Full Project – EVALUATION OF CHALLENGES FACED BY STUDENTS FROM BROKEN HOMES IN NIGERIA
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CHAPTER ONE
INTRODUCTION
Background of the Study
Family is a wide term that refers to any two people who are linked to one another by genetics, adoption, marriage, or mutual consent (Yara & Tunde-Yara, 2010). Bonnie (2001) asserts that family members have emotional and economic ties. A family is the lowest operational unit of society, consisting of individuals who are connected by blood.
A family is either shattered or entire structurally. When both parents carry out their caring obligations, the kid is morally upright and emotionally healthy. The family is the child’s first socializing agent. It has a significant impact on the physical, mental, and moral development of children. The family establishes the groundwork for education long before the kid enters school, and the home influences the personality that the youngster brings to school. Salami (1998) emphasized the importance of both parents’ involvement in their children’s schooling. The father is responsible for providing the required instruments for educational growth, while the mother is responsible for supplementing the father’s efforts. When the father is gone and the mother is unable to provide the kid’s basic requirements while also supervising his or her academic performance, he or she (the child) will fall behind or withdraw. When the mother is not present and the father is not privileged enough, the same thing occurs (Ortese, 1998). When both parents are there, a youngster receives more attention.
The family is the child’s first introduction to the outside world. As a result, the youngster receives his or her earliest education and socialization from parents and other prominent family members. Agulana (1999) defined a family as the lowest unit of society, consisting of individuals who live in the same residence. Agulana emphasized that the family builds the psychological, moral, and spiritual groundwork for the child’s complete growth. Alesina and Giuliano (2007) highlighted that while the family is a critical socioeconomic institution in society, the form of family connections differs drastically among countries.
According to Hornby (2000), a home is defined as the house, flat/apartment, or other structure in which an individual resides, particularly with his or her family. The house is critical in the raising of a kid since it is the first setting of a family, whether joyful or unhappy. The house, which is traditionally defined as a nuclear family consisting of a mother, a father, and children, is the smallest unit and microcosm of wider society. A home, operationally, is an apartment that is occupied by a husband and wife, as well as their children. When one or both parents are continuously away due to an irreconcilable conflict, the household is said to be broken.
A broken household is one that is fundamentally deficient due to divorce, separation, the death of a parent, or illegitimacy (Akomolafe and Olorunfemi-Olabisi, 2011). A broken household is one in which the husband and wife are no longer living together due to irreconcilable differences.
For both students and parents, life in broken families may be difficult. The majority of people who grow up in broken households struggle with emotional issues such as despair, a poor self-concept, and violence. Students from broken households struggle with focus, which results in low academic success and maladaptive behaviors such as absenteeism, tardiness to school, examination malpractice, and substance addiction (Ikechukwu-Ilomuanya 2010). When families disintegrate, it is the children who bear the brunt. Children are vital members of society. Each child is an individual. Children are at the center of the educational process, and the ultimate objective of education is the complete development of the child’s personality. As a result, the learning experiences offered to him by his family beginning at infancy contribute to his attainment of this aim.
The effect of a broken household on the academic achievement of secondary school children may be seen from a gender perspective. According to woolfolk (2001), gender refers to the characteristics and behaviors that are seen proper for males and females in a certain society. Gender refers operationally to the social roles, behaviors, activities, and characteristics that a specific culture assigns to men and women. It is likely that the effect of a broken home on students’ academic achievement is greater on boys than on girls, or vice versa. Jacobs, Lanaz, Osgood, Eccles, and Wigfield (2002) discovered that between first and twelfth grades, both genders’ self-concepts of competence and task value in arithmetic drop, with no discernible difference between girls and boys trajectories across time. Indeed, by the twelfth grade, girls valued math more than boys when self-concept of aptitude in arithmetic was controlled. While Lanaz, Osgood, Eccles, and Wigfield did not evaluate academic performance along gender lines in relation to broken homes explicitly, it is critical to highlight that they viewed gender as a factor in academic achievement. As a result, it is vital to investigate the effect of gender on the academic performance of students from broken households.
The gradual development of these problems till its full manifestation directly affects the emotions of growing children especially young adolescents and can adversely disrupt the level of concentration and learning abilities of these children in school. Thus, the family structure a child comes from can seriously affect the academic performance of an individual especially an adolescence.
Secondary school is the type of school that absorb pupils that have graduated from primary school and prepared students for higher education.The secondary school students are mostly adolescents. Yara and Tunde-Yara (2010) viewed adolescence as a period of transition between childhood and adulthood.
Life in a single parent family can be stressful for both the child and the parent. Such families are faced with the challenges of diminished financial resources, assumptions of new rules and responsibilities, establishment of new patterns in intra-familial interaction and reorganization of routines and schedules (Agulanna, 2000). Brofenbrenner (2006) argued that the mother’s capability in handling her child after separation is greatly influenced by the assistance and support received from friends, relatives, and the child’s father. Whether or not a child’s parents are married and stayed married has a massive effect on his or her future prosperity and that of the next generation. Unfortunately, the number of children born into broken homes is increasing by the day especially in Nigeria (Wegman, 2006). One-parent families were the result of the death of a spouse in the past. Now, most one-parent families are the result of divorce, some are created when unmarried mothers bear children (Munroe & Blum, 1999; Wadsworth, 2002).
In Nigeria, the existence of single parents was formerly unknown and where they existed, they are ignored as exceptional cases. However, they are currently the fast-growing family patterns both inside and outside Nigeria (Nwachukwu, 1999). Marriage involves an emotional and sexual relationship between particular human beings. When children see their parents getting along and supporting each other, they will mirror and will likely get along with each other and their friends. This implies that the energy that two individuals (husband and wife) put into their relationship will come back to them through their children. It has been argued that the entrance of a new and possibly unwelcome adult into the family can be a source of stress and rivalry for the children (Hetherington & Camara, 1999). Simons (2000) asserted that children may become resentful of the time they lose with the custodial parent as a result of the new partner. Furthermore, dating and remarriage may destroy children’s belief that their parents will remarry.
Remarriage is often confusing for children and adolescent because they must learn to adapt and accept yet another new family structure. However, it is interesting to note that students living with stepfathers are much more likely to say that their stepfather is a member of their family than they are to include their non-residential biological father as a family member (Furstenber & Nord, 2005). Stolba and Amato (2003), however, argue that adolescents’ well-being is not solely associated with the loss of the noncustodial parent. Instead, they conclude that alternative family forms can be suitable for raising adolescents, if they provide support, control and supervision. They however, suggested that extended single-parent households may be less beneficial for younger children. Usually, one of the first impact that divorce/broken home has on a child is a dramatic decline in the standard of living in the custodial household (Duncan, 2004; Bean, Berg & VanHook, 2005; Ross, 2005).
Purpose of the Study
The main purpose of this study is to ascertain the Evaluation of challenges faced by students from Broken homes in Nigeria. In order to actualize this purpose, the following specific objectives will be explored.
- To ascertain the educational challenges faced by students from broken homes .
- To identify the emotional challenges faced by student from broken homes.
- To determine social challenges faced by students from broken homes.
- To determine the influences of broken homes on academic achievement of junior secondary school students (JSS III) based on location.
- To determine the influences of broken homes on academic achievement of junior secondary school students (JSS III) based on location.
Significance of the Study
This study has both theoretical and practical significance. Theoretically, the study will validate or disprove the tenets of moral absolutism. The study will provide a theoretical framework that can be dependent upon when carrying out studies on broken homes and academic achievement of students (learners).
Practically, the teachers, policy makers, curriculum developers and students will benefit from this research since the information from the findings will enable them in handling vulnerable students from broken homes.
Teachers, will benefit from the result of this study because it will provide information on the influence of broken homes on secondary school students school attendance to the teachers. This could be when this work is presented in the school during workshop. This information will guide the teachers in handing students from broken homes.
Policy makers will benefit from the result of this study because it will help them to determine the impact of broken homes on the academic achievement of secondary school students when they read it on the net. This will help them in formulating appropriate educational policies. This understanding will help policy makers determine the formulation of policies that will take care of the needs of students from broken homes.
Scope of the Study
The study has both geographical and content scope. The geographical scope of the study is secondary schools in Nsukka Educational Zone in Enugu State. The study in its contents covers all the prevalence of broken homes among junior secondary students (JSS III) in Nsukka Educational Zone, the challenges faced by student from broken homes, the influence of broken homes on academic achievement of junior secondary school students (JSS III) based on gender and the influences of broken homes on academic achievement of junior secondary school students (JSS III) based on location.
Research Questions
This study will be guided by the following research questions.
- What are educational challenges faced by students from broken homes?
- What are the emotional challenges faced by student from broken homes?
- What are the social challenges faced by students from broken homes?
- What is the influences of broken homes on academic achievement of junior secondary school students (JSS III) based on gender?
- What is the influences of broken homes on academic achievement of junior secondary school students (JSS III) based on location?
Research Hypothesis
- HO1 : There is no significant difference in the mean academic achievement scores of secondary school students from broken homes based on gender.
- Ho2 : There is no significant difference in the mean academic achievement scores of secondary school students from broken homes based on location.
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