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INFLUENCE OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN OREDO LOCAL GOVERNMENT AREA IN EDO STATE

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INFLUENCE OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN OREDO LOCAL GOVERNMENT AREA IN EDO STATE

BY

ESSIEN WISDOM JOHN

EDU1101571

BEING A RESEARCH WORK SUMBMITTED TO THE DEPARTMENT OF ADULT AND NON-FORMAL EDUCATION OF THE FACULTY OF EDUCATION, UNIVERSITY OF BENIN, BENIN CITY. IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION DEGREE B.Sc. (Ed) IN ADULT EDUCATION

OCTOBER, 2015

APPROVAL

I hereby certify that I supervised the research work and that I approved it, having found it adequate in scope and quality for the partial fulfilment of the B.Sc. (Ed) Degree (Adult Education).

__________________________

MR. FRIDAY OSARO AIRHIAVBERE

Project Supervisor

_________________

Date





DEDICATION

This project work is dedicated to the Almighty God which by his grace this project work has become a success.

Also to my beloved mother Mrs. Christiana J. Essien and my siblings who have contributed in all aspect of life to make this research work to come to fulfillment.



ACKNOWLEDGEMENT

The writer acknowledges the Almighty God the giver of life and strength, for granting him travelling mercies as well as good health to complete this research work. Through His tender mercy and grace this research work has materialized.

The writer wishes to express most sincere gratitude to many individuals who have contributed in no small measure to the successful completion of this study in the university.

To this end, the researcher is greatly indebted to the project supervisor, Mr. Friday Osaro for his relentless directives throughout this project work.

Sincere gratitude also goes to all lecturers in the Faculty of Education, department of Adult and Non-Formal Education as well as lecturers in department of Political Science, University of Benin who have imparted knowledge, values, morals and for whose lectures the researcher has been able to come up with this academic experience.

At this juncture, the researcher acknowledges the assistance and understanding shared by his siblings, and special thanks to goes to his mother Mrs. Christiana J. Essien.



TABLE OF CONTENT

Title Page-------i

Approval -------ii

Certification ------iii

Dedication------ivAcknowledgement -----v

Table of content-----viAbstract------x

CHAPTER ONE

INTRODUCTION

Background to the Study----1

Statement of the Problem----2

Purpose of the Study-----3

Research Questions -----4

Significance of the Study ----5

The Scope of the Study ----7

Limitation of the Study-----8

Delimitation of the Study ----8

Operational Definition of Terms ---9

CHAPTER TWO

LITERATURE REVIEW

Introduction------13

Trends on Divorce-----14

Causes of broken homes ----18

Causes of poor performance by children from broken

Homes-------24

The Views Of Teacher On The Influence Of Broken

Homes On Students Academic Performance-38

CHAPTER THREE

RESEARCH METHODOLOGY

Research design------43

Population of the Study----43

Sample And Sampling Technique---44

Research Instrument-----45

Reliability of the Instrument----47

Validation of Research Instrument---48

Administration of Instruments---49

CHAPTER FOUR

Data presentation and discussion

Of result-------51

CHAPTER FIVE

CONCLUSION AND RECOMENDATION FOR FURTHER STUDIES

Introduction ------104

Conclusion-------104

Recommendations-----108

Recommendations for further research--111

Reference -------114

Appendix 1------115

Appendix ii------119

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.



CHAPTER ONE

INTRODUCTION

Background to the Study

Being a victim of broken home, recently was a student teacher from University of Benin for a span of twelve weeks, I have observed that students from broken homes often go through trauma that consequently affect their academic performance. Like other Local Government in Edo State, the divorce rates in Oredo Local Government Area have been on increase. From experience, I have observed that students from broken homes experience a great deal of emotional turmoil that requires understanding and wise handling on the part of the teacher and school administrators.

The differential scholastic achievement of pupils of Oredo and elsewhere has been and is still source of concern and research interested to educators, government, parents and all the stake holders. This is because of the great importance that education has on the national development of the country. Therefore, the influence of broken homes on the school going children is the major concern of this study. Broken homes while being a problem of the nation as a whole, by examining the consequences of broken homes, we can appreciate some of the reasons why these trends are devastating to individual and to the society.

Statement of the Problem

There have been a lot of contrivances on the issue of academic performance of school children from broken homes. The family which is the most important social unit that provide social and economic security to its members such as children is under threat due to rising cases of divorce and separation (CSO: 2000). For this reason, school are likely to have more students whose parents have been divorced or separated than ever before. Little seems to have been documented on the influence of broken homes on students’ academic performance inOredo. In order to fill this gaps, this study investigated the influence of broken homes on students’ academic performance in selected schools of Oredo Local Government Area of Edo State and brought out lesson for school managers.

Purpose of the Study

To collect views from teachers, head-teachers, or parents, guardians and pupils on the influence of broken homeson students’ academic performance.

To find out the responses of children regarding their home backgrounds and academic performance.

To examine the emotional challenges children from broken homes face.

To find out the views of stakeholders such as civil society organizations on the influences of broken homes on students’ academic performances.

What are the causes of broken homes in Oredo Local Government Area of Edo State?

Research Questions

What are the views ofteachers, head-teachers, parents or guardians and students on the influence of broken homes on students’ academic performance?

What are the responses of children regarding their home backgrounds in relation to their academic performance?

What emotional challenges to students from broken homes face?

What are the views of stakeholders such as civil society organizations on the influence of broken homes on students’ academic performance?

What are the causes of broken homes on student academic performance?

Significance of the Study

In Oredo Local Government Area of Edo State, much investigation has not been done on the influence of broken home on students’ academic performance in school. It is of great importance that such students be investigated to see how family setting can influence school with special reference to Oredo Local Government Area of Edo State. This study is of great importance because it will help to reduce case of broken homes in our society. It will also lead to better understanding of academic performance of students taking into consideration the influence of broken homes on school children. The result will be of great importance to school teachers, school counselors, parents and students like, teachers’educators, educational administrators, policy makers, curriculum developers or planners. Counselors, teacher as well as parents will be able to use these findings to assess if the academic performance of some student can be dependent on their background. With such knowledge and understanding, they will be in better position to help their students improve academically and other wise. The guidance counselor unit will make use of these findings in the educational socio- personal counseling either in one to one counseling strategy or more economically as a group, parents and students alike will realize through this study how their families have contributed positively or negatively on their academic performance in school and were by apply the necessary adjustment mechanism.

The Scope of the Study

The study was to cover secondary school in Oredo Local Government Area in Edo state. But some selected school will be concentrated on due to time factor. The reason is that the researcher will not have a enough time to go around school in Oredo Local Government Area so some schools are randomly selected.

Limitation of the Study

Some of the respondents were not sincere in the way they answered the questions from the questionnaires and interview guides despite assurance of confidentiality. This problem was mainly found with the parents especially the divorcees and some students were too shy to disclose some of the information.

Delimitation ofthe Study

This study was delimited to only school teachers, counselors, parents, student alike, teachers educators, policies makers, Curriculum developers and planners on Edo State in general and Oredo Local Government Area in particular.

Operational Definition of Terms

Broken homes: For the purpose of this study this terms refers to home with unfavorablebackground. Broken homes is home torn apart (Momoh, 2011). Deborah (2002) sees broken homes as a situation where two spouse separate living the children to the hazard of the society.

A home led by the people other than both child parents. Broken homes are perceived by social welfare societies as family where one of the parents is not there or there is a serious family problem. Broken home refers to a family setting were the couple is incompatible. A broken home in this context is one that is not structurally intact, as a result of divorce, separation, death of one parent and illegitimacy. Broken homes are defined as those in which one of the parents loses his or her spouse by death, separations, divorce, dissertation or single parenting (Conlina 2006).

Home background: refers to the type of home environment (incorporating the family and the community) from which an individual comes from. A measure of home background was obtained from the following variables.

Parental Marital status

Relationship of students to whoever he or she lives with

Students areas of residence

Parents/guardians execution

Family size of whoever the students live with

Truant: In this study, the term refers to the failure of the child to be present in school

Attitude: In this study, refers to an organized and constant manner of thinking, feeling and rating with regard to people group, social issue or generally any event in one’s environment.

Attitude towards education: In this study refers to consistent manner of thinking, feeling and disposition in relation to education.

Parental attitude towards education: refers to the way parents feel or think about education.

Parental encouragement and support: the amount of motivation and help given to a child in his or her school work.

Scholastic achievement/academic performance: refers to the actual pupil performance at school.

Family: Comprises of father, mother and children

Performance: Level of achievement of students’examination in each semester/session.

Academic performance: This refers to the level of student performance as measures by scores from class test and terminal examination.

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