CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The family unit plays a pivotal role in shaping the overall development of children, and disruptions within this unit, such as broken homes, can have profound effects on various aspects of a child's life. One critical domain where the impact is particularly salient is the academic performance of students in public secondary schools. In Nigeria, as in many other societies, the prevalence of broken homes has raised concerns about the potential implications for students' educational outcomes. This introduction provides a preliminary exploration of the effects of broken homes on the academic performance of students in public secondary schools in Nigeria, addressing the multifaceted nature of this issue.
A broken home is typically characterized by the separation, divorce, or dissolution of the marital union between parents, leaving children to navigate the complexities of living in single-parent or stepfamily households. The experiences of children from broken homes can vary widely, influenced by factors such as the nature of the parental separation, the level of conflict involved, and the presence of supportive structures. Understanding these nuances is crucial for comprehensively examining the potential effects on academic performance.
Academic performance serves as a key metric for assessing students' cognitive development, knowledge acquisition, and educational attainment. Numerous studies globally have explored the relationship between family structure, particularly broken homes, and academic outcomes. The academic performance nexus in the context of broken homes encompasses a spectrum of potential challenges, including emotional distress, disruptions in routine, financial constraints, and reduced parental involvement—all of which may contribute to diminished scholastic achievements (Amato, 2001; McLanahan & Sandefur, 1994).
While the impact of broken homes on academic performance has been extensively studied in various cultural contexts, the specific nuances of this phenomenon within the Nigerian public secondary school system warrant focused attention. Factors such as cultural dynamics, socio-economic conditions, and the educational infrastructure in Nigeria contribute to the unique challenges faced by students from broken homes. This study aims to contribute to the existing body of knowledge by exploring the effects of broken homes on the academic performance of public secondary school students in Nigeria, providing insights that can inform targeted interventions and support mechanisms.
1.2 Statement of the Problem
The prevalence of broken homes in Nigeria has raised significant concerns regarding its impact on the academic performance of students in public secondary schools. The dissolution of marital unions, whether through separation, divorce, or the absence of one parent, introduces a myriad of challenges that may disrupt the educational trajectory of students. The academic environment is intricately linked to a stable and supportive family structure, and when this foundation is compromised, students may encounter obstacles ranging from emotional distress to financial hardships. Understanding the nuanced and context-specific challenges faced by students from broken homes is crucial for developing targeted interventions that can mitigate the potential negative effects on their academic performance.
Several key issues emerge when examining the effects of broken homes on the academic performance of public secondary school students in Nigeria. Understanding the nature and extent of the challenges faced by these students is essential. Research questions may include investigating the emotional well-being of students from broken homes, exploring the financial constraints they encounter, and assessing the level of parental involvement in their education. Additionally, the study may delve into the role of school support systems in mitigating the impact of broken homes on academic performance. Addressing these issues can provide a comprehensive understanding of the problem and inform evidence-based strategies to support the educational outcomes of students in this context.Top of Form
Bottom of Form
1.3 Objectives of the Study
The main objective of the study is to examine effects of broken homes on academic performance of public secondary school students. Specific objectives of the study are:
- 1. To examine the Emotional Well-being of Students from Broken Homes.
- 2. To examine the challenges faced in students from broken homes.
- 3. To examine the impact of broken homes on academic performance of students.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- 1. What is the Emotional Well-being of Students from Broken Homes?
- 2. What are the challenges faced in students from broken homes?
- 3. What is the impact of broken homes on academic performance of students?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between broken homes and academic performance of public secondary school students.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to select public secondary schools in Ikorodu, Lagos State. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
REFERENCES
- Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith (1991) meta-analysis. Journal of Family Psychology, 15(3), 355–370.
- McLanahan, S., & Sandefur, G. (1994). Growing up with a single parent: What hurts, what helps. Harvard University Press.
