Perceived Influence Of Broken Home On The Academic Achievement Of Senior Secondary School Students

Perceived Influence Of Broken Home On The Academic Achievement Of Senior Secondary School Students

Chapter One

Preface

Background to the Study

A home is defined as a place of residence, habitation or a house, flat and any other physical apartment where an individual resides with his/ her family. A home is inversely a place where a child is raised by his parents or guardians. In another perspective, a home is a dwelling place where a person receives domestic affection from his/ her family members. Family on the other hand refers to a group of people living together under the same roof that are related by inheritable connection, blood, marriage, law, custom, relinquishment or collective agreement( Hornby and Parnwell,( 2012). The family is the least, yet the introductory unit of the society, that provides the demanded cerebral, moral, emotional, educational and spiritual support needed for the overall growth and development of a child.

A family is either broken or complete/ unbroken. A child will be well- conducted and emotionally stable, when both parents discharge their separate duties towards the child. The parents are the foundational socializing agent that child knows since his appearance to the world. The family sets the educational basics before the child starts lessoning and the personality that will be displayed by him is determined by his gests in the home. Both parents have vital places to play towards the education of their child. Yara( 2010) asserted that academic performance can be influence by numerous factors, but the impact family relationship play on a child’s educational achievement alongside the development of the child can not be overemphasized. As noted by Salami( 1998) the father is anticipated to give the demanded fiscal coffers for the educational progress of the child while the mama is anticipated to help the father’s sweats towards these objects. In a situation where the father or mama is absent, and either of them is unfit to give the introductory requirements of the child, monitoring of his academic conditioning inclusive, similar child won’t perform respectably well in his studies. A child performs better when his parents form a happy home.

A broken home is the bone that isn’t structurally complete due to divorce, separation, demise of one of the parents, bar sinister and irreconcilable differences. Akomolafe, etal,( 2011) notes that a broken home is the one in which both the father and the mama aren’t living together, due to unsettled difficulties. Life in broken home is generally tough for both the children and their parents as they’re faced with limited fiscal coffers, reorganization of living routines and supposition of new living patterns. maturity of the children from broken homes are racked with emotional heads like depression, frustration, low tone- regard, inferiority complex amongst others( Tonybee, 2008). scholars from broken homes tend to warrant attention in classroom, which translates to poor academic achievement. These scholars also transude maladaptive practices similar as truancy, cultism, bullying, medicine abuse, harlotry, theft, examination malpractice, roughneck, etc( Ichado, 2007).

When families break or dislocate, it’s the children that suffer. They frequently live the rest of their lives in emotional, internal, physical and intellectual injuries. utmost single- parent families can still come two- parent families through remarriage. therefore, a new family is established by the union of both single- parents. In family of this nature, children from each parents ’ first marriage come step- siblings, also children produced in this new marriage are partial- siblings to the children gotten from the first marriage( Uwaifo, 2012; Ebiere & Dorgu, 2014). In a step- family, problems relating tonon-biological parents and children induce pressure; still, this pressure is severe when children of each single- parent live with them as siblings. These kinds of family settings have been set up to impact children’s academic achievement. Remarriage can be challenging for the children because they’re forced to learn and acclimatize to another family structure. Single- parents ménage may be less salutary to youngish children( Nzewunah, 2012). nonetheless, among the direct consequence of a broken home has on a child is a sharp decline in his academic achievement.

Academic achievement is an objective score of a pupil in a specific or general educational task( Salami, 1998; Tenibaje, 2011). There’s no widely respectable index for measuring scholars ’ academic achievement across the globe, but in Nigeria, a pupil’s academic achievement is arbitrated by his position of performance in class work, assignment, internal and external examinations. Academic achievement is controlled by numerous factors, but the impact family relationship have on a child can not be undermined. The pressure, disharmony, hostility and insecurity in the home produce a hostile emotional haven in thehome.However, it can transfigure to conflict, enmity and strife among the parents and children, If not snappily resolved. The slow growth of these problems manifests by dismembering the position of attention and literacy capacities of these children in academy. Hence, the family structures a child radiate from seriously affects his achievement especially at nonage position.

The influence of broken home on the achievement of a child can be angled from the gender and locational perspectives. Gender refers to a set of socio-artistic miracle that divides people into either manly or womanish, with each coitus having its associated places, traits and conceptions( Webster Dictionary). There’s great liability that the influence of broken home on scholars ’ academic achievement is felt by both manly and womanish children. piecemeal from gender, position determines the academic achievement of broken pupil. Children from broken homes abiding in the civic areas tend to perform better than their peers in pastoral area. When children see their parents living happily together, they tend to get along with their siblings, musketeers, classmates, preceptors and other people around them. They will be happy to go to academy and share effectively in class conditioning. therefore, happy homes are demanded to have happy children, and happy children are demanded to negotiate advanced scholars ’ academic achievement.

Statement of Problem

Broken homes have now surfaced as the fastest growing kind of family structure in Nigeria. In malignancy of the sweats of the government, religious institutions, traditional institutions,non-governmental association and marriage counselors to foster connubial stability and dedication among couples families in Nigeria in general and Taraba state in particular, no robust results have been attained. scholars from broken homes encounter emotional challenges similar as frustration, depression andde-motivation, lack of emotional support, low tone- regard and tone- conception. likewise, these scholars tend to transude maladaptive actions similar as cultism, theft, roughneck, examination malpractices, medicine abuse, harlotry etc. All these restate to poor academic achievement among the scholars. scholars ’ academic achievement in Jalingo Educational Zone could be attributable to broken homes. Hence the study intends to empirically examine the perceived influence of broken homes on the academic achievement of elderly secondary scholars in Jalingo educational zone in Taraba state.

Purpose of the Study

The main purpose of the study is to examine the perceived influence of broken homes on the academic achievement of elderly secondary scholars in Jalingo educational zone in Taraba state.

In an trouble to attain the stated main purpose, the study is posed to achieve the following specific objects.

1. To ascertain the educational challenges faced by scholars from broken home

2. To explore if the academic achievements of scholars from broken homes is told by gender.

3. To probe if the academic achievements of scholars from broken homes is told by position.

4. To probe if the academic achievements of scholars from broken homes is told by academy type.

5. To determine the counteraccusations of findings to comforting.

Exploration Questions

Grounded on the stated objects, the questions of interest germane to the study include

1. What are the educational challenges faced by scholars from broken homes in Jalingo educational zone in Taraba State?

2. Are the academic achievements of scholars from broken homes told by gender?

3. Are the academic achievements of scholars from broken homes told by position?

4. Are the academic achievements of scholars from broken homes told by academy type?

5. What are the counteraccusations of findings to comforting?

Exploration Hypotheses

Four( 4) suppositions are developed in the study in line with each exploration objects.

H01 Educational challenges don’t have significant effect on the academic achievement of broken home scholars in Jalingo educational zone.

H02 There’s no significant difference in the academic achievement of manly and womanish scholars from broken homes in Jalingo educational zone.

H03 There’s no significant difference in the academic achievement of scholars from broken homes lessoning in civic and pastoral areas in Jalingo educational zone.

H04 There’s no significant difference in the academic achievement of scholars from broken home attending private and public seminaries in Jalingo educational zone.

Significance of the Study

The findings of the study will be of immense benefits to scholars, preceptors, policy makers, marriage counselors and unborn experimenters.