Project Abstract

Abstract
The influence of broken homes on the academic performance of secondary school students is a critical issue that has garnered attention in the field of education and psychology. This research project seeks to explore the various factors that contribute to the impact of broken homes on students' academic achievement. The study will employ a mixed-methods research design, incorporating both quantitative and qualitative approaches to gather comprehensive data. The quantitative aspect of the research will involve the administration of questionnaires to a sample of secondary school students from different backgrounds, including those from broken homes and intact families. The data gathered from the questionnaires will be analyzed using statistical techniques to identify correlations between broken homes and academic performance indicators such as grades, attendance, and disciplinary records. In addition to the quantitative analysis, the research will also incorporate qualitative methods such as interviews and focus group discussions with teachers, school counselors, and students themselves. These qualitative data collection techniques will provide more in-depth insights into the lived experiences of students from broken homes and how these experiences may impact their academic performance. The study will also explore potential mediating factors that could mitigate the negative effects of broken homes on students' academic performance. Factors such as social support networks, school engagement, and resilience will be examined to determine their role in buffering the impact of family disruption on students' educational outcomes. The findings of this research project are expected to contribute valuable insights to the existing literature on the topic and inform educational policies and interventions aimed at supporting students from broken homes. By understanding the complex interplay between family dynamics and academic achievement, educators and policymakers can develop targeted strategies to help these students succeed in school despite the challenges they may face at home. Overall, this research project aims to shed light on the multifaceted relationship between broken homes and academic performance, emphasizing the importance of addressing the needs of students from diverse family backgrounds to ensure their success in school and beyond.

Project 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.