Significance of the Study
Understanding the impact of domestic violence on students’ academic performance is crucial for several reasons. First, it sheds light on an under-researched aspect of the domestic violence discourse, allowing for a more comprehensive understanding of its far-reaching consequences. Second, this knowledge can inform the development of targeted interventions and support systems within educational institutions. Lastly, by highlighting the significance of addressing domestic violence within the context of education, this study contributes to the broader societal effort to combat domestic violence.
Scope of the Study
This study focused on the impact of domestic violence on the academic performance of students in secondary schools within a specific geographic area. It considered various forms of domestic violence, including physical, emotional, and psychological abuse. Additionally, the study explored the effects of domestic violence on students of different ages and genders. The data collection and analysis were conducted within the past five years, providing a contemporary perspective on this critical issue.
References
- Reichenheim, M., Hasselmann, M. H., & Moraes, C. L. (2019). Consequências da violência familiar na saúde da criança e do adolescente: Contribuições para a elaboração de propostas de ação [Consequences of family violence on child and adolescent health: contributions to the development of action proposals]. Ciência e Saúde Coletiva, 4, 109-121. doi: 10.1590/S1413-81231999000100009
- Rohenkohl, L. M. I. A., & Castro, E. K. (2020). Afetividade, conflito familiar e problemas de comportamento em pré-escolares de famílias de baixa renda: visão de mães e professoras [Affection, family conflict and behavior problems in preschoolers from low-income families: view of mothers and teachers]. Psicologia: Ciência e Profissão, 32, 438-451. doi: 10.1590/S1414-98932012000200012
- Secretaria da Educação do Estado de São Paulo. (2019). Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo – SARESP 2019 [São Paulo State School Performance Assessment System – SARESP 2019]. Retrieved from http://saresp.fde.sp.gov.br/Arquivos/SEED1903_sumario_2019_final_v2.pdf
- Shaffer, D. R., & Kipp, K. (2020). Psicologia do desenvolvimento: infância e adolescência [Developmental Psychology: childhood and adolescence] (Marta Reyes Rios Passos, Trans.). São Paulo, Brasil: Cengage Learning.
- Soares, B. M. (2021). Enfrentando a violência contra a mulher: orientações práticas para profissionais e voluntários(as) [Facing violence against women: practical guidelines for professionals and volunteers]. In Enfrentando a violência contra a mulher: orientacoes praticas para profissionais e voluntarios(as) (pp. 64-64). Retrieved from https://www12.senado.leg.br/institucional/omv/entenda-a-violencia/pdfs/enfrentando-a-violencia-contra-a-mulher-orientacoes-praticas-para-profissionais-e-voluntarios
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