CHAPTER ONE Introduction 1.1 Background of the study
Broken homes in this context is one that is not structurally intact, as a result of divorce, separation, death of one of parent and illegitimacy. According to Frazer (2004), 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 he asserts.
The family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family. Agulana (2000) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Structurally, family/homes is either broken or intact. Life, in a single parent family or broken homes 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 broken 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 undimentionals interest in a high level of their children’s academic performance. To some extent, there is simple evidence to show the marital instability brings about stress, tension, lack of motivation and frustration obviously, these manifestations act negatively on a child’s academic performance. Johnson (2005) asserts that children of unmarried parents /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. Moreover, Ayodele (2007) stated that the environment where a child finds himself/herself goes a long way in determining his learning ability and ultimately his academic performance in school. The influence of sex (gender) on academic performance has also been an issue of concern to most researchers.
This is because ‘gender’ appears to have some powerful effect on learning. According to Fauto-Sterling(2005) and Friedman(2005) suggest no significant difference in cognitive ability between males and females. Although research results vary widely the following conclusions have been drawn. Males are more abstract learners, females have more anxiety about study success, males are more instructive, and females are more analytical and organized (Bielinskia & Davison 2003).
Okoye(2008) postulated that sex differences may have little or no effect on academic performance, rather, he submits that eventual achievement by learners is predicted more on personal effort than sex variable. However, the overall picture suggests that males and females may learn differently. In the same vein, socio-economic background is another factor that may affect academic performance of students. This background refers to the parent’s educational attainment, occupation, level of income and social class placement.
When a child’s needs are not properly addressed, his learning ability could be affected due to lack of motivation. Generally, the home has been identified as an overwhelming factor affecting students’ performance academically. It would appear, then, that broken homes may present a very serious danger to the emotional, personality, and mental adjustment of the young adolescent. This impinges on students’ academic achievement. Other variable to consider in this study is the personality development of the child.
We define personality as the sum total of the man or woman, as he or she impresses other men and women. We must learn what part personality plays in the three main areas of human life activities: love and marriage, career, and social relations. According to Freud, the personality is a trinity consisting of id, ego and superego. The id is a reservoir of psychic energy and the source of the human instincts. It furnishes the power that sustains a person’s activities.
The ego is a special part of the id which keeps the individual in touch with the outside world, and finds outlets for the expression of his instincts. The superego is a kind of moral censor which passes judgment on the individual’s striving according to the standards which he has acquired from his parents. It makes him feel guilty when he goes against those standards, and proud of himself when he lives up to them. According to Jung, the personality consists of six parts: the ego, the personal unconscious, the collective unconscious, the persona, the anima, and the shadow.
1.2 Statement of the Problem
In Nigeria today, hardly a week goes by before it is reported in the media that a child or its parents or both have been hospitalized or killed as a result of family conflicts. Other cases reported are those whereby a woman packs and leave her matrimonial home with her children because she can no longer tolerate her husband’s behavior. There are even cases whereby it is men who move out of their homes to look for peace elsewhere.
There have also been cases of suicidal killings, where the head of the family kills his wife and children before killing himself. There is also the case of street children, some of whom are on the streets because they have run away from violent home environments. These incidents take place not only in rural areas but also in urban ones. Akwa Ibom State has also recorded some of these incidents.
When families are in conflict, it affects children in their physical, cognitive, affective and even spiritual growth; their lives are enclosed or imprisoned if they continue being exposed to a violent environment. For some, such an environment means that they have no access to formal education and their cognitive and affective developments are tampered with. This study, therefore, sought to investigate the influence of broken homes on students’ academic performance using Selected Secondary Schools In Ikorodu Local Government as the case study
1.3 Purpose of the Study
1. To examine the effect of broken homes on students’ academic performance
2. To examine the influence of broken homes on students’ academic performance
3. To examine the relationship between broken homes and students’ academic performance
1.4 Research Questions
- What is the effect of broken homes on students’ academic performance
- What is the influence of broken homes on students’ academic performance
- What is the relationship between broken homes and students’ academic performance
TABLE OF CONTENTS
Title page
Certification
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE: INTRODUCTION
- Background to the study
- Statement of the Problem
- Research questions
- The Objectives of the Study
- Significance of the Study
- Scope of the Study
- Operational Definition of Terms
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Review of Related Literature
2.2 Empirical Studies
2.3 Theoretical Framework2.4 Review of Relevant concept
2.5 Summary of the literatureCHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Techniques
3.4 Research Instrument
3.5 Validation of the Research Instrument
3.6 Reliability of the Research Instrument
3.7 Research Procedure
3.8 Methods of Data Analysis
CHAPTER FOUR: RESULT AND DISCUSSION OF FINDINGS
4.1 Data presentation and analysis
4.2 Testing of hypothesis
4.3 Discussion of finding
CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary of Study
5.3 Summary of Major Findings
5.4 Recommendations
5.5 Limitation of the Study
5.6 Suggestions for Future Research
References
Appendix
List of the Tables
4.1 Analysis of Research Questionnaire Administered
4.1 Distribution of Respondents by Sex
4.2 Age Distribution
4.3 Marital Status Distribution
4.4 Educational Qualification Distribution
4.5 Years of Service Distribution
4.6 Research Question One
4.7 Research Question Two
4.8 Research Question three
4.9 Research Hypothesis One
4.10 Research Hypothesis Two
4.11 Research Hypothesis Three
request for free research topic, material at cheaper price
request for free research topic, and pay for material guide at cheaper price