ABSTRACT
This survey research conducted to find out the effect of broken homes
on primary school pupils academic achievement in Jere Local Government
Area. Two objectives and three research questions where formulated to guide
the study. The population of the study consist of all the senior pupils in
four selected school in Jere Local Area. Through the process of simple
random sampling a total number of 100 pupils were selected to participate
in the study. The major instrument used for collecting data was a
questionnaire. The data collected were analyzed through the use of simple
percentages. It was discovered based on the analysis that most of the
respondents are not staying –with their parent. They performed below
expectation due to lack of security, care and discipline. Their school fees
are not being paid in time. On the basis of such findings, recommendation
were made that, Borno Government should create academic and counsel unit in
Primary School with adequate funds where students from broken homes would
be given proper guidance and counseling concerning their psychological and
social problem towards.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Broken home occurs as a result of separation of marriage either by
death or divorce. Broken home, contributed a lot to anti-social behaviour
society.
ISAKE (1963), stated that most of them were very unsuccessful because
of separation of house, he said broken house can be as a result of divorce
of separation by death of the couple.
The problem of broken homes are universal phenomenal which affect
both developed as well as the under develop country. Yet the courses and
effect still persist with varying degree in the various part of the world.
In an ideal atmosphere, Children should happily be with there
parents, children appreciated the love of their parent towards them, one of
the tasks that should be fulfilled by parents, is to educate their children
because the education of children does not start from school. This is
because live schooling of students started from home. A home is the walls
of the house but the people who live on it make a home. A house only become
a home, when if complete. A home also became a house when is not broken.
Hemm (1970), broken home means a heroic in which the parents are
separated or divorced or are no more by either as a result of death.
Children from such home lack proper care and security. The suffering of
such children could be seen in differed dimension.
In most cases, adequate parental and affection may not be given to
the children properly by the adopted parents that is the guardian.
Unfortunately for the children who find themselves in such a manners can
been neglected by the fear groups and society instead of being love and
care for however, the present day in Nigeria.
The rate of broken homes are increasing unprecedented, consequently
and it is necessary for the psychologist and teacher to find out the
relationship between houses and academic achievement of the concern
children.
Parent (1970); homes are a dwelling place we want on to say that it
is also a place of natural shelter from rain, sun and cold which is the
season. The other point he stressed on was security and care while we
concluded by the fact that it provide a place for happy family life with
room and equipment for preparing and eating means for recreation.
When a student imagines his home a "Vacuum Can" Which exposes him or
her to same problems in the environment.
In some societies in Nigeria and other Parents of African such
children are regarded as neglected.
ISAKE and others (1984), mother are considered as the backbones or
major providers of programme of services to individual child.
Based on the needs and understanding of his environment. They said
children from broken home feel very sad when they lack the carrying,
affection, security and concern for lovely home.
Those children are supposed to enjoy. Such children tend to develop a
kind of inferiority complex, and aggression, hostility, reserved and
isolated among their pear groups. They said when children are not secured
and not enjoying the love and parental up bringing, it will affect the
cognitive loved of the children, thereby affecting their academic
achievement.
However, as the home became as insecurity, place, the children are
respond by developing tension, prostration and aggression and anger and
hatred toward on or both parents because of their behaviour, that lead to
separation and also broken homes could causes the children to feel
isolation and humpies.
Yusuf (1981), reveal that 60 – 70% of backward students of primary
Schools in Jere Government Area, are those children from broken homes, some
of them are rerunning errant, while some of them do not have adequate
school material that will help them study.
Hence, there are frustrated and psychologically disturbed, when they
are in classroom as a result they cannot do well in the school activities.
1.2 STATEMENT OF THE PROBLEM
The statement of the problem is therefore stated thus, to what limit
do broken homes causes by separation divorce or death of parents affect
children or student academic achievement. The children social life could
also be affected because they became a problem to their society juvenile
delinquency, introvert, behavioural disorder etc. that is a sociological
deficiency.
The study investigated the extend lack of parental are affection an
security plus discipline affects student academic achievement of students
in Jere Local Government Area.
1.3 OBJECTIVES OF THE STUDY
The objectives of the study are:-
1. To determine the number of pupils of students from broken home in the
selected primary school in Jere Local Government Area.
2. To determine whether actually broken homes have any effect on
children, students or pupils academic achievement.
1.4 RESEARCH QUESTIONS
A. Does lack of parental care, affection and love affect students academic
achievement in school?.
B. Does lack of Parental security affect pupils or students?
C. Does lack of parental discipline of affect student academic achievement?
1.5 SIGNIFICANCE OF THE STUDY
Many people do not see broken homes as a social problem, which some
how affect children born into such homes. To this end this study aims to
some extent see how this affect a child in his academic achievement through
the study will only be restricted to Primary to Primary School e.g Mafoni
Galtimari Primary School in Jere Local Government Area.
The findings may likely be applicable to other part of the state and
also the country at large. Thus, with the introduction new national policy
of education (U.B.E).
The investigation will be an effective tool in the hands of guidance
and counseling personnel's and also psychologist.
It would also be relevant to teachers in order to help their students
despite the problem in the study will also attempt to some extent suggested
some hopeful advice and counseling to people who may like to apply them to
their marital life situation.
1.6 SCOPE OF THE STUDY
The study covers Jere Local Government Area as a case study on the
effect of broken homes on student academic achievement.
The study is limited to some selected Primary School in Jere Local
Government Area examples of selected primary Schools are:-
1. Old Maiduguri Primary School
2. Goni Kachallari Primary School.
3. Muna Koreri Primary School.
4. Shehu Sanda Kyarimi Primary School.
5. Gambori III Primary School.
1.7 OPERATIONAL DEFINATION OF TERMS
BROKEN HOMES: Broken homes in this with parental being
separated as a result of death divorce and willful
but temporally staying apart.
ACADEMIC ACHIEVEMENT: Here it refers to how well or how
poorly a child can perform in the school.
HOME: This is place where people live together as a family.
DIVORCE: This is an illegal dissolution of marriage.
JUVINAL DELIQUENCY: This is a wrong doing by Young
person.
BEHAVIOURAL CLASS ORDER: This is a situation where an
individual abnormal character such as stealing,
fishing, aggressiveness toward other hostile etc
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
The review of related literature are examined under the following
headings:
Theoretical frame work and nature of broken home.
Broken homes and academic achievement.
Implication of divorce on academicals achievement.
Broken homes implication to teachers in School setting.
Summary and Uniqueness of the study.
2.1 THE THEORETICAL FRAMEWORK AND NATURE OF BROKEN HOME.
The scope and nature of broken home became a central part of many
human personality theories and basis of numerous programmes in education.
Attempts, therefore have been made to know what is broken home and late its
nature and scope.
According to Homeby (1970), broken home is a home in which the
parents are separated or divorced or are no more together as a result of
death. Children from such homes lack proper care and security.
In the same way Udru (1978), define a broken home mean a house in
which the parental are no more living together. Others researchers studies
carry out on broken homes seem to agree that broken home are associated
with increase aggressive and Juvenile delinquency in children.
LOVELL (1973), opened that families spites by death, desertion,
divorce or prolong absence.
In assessing the above definition such as a situation (broken home
can result to poor academic achievement in primary schools as once child
misses such opportunities of guide, securities affection and assistant
where necessary.
2.2 BROKEN HOMES AND ITS RELATION TO ACHIEVEMENT.
The latest, most methodologically sound studies on the effect of
divorce or children demonstrate that, many children emerge from the period
of transition following divorce. Psychologically health and perhaps even
stronger, more independent and excellent having successfully mastered the
challenges associated with divorces. The new findings are well come respite
to the former dooms day forecasts, that significantly affect the way we
perceived children of divorce homes.
A more have been investigated into the relationships between broken
homes and academic achievement. DUCAN (1973), started that the relationship
between home variable and academic achievement are positive but the broken
home has made it negative.
However, the existence of this negative relationship between broken
home and academic achievement cannot generally tell us very much of the
nature of the casual relationship, that exist between the variables.
Further investigation and understandings of parents have no time for
them, they indulge in bad behaviour like fishing, stealing and alcoholism
etc.
NELL (1981), the students may in approximately one of these
situation. In the first instance, the student may find himself being
brought up in a single parental family there is likely to be increased
financial hardships. During time parental illness there may be few
additional social resources to call upon.
All these will mean in the school, the student may have to withdraw
due to non payment of school fees or in cases when he is not withdraw. He
may not be able to catch up with his mates.
FOSUKUN (1954), argued that serious conflict will be arises between
the home and the school with this category of children lack motivation, the
parent are unable or refused to provide the basis needs of the children,
subsequently their academic achievement will be adversely affected.
In the school for instance the student live with either of the parent
but lives with a guardian, unless the guardian is keenly interested in his
ward progresses. There might be a complete absence of contact between the
guardian and the school. This is a teacher need to submit report and to
discuss, the academic progress of the students with the parents.
BOY (2004), on the outcome of the divorce for children series to
indicate that conflict between parents has a greater impacts on school
behaviours, grades and self-concept irrespective fighting violent behaviour
or physical or verbal abuse between many spouses.
Studies also show the lowered socio-economic circumstances of many
women following divorce (matter most often care the custodian parent) is a
significant effect because lack of money means moving to new neighborhood,
less advantage school and possible decreased availability of access to
parents due to the strains of balancing work, home and child care
responsibilities.
When a home becomes broken it implies that either one parent is
absent leaving the child in the care of a guardian absence of such parents
could be caused by divorced or death.
According to Rohner et al (1975), body contact most important
requirement for the infant attachment to wrath has adverse effect on
intelligence and the creativity of the student to them, a student from such
a home will face a problem of learning, disability he is aggressive and
unable to obey school rules.
Similarly, Harlaw and Harlow (1963), found that, the children
separated from their mothers can lead to psychological problems anxiety
state, depressive, illness which in turn affect the learning and
interaction ability of the student in the school, many children from broken
homes often feel inferior to others, sometimes people around are ignorant
and ask questions? Like your fathers day – to day where is you day? Or how
can you sometimes contracted of this number and other times at another
number? These innocent question often forces the child pain age reality act
his family situation over age even the form that you.
EKERUCHE (1988), stated that physical contact plays an important role
in students upbringing. He went on to advice parents to make it as point of
duty to hug their children and their wives perspectives as their tight
schedule.
2.3 IMPLICATION OF DIVORCE ON ACADEMIC ACHIEVEMENT
Trustnecy et al (1984), stress both parents express concern about
their relation with their children and their competence as parents.
However, in general none custodian parents weather, they are mothers or
fathers experience lesser stress in day today student rearing but fell more
dissatisfied, deficiently, powerless and shut out in their relation with
their children. On the side of the student from divorce family it should be
noted that in every home the parent student relationship is based on
acceptance.
It is based, on hostility the student would well come the separation
and prefer to live with one of the parent whom he or she like most the
student will only develop emotional feeling, if an separation through a
court of law and the decision is such that the student handed to be,
appropriate manner one of the parent least preferred. The choice or custody
can adversely affect his school performance; certainly parents are not very
responsible and in most cases fail in their parental obligation. For
example some fathers are drunkard, some other are selfish, are always
afraid to carry out the fatherly functions. The same applied to certain
mothers who fail to provide warm affection that are necessary for the
student proper development.
In other case although separation has occurred yet both parents have
interest in student education and they do provide necessary situation, so
that the student does not experience frustration, a situation that will
adversely affect him in the classroom. Some parents have decided on joint
custody.
Asaju (1980), suggested that to avoid the non-win pain of custody
flight more and more parent are turning to Join Custody, equal
responsibility in carrying for children. The process seems to work except
for one confusion the student was not sure where he lived.
Experience has shown too that, some parents are not tolerant of
others, the custodian parent so as far as barring the other parent from
seining the children. The carried parent will then resort to seeing the
children secretly.
Each of the parents will not speak well of the other and they may
resort for using the children as tool for black mail of the other.
A student under such atmosphere is clouded with fears, lack love and
sense of direction.
In the classroom, the academic achievement of such student bound to
be drastically affected as he lives in the world of confusion and received
no moral backing from home. The strongest argument against divorce are
frequently made on behalf of the children of divorced parents. It has been
believed that children are damaged by the divorce of their parents and that
this predisposes them to delinquently and emotional mal adjustment. A
number of studies like Udry (1978), and Frude (1981), shows that when a
children from broken homes are compared with children from intact marriages
the alter are better adjusted and have better relationship with parents.
But when another crucial comparison was made between children from
broken home forced better in every comparison less delinquent behaviour
better adjustment to parent when the adolescents from intact but unhappy
homes. For children the absence of emotional supports on effective role
model agent of socialization, trainer or skills disciplinarian and better
agent.
However, in marriage where the father has been distant, uninvolved
and non supportive, there may be little to lose and much to gain from
opportunities for new relationship, self sufficiency and relief from
conflict. From the evidence available it can no longer be maintained that
divorce is entirely detrimental to children. It may be said that marital
conflict and disruptions are disturbing to children and disorganized their
lives. If divorce removed the sources of conflict then divorce is better
for the children than living in conflict. In the case of death being a
casual factor of broken home, the situation appears to be different from
that of the father pact in fostering the student development is to provide
the student with a second adult model so that they body can identified with
a number of his own sex and about the behaviour and attitudes of the
apposite sex.
2.4 BROKEN HOME IMPLICATION TO THE TEACHER IN SCHOOL SETTING
The section take into consideration Broken Homes and its implication
for the teacher and the students achievement even when the school situation
are different the problems is common phenomenon such as broken homes
problems that are from the parents and not from the school situation affect
at the student school environment.
According to Clark and lesser (1963) elaborated on such broken homes
are often different for the teacher to over come in the absence of such
vital feedback he has about each students. Thought the teacher needs to
know generally problems children from broken home are likely to encounter
such problems includes frustration, insecurity, anxiety and emotional
blocks. It is generally believe that individuals exposed to such problems
mentioned have the difficulties of organizing themselves and to concentrate
to do any school work properly.
In a divorce situation the attitude of the parents would consent
seriously on whether their children would perform well or fail to perform
well. For example for some individual will fail to strive in a confused and
tense atmosphere. If separation occurred and the students is in the custody
of the parents preferred his school work will not be seriously disturbed.
Wodton (1959) reported that in the field delinquency, especially
delinquent girls the evident supporting the view broken homes play an
important role, which involved emotional in strong and consistent. There
are form of broken home which has emotional and stresses, but merely
students from broken homes, are emotionally disturbed which lead to badly
affected in their academic achievement.
Children who were reported with emotionally disturbed in a researched
conducted by Yusuf (1981) revealed that about 272 children or 32% of them
came from broken homes obviously a relationship exist between broken home
and the emotionally disturbed among are common.
School administration can lead the way in reassessing attitude
policies a programme that affect families involved in divorce transition.
By emphasizing high expectation. By and a positive school environment and
by providing support to mobilize students strengths. Significant
contribution can be made to the likely hood of positive outcomes for our
children recent students identifying the factors most highly corresponded
with positive outcomes points to the following ideas.
The knowledge to broken homes should indicators to the teacher that
the students coming from needs problem teacher are, often confronted with
it lack of adequate knowledge of the background wit it lack of adequate
knowledge of the background. The teacher needs to know not only that the
students is from a broken home but the circumstances that lead to the
broken of the home (and present condition of living of the student. The
disturbing effect of such an unsatisfactory environment the responds very
well in academic achievement.
SUMMARY OF LITERATURE REVIEW AND UNIQUENESS OF THE STUDY
Attempt were made in this chapter to defined the concept broken home
various definition provided by earlier researchers with more emphasis on
divorce as the control issue.
(West, 1980), most of the researcher however arrived of a definition
with the control issue being that the parent are no more living together as
husband and wife.
In an attempt to portray the nature of broken home, divorce, death of
parent and separations have been identified, as being the course of broken
homes. Divorce being major constraints or broken home has its causes
identified further, economic booms, post war period, in the relationship
between home and academic achievement. The student of the broken homes are
said to be likely to find themselves in one of the three situation that is
being catered for big a single parent, being read.
Each of those variables brings some hardship to the students.
The literature review in this section agued in support and against.
The view that it is the next conditions prevailing in the broken homes that
is responsible for students low performance. A number of studies show that
children of divorce homes are intact unlike unhappy homes. Irrespective of
its possible implication to teacher in school setting, the literature
review revealed that the problem mostly reencountered by subjects of broken
homes are those frustration, insecurity, anxieties and emotional feedings
such problems made the children unable to concentration in the claims and
subsequently fail to achieved. In general teachers are advised on
understand the problems of broken homes children so to be able to treat
them along side with other children.
Researchers like Yusuf (1983), have carried out a study on this
topic. He has covered several of the effect of broken homes on student
academic achievement.
Inferiority complex is a result of lack of care, love, security,
social state and affection inferiority complex is a psychological
deficiency that can affect the academic achievement of the individual
students.
CHAPTER THREE
3.0 INTRODUCTION
This chapter deals mainly with the methodology or strategies in which
the researchers used in collecting valid and reliable information and data
for the stud, which includes:
a. Research design
b. Population and sample
c. Research instrument
d. Procedure for data collection
e. Method of data analysis
3.1 RESEARCH DESIGN
The research is survey design on the effect of broken homes on
academic achievement of students in selected schools in Jere Local
Government Area.
Ndagi (1984), survey research is a type of descriptive research in
which respondents for testing hypothesis concerning the states of some
educational problem are measures. It is also techniques involving larger
number of persons and described population characterized by the selected
of unbiased sample.
It involved using questionnaire and sometimes interview test and
generalizing the result of the survey to the population from which it's
drawn.
3.2 POPULATION AND SAMPLE
The population study consist of the senior students in the four (4)
selected primary schools in Jere Local Government Area. Twenty five (25)
respondents per school have been selected sample random sampling thereby
bringing the total number of respondents to hundred (100) participated in
study.
3. RESEARCH INSTRUMENT
The instrument used in collecting data for this study is a
questionnaire, which was constructed by the researchers under the
supervision of the supervisor.
The questionnaire was divided into three parts. Part one deals with
personal data of the responded, part two also deals with number of students
from broken home and part three deals with the effects of broken home on
academic achievement of the respondents.
PROCEDURE FOR DATA COLLECTION
The items selected for the questionnaire were scrutinized typed out
and printed clearly in the computer. They were distributed to twenty five
(25) senior students in each four – selected primary school under Jere
Local Government Area. The respondents were asked to fill in the forms and
return it to the researchers for analysis the researchers divided
themselves into two groups. Each group visited two (2) primary schools to
finish it on time.
The exercise was carried out within (3) days.
There were a total number of 100 questionnaire distributed. The
respondents were selected randomly without bias.
Moreover, for the purpose of administrate ring the questionnaire that
was first taking to the office of the primary school. The headmaster
directed the teacher concerned in the school to co-operate and feed the
researchers with the necessary information refined for the study.
There were certain difficulties recounted by the researchers while
administering the questionnaire. The schools were located at different or
areas and there was a winds gap from one school to other. Therefore the
researchers had to spend a lot of resources and energies before reaching
the school.
Thus, the researchers had to pay for their transportation.
However, in spite of the difficulties encountered by the researchers in
administering the questionnaire, the excise was a huge success.
4. METHOD OF DATA ANALYSIS
The data collected were organized and analyzed through simple
percentage using the following formular = obtain scores x 100 thing is to
say the reconvened tick one response which could be either (yes) or (N0)
the number of such responded now be counted from each item which will be
the obtained score. The obtained score would then be divided by hundred and
any item that has percentage score 50% and above would be taken as point 60
studies and be interpreter.
CHAPTER FOUR
DATA ANALYSIS PRESENTATION AND DISCUSSION OF RESULTS
4. INTRODUCTION
This chapter discusses the presentation and analysis of data based on
the investigation carried out on the effect of broken homes on academic
achievement of students with particular reference to some selected primary
schools in Jere Local Government Area of Borno State.
Percentage (%) were employed as the statistical tools for analyzing
data. The result of the analysis are presented in percentage terms merge
for Yes or No". The data for the research work was obtained through the
questionnaires.
The result are presented according to the research question raised
earlier as showing the table below:
TABLE 4:1A
SHOWING THE AGE OF STUDENTS
"AGE "SCHOOL "CODE "NUMBER "
"15-16 "01-02 "03 "04 "
"15-16 "7-4 "8 "5 "
"16 "10-16 "2 "6 "
"19-20 "8-9 "10 "4 "
"TOTAL "22-28 "25 "29 "
TOTAL 100%
TABLE 4:1B
SHOWING THE SEX OF STUDENTS
"AGE "SCHOOL "CODE "NUMBER "
" "01 "02 "03 "04 "
"MALE "- "- "25 "5 "
"FEMALE "25 "- "25 "5 "
"TOTAL "25 "25 "25 "25 "
TABLE 4:2
Research question One: Number of student from broken home
"S/NO "ITEMS "YES "NO "
"1. "Do your father and mother stay together? "40 "60 "
"2. "Is your mother alive? "70 "30 "
"3. "Is your father alive? "25 "75 "
"4. "Do you stay with your parent? "25 "75 "
"5. "Do your parents loves you? "65 "35 "
"6. "Do your parents pay your school fees on time "40 "60 "
"7. "Do your parents care for your progress in school? "53 "47 "
Table 4.2 above presents frequency distribution on the number of students
from broken homes. 60% of the respondents stated that their father and
mother are not staying together.
Similarly, 65% of the respondents agreed that, their mother are
alive, while 70% also agreed that their father are alive. 70% of the
students responds that they are not staying with their parents. The 65% of
the students agreed that their parent love them, 60% of students state that
their parent does not pay their school fees on time. Finally 530% agreed
that their parents care for their progress in school.
4.3 FREQUENCY DISTRIBUTIONS ON EFFECT OF BROKEN HOME ON ACADEMIC
ACHIEVEMENT
"S/NO "ITEMS "YES "NO "
"1. "Do you perform poorly in your home "64 "36 "
" "assignment because of absence of your father" " "
"2 "Do you perform poorly in your test because " " "
" "of absence of your father or mother? " " "
" " "58 "42 "
"3 "Do you perform poorly in your terminal exams"51 "49 "
" "because of absence of your father or mother?" " "
"4 "Do you perform poorly in your group "36 "65 "
" "assignment because of absence of your father" " "
" "or mother? " " "
"5. "Do you perform poorly in your quiz, drama, "48 "52 "
" "debate because of absence of your father or " " "
" "mother? " " "
"6. "Do lack of security affect students from "70 "30 "
" "broken homes in school? " " "
"7 "Does lack of security from home affect "48 "52 "
" "students to be perform poorly in schools " " "
"8 "Does insecurity affects your academic "35 "65 "
" "achievement " " "
"9 "Does indiscipline affect the performance of "55 "45 "
" "students from broken homes? " " "
"10 "Does a student from broken homes that lack "82 "18 "
" "security perform below expectation? " " "
"11 "Did your parent taught of you when you come "53 "47 "
" "later from school? " " "
"12. "Do your parents provides you necessary "51 "49 "
" "security for you? " " "
"13. "Do your parents beat you when you do bad "51 "49 "
"14 "Do your parents ask the school authority to "41 "59 "
" "discipline you when you do wrong things " " "
3. SHOWS THE FREQUENCY DISTRIBUTION ON EFFECTS OF BROKEN HOMES ON
ACADEMIC ACHIEVEMENT OF STUDENT
64% of the respondents agreed that they perform poorly in their home
assignment because of absence of their father or mother, while 58% also
agreed that they perform performs poorly in this test because of absence of
their father or mother.
Similarly, 51% of the respondents also agreed that they perform
poorly in their terminal exams because of absence of their father or
mother.
65% of the respondents disagreed that they perform poorly in their
group assignment because of absence of their father or mother.
Similarly 52% of the respondents also disagreed that they perform
poorly in their quiz, drama, debate because of absence of their father or
mother.
Similarly, 70% of the respondents agreed that lack of security
affects students from broken homes in school, 52% of respondents disagreed
that lack of security from homes affect students to be performing poorly in
school.
Similarly 55% respondents agreed that indiscipline affect performance
of students from broken homes, 65% or respondents disagreed that insecurity
affects their academic achievement.
Similarly, 82% of the respondents agreed that students from broken
homes lack security, perform below expectation, 53% or respondents
disagreed that their parents are taught of them when they come late from
school.
Similarly, 51% of the respondents each responded to item 12 and 13
positively that their parents provides necessary security for them and
parents beat them when done bad.
Finally, 59% of respondents disagreed that parents ask the school
authority discipline them when they do wrong things.
4. DISCUSSION OF RESULT
It is evident from the first findings of this study that about 75% of
the respondents are not staying with their parents.
According to Hornby (1970), broken homes is a home in which the
parents separated or divorced or are no more together as a result of death.
Children from such homes lack proper care and security.
The second findings indicated that 70% agreed that lack of security
affects students from broken homes in schools and 82% of the respondents
agreed that students from broken homes that lack security perform below
expectations.
Yusuf (1997), stated that 60 – 70% of backward students in Jere Local
Government Area are those children from broken homes. Some of them are
rerunning errant while some others do not have adequate school materials
that will help them to study hence that they are frustrated and
psychological disturbed, when they are in the classroom as a result they
cannot do well in the school.
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
This research work studied the effects of broken home on student's
academic achievement in Jere Local Government Area.
The work was organized into five chapters. Chapter one presented the
background of the study, statement of the problem, objectives of the study,
research question, relevance the study, scope of the study and operational
definition of terms.
Chapter two also presented the review of related literatures by some
researchers and educational covering the theoretical framework and nature
of broken homes, and it relation to achievements, implication of divorce of
academic achievement, broken home implication to the teachers in school
setting, summary of literature review and uniqueness of the study.
Chapter three comprises of research design, population and sample
research instruments, procedure for data collection and method of data
analysis.
Chapter four also consist of presentation and analysis of data
discussion of results.
Chapter five covered summary, conclusion, recommendation and
suggestions for further studies.
CONCLUSION
The study conclude that, most of the respondents are not staying with
their parents. They perform below expectation due to the, lack of
security care and discipline in school are not been paid.
The study further concluded that some of the factors which causes
psychological effects on students academic achievement as a result of
broken home, are lack of care security and discipline.
RECOMMENDATION
The following are the broken stated recommendation of the study:-
1. The government should create academic and counseling units in schools
with adequate found, while students from broken homes should be given
proper guidance and counseling concerning their psychological needs
and social problems towards their studies for appropriate discipline.
2. More learning materials should be provided to the students from broken
homes by their parents and guidance for effective learning
3. Proper monitoring, security and discipline should be given to the
students by their guidance and single parents.
4. Government should found or create sufficient orphanage homes and
finance them so that they will take care of broken homes.
5. Religious scholars should offer to parents on dangers of broken homes
and their effect on academic performance.
6. Principal and teachers should monitor the affairs of students from
broken homes and counsel them from time to time in their schools.
5.4 SUGGESTION FOR FURTHER STUDIES
More studies should be taken on the influence of broken homes on
student's academic achievements.
On the other parts of the country, since this research was only
limited on Jere Local Government Area.
A study to be undertaken on the comparative analysis of broken homes
students and normal students and their academic performance
REFERENCES
Asaju R, (1980) Cognitive Development and parental loss among
the gifted, the exceptionally gifted and the creative
psychological report pages 29
Clarck, and Lesser, (1963) Educational disturbance and school
learning, journals of science research Association
Vol.(4) and (5). 105 – 130
Ducan, (1973) Principled of teaching spectrum books limited, Jublee
House King Road, P.M.B 5612 Ibadan.
Foskum, B. K (91954)psychology applied to Teaching Boston Highten
Midfin Company.
Homeby Y. Udi (1981) Educational and conventional Guidance in Nigerin
Secondary School Jos, Savana Press ltd.
Isaken Hl and 06 (1963) Counselers place in the guidance
process.
Rohner, (1975) Patterns of anxiety among Uganda adolescents journal
or applied Cross Culture psychology P. 120 – 124
Uche, I (1978) and West (1980): Home environment and school London
University of London Press Ltd.
Woot A. B. (1959): organization of behaviour new York John Wilky
and sons.
Yusuf B. (1981) statistic of broken home Journal broken home
in Borno State statues vol. (1) – (2) P. 7 – 8.
QUESTIONNAIRE
SECTION ONE
PERSONAL DATA
(Please fill in the space)
1. Name of school …………………………………………………….
2. Class:…………………………………………………………………
3. Age:……………………………………………………………………
4. Sex:……………………………………………………………………
SECTION TWO
NUMBER OF STUDENTS FROM BROKEN HOMES
(please tick where appropriate)
"S/NO "ITEMS "YES "NO "
"1. "Do your father and mother stay together? " " "
"2. "Is your mother alive? " " "
"3. "Is your father alive? " " "
"4. "Do you stay with your parent? " " "
"5. "Do your parents loves you? " " "
"6. "Do your parents pay your school fees on time " " "
"7. "Do your parents care for your progress in school? " " "
SECTION THREE
EFFECT OF BROKEN HOME ON ACADEMIC ACHIEVEMENT
(Please tick where appropriate)
"S/NO "ITEMS " " "
"1. "Do you perform poorly in your home " " "
" "assignment because of absence of your father" " "
"2 "Do you perform poorly in your test because " " "
" "of absence of your father or mother? " " "
"3 "Do you perform poorly in your terminal exams" " "
" "because of absence of your further or " " "
" "mother? " " "
"4 "Do you perform poorly in your group " " "
" "assignment because of absence of your father" " "
" "or mother? " " "
"5. "Do you perform poorly in your quiz, drama, " " "
" "debate because of absence of your father or " " "
" "mother? " " "
"6. "Do lack of security affect students from " " "
" "broken homes in school? " " "
"7 "Does lack of security from home affect " " "
" "students to be perform poorly in schools " " "
"8 "Does insecurity affects your academic " " "
" "achievement " " "
"9 "Does indiscipline affect the performance of " " "
" "students from broken homes? " " "
"10 "Does a student from broken homes that lack " " "
" "security perform below expectation? " " "
"11 "Did your parent taught of you when you come " " "
" "later from school? " " "
"12. "Do your parents provides you necessary " " "
" "security for you? " " "
"13. "Do your parent beat you when you do bad " " "
"14 "Do your parents ask the school authority to " " "
" "discipline you when you do wrong things " " "
