Project Abstract

Abstract
The effects of broken homes on students' academic performance in government have been a topic of interest and concern among educators and researchers. This research aims to investigate the impact of broken homes on students' academic performance in government subjects. The study will explore the various factors that contribute to the academic performance of students from broken homes, such as family dynamics, parental involvement, and emotional well-being. The research will utilize a mixed-methods approach, incorporating both qualitative and quantitative data collection methods. Surveys and interviews will be conducted with students, teachers, and parents to gather insights into the experiences and challenges faced by students from broken homes. Academic records and performance indicators will also be analyzed to assess the correlation between family structure and academic performance in government subjects. The findings of this study will contribute to the existing literature on the effects of broken homes on students' academic performance. By identifying the specific challenges faced by students from broken homes, educators and policymakers can develop targeted interventions and support systems to help these students succeed academically. Understanding the impact of broken homes on academic performance in government subjects can also inform curriculum development and teaching strategies to better meet the needs of this student population. Overall, this research seeks to shed light on the complex relationship between family structure and academic achievement in government subjects. By exploring the experiences of students from broken homes and examining the factors that influence their academic performance, this study aims to provide valuable insights for improving educational outcomes for this vulnerable student population. Ultimately, the goal of this research is to promote equity and inclusivity in education by addressing the unique needs of students from diverse family backgrounds.

Project Overview

INTRODUCTION

1.1 Background of the Study

The home is an essential place in the upbringing of a child as the first environment within a family. The home, which is the traditional nuclear family, is the smallest unit and microcosm of the larger society. Therefore, the family is a universal organization and it is hard to imagine how society can function without the family (Anderson cited in Ekeke and Dorgu, 2014).

The family lays the foundation for the child before the child goes to school, and the personality that the child takes to school is determined by the home. The family has great influence on child’s physical, mental and moral development. Agulana (2000) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Thus parenthood is faced with great responsibility that requires the full cooperation of both parents who must ensure the total development of their children.

Structurally, family/homes are either broken or intact. A broken home in this context is one that is not structurally intact, as a result of divorce, separation, death of one of parent and illegitimacy. Frazer (2004) posits that psychological home conditions arise mainly from illegitimacy of children, the label of adopted child, broken homes, divorce and parental deprivation. Such abnormal conditions of the home are likely to have a detrimental effect on school performance of the child.

Life in a broken home or single parent family can be stressful for both the child and the parent. Such families are faced with challenges of inadequate financial resources (children defense find 2004). Schults (2006) noted that if adolescents from unstable homes are to be compared with those from stable homes, it would be seen that the former have more social, academic and emotional problems. Rochlkepartain (2003) is of the opinion that the family and its structure play a great role in children’s academic performance. Levin (2001) states that parents are probably the actor with the clearest undimentional interest in a high level of their children’s academic performance.

Broken home can be defined as when one out of two people who is responsible for the nurturing and child rearing is not available, and the work meant for two people, is now been carried out by only one person (Osunloye, 2008). Single-parenthood may arise when either the male or the female decides to produce and rear a child or children outside wedlock (Ortesse cited in Omoruyi, 2014).

In Nigeria, the existence of single-parenthood was unknown and where they existed they were ignored as exceptional cases. However, nowadays, they are fast growing family patterns both inside and outside Nigeria. In Nigeria, among Yoruba’s, the parental roles are culturally determined and distributed. The maternal roles are that of child-rearing, home training and playing of complimentary roles, while the paternal roles are that of economic responsibilities and disciplines of children. The child is morally, mentally upright and emotionally balanced when the caring responsibilities are carried out by both parents. Therefore this study will investigate the effects of broken homes on students’ academic performance in Government.

1.2 Statement of the Problem

There is a global awareness of the Importance of the home environment on students’ academic achievement. In Nigeria, most home are not intact as a result of issues of incompatibility of the couples, separation, divorce, death of a parent and the quest for the oversea trips to make more money, and at times marital infidelity. This has resulted in the separation of couples and children. In some states in the federation, this is quite clear, in that most young ladies abandon their homes, and embark on oversea trips with a view to making money. Some men who travel abroad, abandon their homes and would not communicate with the families back-home so children from such homes are in dilemma, especially in schools.

Moreover, a single parent faces doubled responsibilities requiring time, attention and money of the parent. Hence, less attention is paid to the education of the child. The teachers commonly describe children from broken homes as more hostile, aggressive, anxious, fearful, hyperactive and distractive than children from intact family (Tenibiaje, 2011).

In order to ensure that their children acquire appropriate and balanced social, psychological, moral and academic development; both father and mother have indispensable and unique responsibility for the psychological, educational and career development of their children. However, the advent of broken homes have distorted these complementary roles. This has in turn impacted adversely on the total upbringing of the children including their psycho well-being and educational performance.

However it is disturbing to note that, although many single parents do amazing job to provide for their children, it is clear through studies that children from broken homes do face certain challenges. These include the following:

· Broken homes are more likely to be low-income homes. These children would therefore be subject to problems associated with this socioeconomic group.

· There is a strong link between the absence of a father figure and increasing level of teenage pregnancy and crime.

· Researches show that children in single parent homes exhibit anti-social behaviours.

· Single parents will generally have less time to devote to each child. This can have negative impact on their school work and their social development.

It is against this backdrop that this study seeks to investigate the effects of broken homes on students’ academic performance in Government.

1.3 Purpose of the Study

This study will be conducted with the following objectives:

i. To find out the effect of a broken home on students academic performance in Government.

ii. To explore the effect of single parental care on students academic achievement.

iii. To assess the relationship between academic performance of students from intact and broken homes.

iv. To identify current challenges to students’ learning experience from broken homes.

1.4 Research Questions

The undertaking of this research project will be guided by the following research questions;

i.Does broken home have an effect on students’ academic performance in Government?

ii.What is the effect of single parental care on students’ academic achievement?

iii.What is the relationship between academic performance of students from intact and broken homes?

1.5 Research Hypotheses

The following research hypotheses will be tested in the course of this study.

Hypothesis One:

H0: There is no significant relationship between broken home and students’ academic performance in Government.

Hypothesis Two:

H0: Single-parental care is not a significant predictor of students’ academic achievement.