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EFFECTS OF
BROKEN HOMES ON STUDENTS’ ACADEMIC PERFORMANCE IN GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The home is
an essential place in the upbringing of a child as the first environment within
a family. The home, which is the traditional nuclear family, is the smallest
unit and microcosm of the larger society. Therefore, the family is a universal
organization and it is hard to imagine how society can function without the
family (Anderson cited in Ekeke and Dorgu, 2014).
The family
lays the foundation for the child before the child goes to school, and the
personality that the child takes to school is determined by the home. The
family has great influence on child’s physical, mental and moral development.
Agulana (2000) pointed out that the family lays the psychological, moral, and
spiritual foundation in the overall development of the child. Thus parenthood
is faced with great responsibility that requires the full cooperation of both
parents who must ensure the total development of their children.
Structurally,
family/homes are either broken or intact. A broken home in this context is one
that is not structurally intact, as a result of divorce, separation, death of
one of parent and illegitimacy. Frazer (2004) posits that psychological home
conditions arise mainly from illegitimacy of children, the label of adopted
child, broken homes, divorce and parental deprivation. Such abnormal conditions
of the home are likely to have a detrimental effect on school performance of
the child.
Life in a
broken home or single parent family can be stressful for both the child and the
parent. Such families are faced with challenges of inadequate financial
resources (children defense find 2004). Schults (2006) noted that if
adolescents from unstable homes are to be compared with those from stable
homes, it would be seen that the former have more social, academic and
emotional problems. Rochlkepartain (2003) is of the opinion that the family and
its structure play a great role in children’s academic performance. Levin
(2001) states that parents are probably the actor with the clearest
undimentional interest in a high level of their children’s academic
performance.
Broken home
can be defined as when one out of two people who is responsible for the
nurturing and child rearing is not available, and the work meant for two
people, is now been carried out by only one person (Osunloye, 2008).
Single-parenthood may arise when either the male or the female decides to
produce and rear a child or children outside wedlock (Ortesse cited in Omoruyi,
2014).
In Nigeria,
the existence of single-parenthood was unknown and where they existed they were
ignored as exceptional cases. However, nowadays, they are fast growing family
patterns both inside and outside Nigeria. In Nigeria, among Yoruba’s, the
parental roles are culturally determined and distributed. The maternal roles
are that of child-rearing, home training and playing of complimentary roles,
while the paternal roles are that of economic responsibilities and disciplines
of children. The child is morally, mentally upright and emotionally balanced
when the caring responsibilities are carried out by both parents. Therefore
this study will investigate the effects of broken homes on students’ academic
performance in Government.
1.2 Statement of the Problem
There is a
global awareness of the Importance of the home environment on students’
academic achievement. In Nigeria, most home are not intact as a result of
issues of incompatibility of the couples, separation, divorce, death of a
parent and the quest for the oversea trips to make more money, and at times
marital infidelity. This has resulted in the separation of couples and
children. In some states in the federation, this is quite clear, in that most young
ladies abandon their homes, and embark on oversea trips with a view to making
money. Some men who travel abroad, abandon their homes and would not
communicate with the families back-home so children from such homes are in
dilemma, especially in schools.
Moreover, a
single parent faces doubled responsibilities requiring time, attention and
money of the parent. Hence, less attention is paid to the education of the
child. The teachers commonly describe children from broken homes as more
hostile, aggressive, anxious, fearful, hyperactive and distractive than
children from intact family (Tenibiaje, 2011).
In order to
ensure that their children acquire appropriate and balanced social,
psychological, moral and academic development; both father and mother have indispensable
and unique responsibility for the psychological, educational and career
development of their children. However, the advent of broken homes have
distorted these complementary roles. This has in turn impacted adversely on the
total upbringing of the children including their psycho well-being and
educational performance.
However it
is disturbing to note that, although many single parents do amazing job to
provide for their children, it is clear through studies that children from
broken homes do face certain challenges. These include the following:
· Broken homes are more likely to be
low-income homes. These children would therefore be subject to problems
associated with this socioeconomic group.
· There is a strong link between the
absence of a father figure and increasing level of teenage pregnancy and crime.
· Researches show that children in single
parent homes exhibit anti-social behaviours.
· Single parents will generally have less
time to devote to each child. This can have negative impact on their school
work and their social development.
It is
against this backdrop that this study seeks to investigate the effects of
broken homes on students’ academic performance in Government.
1.3 Purpose of the Study
This study
will be conducted with the following objectives:
i.
To find out the effect of a broken home on students academic performance
in Government.
ii.
To explore the effect of single parental care on students academic
achievement.
iii.
To assess the relationship between academic performance of students from
intact and broken homes.
iv.
To identify current challenges to students’ learning experience from
broken homes.
1.4 Research Questions
The
undertaking of this research project will be guided by the following research
questions;
i.Does
broken home have an effect on students’ academic performance in Government?
ii.What is
the effect of single parental care on students’ academic achievement?
iii.What is
the relationship between academic performance of students from intact and
broken homes?
1.5 Research Hypotheses
The
following research hypotheses will be tested in the course of this study.
Hypothesis
One:
H0: There is no significant relationship between
broken home and students’ academic performance in Government.
Hypothesis
Two:
H0: Single-parental care is not a significant
predictor of students’ academic achievement.
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