ABSTRACT
This research work investigated
the influence of broken home on academic performance among primary school
pupils in Paikoro Local Government Area of Niger State. The study employed
descriptive survey design. A total of 300 primary six pupils from broken home
took part in the study; out of which sixty-nine (23%) pupils whose parents are
dead, one hundred and eleven (37%) pupils from separated parents and one
hundred twenty (40%) pupils from divorced parents. Academic Performance Test
score on English Language and Mathematics (APTELM) was used for data
collection. Three research questions were answered with mean and standard
deviation and three hypotheses were tested using t-test statistics at 0.05
level of significance. Results of the analysis indicated that parental death
had no significant differential influence on the academic performance of
primary school Boys and Girls. Similarly, result also showed no significant
differential influence of parental separation and divorce on academic
performance of primary school pupils in the study area. Finally result of
analysis also revealed a significant differential influence of parental care on
academic performance of primary school pupils brought up by either the fathers
or the mothers. Based on these findings, it was recommended that Counsellors,
School Psychologists, Teachers and school authorities should pay attention to
set of pupils that lost their parents through proper counselling and other
supportive services, in order to make them focused on their academic
activities. Pupils from separated and divorce parents should be encouraged and
given all support to enhance their academic performance irrespective of gender
through counseling interventions.
TABLE OF CONTENTS
Title Page
Operational Definition of
Terms
Abstract
Table of Contents
List of Tables
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Basic Assumptions
1.7 Significance of the Study
1.8 Scope and Delimitation
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Broken Home
2.2.1 Concept of Broken Home
2.2.2 Causes of Broken Home
2.2.3 Ways of Minimizing Broken Homes
2.3 Concept of Academic Performance
2.3.1 Measurement of Academic Performance
2.4 Theoretical Framework
2.4.1 Abraham Maslow Hierarchy of Needs
2.4.2 Aguilera Psychological Model (2008)
2.4.3 Social Learning Theory by Albert Bandura
2.4.4 Learned Helplessness
Theory by Martin Seligman (1970)
2.5 Review of Empirical Studies
2.6 Summary
CHAPTER THREE:
METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sample and Sampling Techniques
3.5 Instrumentation
3.5.2 Validity of the
Instrument
3.5.3 Pilot Testing
3.5.4 Reliability of the
Instrument
3.6 Procedure for Data Collection
3.7 Procedure for Data Analysis
CHAPTER FOUR:
RESULTS AND DISCUSSION
4.1 Introduction
4.2 Demographic Variable of the Respondents
4.3 Answer to Research Questions
4.4 Testing of Research Hypotheses
4.5 Summary of Major Findings
4.6 Discussion of Findings
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.5 Suggestions for Further Studies
5.5 Contributions to Knowledge
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Family is
the child‟s first place of social organization. The children as a result
acquire initial education and socialization from the parents and other
significant persons in the family. Family lays the psychological, moral and
spiritual foundation in the overall development of the child. Where and when
there is harmony within the family, it translates to a happy home for the
child. In happy homes, healthy and peaceful coexistence prevail amongst family
members, which in turn breed healthy and happy children. Very often, chances
are that some homes are broken that is the members are not living/staying
together either as a result of death, separation, divorce or the like. A broken
home in this context, refers to a home that is characterized with single
parent, as result of divorce, separation, death of one of the parents.
Hammond as
cited by Alhassan, (2008) discovered that pupils of broken homes exhibit much
negative measures such as distractibility, acting out, with time received from
others, these go a long way to influence their academic performance in the
schools. Kenkel as cited by Alhassan, (2008) indicated that a child in the
incomplete family is socially and psychologically deprived of a father-figure
either to emulate directly or to look for a model of the opposite sex. “In
terms of other long-term consequences for children, parental disruption has
been shown to be associated with lower socio-economic and academic attainment”.
Wiseman, as cited by Abbas (2010), It can be deduced/inferred that broken homes
may affect the development of the children in all aspects of their life. Thus,
children of broken homes may be emotionally imbalance and psychologically
depressed.
A broken
home can also be viewed as to be separated from mother or father, and is like
to lose part of the body (Landuccias cited by Igbinosa, 2014). Life in a broken
home can be stressful for both the child and the parent, and such families are
faced with challenges of inadequate financial resource. Schutts (2006) noted
that if children from broken homes are to be compared with those from intact
homes, it would be seen that the former have more social, academic and
emotional problems. Rochlkepart (2003) is of the opinion that the family and
its structure play a great role in children‟s academic performance. Ayodele
(2007) stated that the environment where a child finds himself goes a long way
in determining his learning ability and ultimately his academic performance in
school.
Broken homes
may bring about stress, tension, lack of motivation and frustration obviously
these manifestations may act negatively on a Pupil academic performance.
Johnson as cited in (Igbinosa, 2014) indicated that children of unmarried
parents or 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. Poor academic performance has over the years become rampant,
more pronounced and a peculiar feature in the institutions of learning. This
has generated a lot of concern among parents, teachers, counselors, educational
administrator, as well as in government circle. Broken homes, while being a
problem of couples are largely a problem of the nation as a whole. Therefore,
the influence of broken homes on pupil academic performance is the major
concern of this study and the need to know the influence of broken homes on
pupil academic performance in the study area. The researcher wants to ascertain
the influence
1.2
Statement of the Problem
The history
of broken homes in Paikoro Local Government Area dates back to the traditional
days when there were no legally constituted courts to settle the disputes among
couples. Thus differences were taken to the council of elders in the extended
family system. The woman stressed her grievance and the husband is called upon
by the eldest person in the family or village head for amicable settlement. In
a situation where the unwanted behavior continued then the woman could report
grievances to her parents. The parents of the woman or herself, has the sole
responsibility to seek for divorce or separation. During these olden days,
broken homes were not pronounced and where there were few of such cases it was
considered as taboo; as such the rates of broken homes was minimal in the study
area. But in present modern age, particularly in Nigeria, where women are
expected to shoulder effectively domestic responsibilities, but due engagement
in place of work, which prevent them from discharging their responsibilities,
in most case tend to create conflict that may lead to broken homes.
It is worthy
to note that majority of the families in Paikoro Local Government Area
predominantly operate polygamous family system. This has a lot of implications
to the stability of the marriage of many couples in the study area. For
instance, a man who is not economically viable to maintain one wife but yet
gets married to two or more wives through parental and peer group influence may
definitely not be able to cater for the family.
However,
there is a global awareness on the importance of home environment and parental
care on pupils‟ academic performance. The family being the most important
The
emotional and social stress of broken homes may cause hardship, such as
inability to resume classes as at when due, inability to purchase necessary
learning materials, nonpayment of dues and levies, lack guidance and
counselling, monitoring and supervision, insecurity, lack of freedom from
oppression, denial of early education. The presence of a broken home condition
may adversely affect pupil`s concentration on their studies and regular
attendance in school, it may also lead to exams failures and also impede
academic performance as the pupil is unable to take advantage of learning
opportunities at school and at home, for these pupils to be in school with
various psychological home conditions will no doubt be in disequilibrium state
of mind. It is against this background, the researcher examined influence of
broken homes on academic performances of the pupils (male and female) in public
primary schools in paikoro local government area of Niger State.
1.3
Objectives of the Study
The
study sets out to achieve the following objectives,
1.
To ascertain the differential
influence of parental death on academic performance of primary school Boys and
Girls in Paikoro Local Government Area.
2.
To find out the differential
influence of parental separation and parental divorce on academic performance
of primary school pupils in Paikoro Local Government Area.
3.
To investigate the differential
influence of parental care on academic performance of primary school pupils
brought up by either the mother or father in Paikoro Local Government Area.
1.4 Research
Questions
For
the purpose of this study, the following research questions guided the study.
1.
What is the differential influence
of parental death on academic performance of primary school Boys and Girls in
Paikoro Local Government Area?
2.
What is the differential influence
of parental separation and parental divorce on academic performance of primary
school pupils in Paikoro Local Government Area?
3.
What is the differential influence
of parental care on academic performance of Primary school pupils brought up by
either the mother or father in Paikoro Local Government Area?
1.5 Hypotheses
For
the purpose of this research work, the following hypotheses were tested;
HO1 There
is no significant
differential influence of
parental death on
academic
performance
of primary school Boys and Girls in Paikoro Local Government
Area.
HO2 There is no significant differential
influence of parental separation and divorce on
academic
performance of primary school pupils in Paikoro Local Government
Area.
HO3 There
is no significant
differential influence of
parental care on
academic
performance
of primary school pupils brought up by either the mother or the
father
in Paikoro Local Government Area.
1.6
Basic Assumptions
This
study has the following basic assumptions:
1.
That parental death may have
differential influence on academic performance of primary schools Boys and
Girls in Paikoro Local Government Area.
2.
That parental separation and
parental divorce may have differential influence on academic performance of
primary school pupils in Paikoro Local Government Area.
3.
That parental care either by the
mother or the father may have differential influence on academic performance of
primary schools pupils in Paikoro Local Government Area.
1.7 Significance of the Study
The essence of this research work could be seen from its
scope. The study had attempted to provide empirical research findings on the
influence of broken home on
Curriculum planning;
Curriculum Planners will find it handy and would benefit them by knowing that
the general and rigid curriculum that is one – size – fits- all would no longer
meet the needs of every learners. The study has provided valid information to
curriculum planners on learners from broken homes and it will be employed in
simplify existing curriculum.
Counsellors; the study
has provided the school guidance counsellors with vital information that will
help them to guide their clients from broken homes, as well as educational
administrators and regulators. It will also serve as a reference material for
further studies in the field. The findings of this study serve as useful
information that will be used for theory formation in marital counseling.
Students; The study provide
students with needed information on home background and academic performance,
and this will go a long way to facilitate his/her preparation to excel in
academic pursuit and life in general (economically, physically/spiritually,
socially, as well as morally).
Religious Institutions; the study also provide religious
leaders with needed information
1.8 Scope and Delimitation
The scope of this study covered
class six pupils from selected public primary schools in Paikoro local government
area of Niger state Nigeria, this enables the researcher to make certain
generalization concerning the home and the school on one hand and the home and
academic performance on the other hand. The study is delimited to Pupils from
broken home in class five down to class one in public primary school and
private primary school in Paikoro Local Government Area of Niger State.
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