Thesis Abstract

Abstract
The influence of broken homes on the academic performance of secondary school students has been a subject of increasing concern in recent years. This research project sought to investigate the impact of broken homes on the academic performance of secondary school students, focusing on various factors such as family structure, parental involvement, emotional well-being, and socioeconomic status. Through a comprehensive literature review, it was found that students from broken homes often face challenges that can negatively affect their academic performance. These challenges include emotional distress, lack of parental support, financial difficulties, and disrupted family dynamics. Such students may experience feelings of insecurity, low self-esteem, and difficulty concentrating on their studies. The research employed both quantitative and qualitative methods to gather data from a sample of secondary school students from different backgrounds. Questionnaires were used to collect information about family structure, parental involvement, and academic performance, while interviews provided insights into the emotional well-being and experiences of the students. The findings revealed a significant correlation between broken homes and poor academic performance among secondary school students. Students from broken homes reported lower grades, higher rates of absenteeism, and lower levels of motivation compared to their peers from intact families. The lack of emotional support and stability at home was identified as a key factor contributing to these academic challenges. Moreover, the research highlighted the importance of parental involvement in mitigating the negative effects of broken homes on academic performance. Students who received consistent support and encouragement from their parents showed better academic outcomes and overall well-being. Family counseling and support programs were also identified as effective interventions to help students cope with the challenges of a broken home environment. In conclusion, the findings of this research underscore the need for greater awareness and support for students from broken homes to improve their academic performance. By addressing the emotional, social, and financial needs of these students, educators and policymakers can help create a more conducive learning environment that enables all students to reach their full potential, regardless of their family circumstances.

Thesis Overview

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.