THE INFLUENCE OF BROKEN HOMES ON PUPIL ACADEMIC PERFORMANCE IN SELECTED SCHOOLS IN KWARA DISTRICT.

Abstract

The study investigated the influence of broken homes on pupil academic performance in selected schools of KWARA District. The study aimed at determining the extent to which broken homes influenced the performance of pupils in schools.

 

A case study design was used which combined qualitative and quantitative techniques of data collection and analysis. However, the study was more inclined to the qualitative research paradigm. The target population comprised teachers, pupils and school administrators. Other informants included Education Standards Officers, Provincial Education Officer and Civil Society Organisations. Purposive sampling procedures were used for the ninety-one (91) respondents who participated in the study.

 

Data were collected through questionnaires, semi-structured interviews, in-depth interviews and analysis of documents. Qualitative data were analysed thematically through identification of themes and sub-themes that emerged. Basic descriptive statistics such as frequencies, percentages and tables were used in the analysis of quantitative data.

 

The study found that broken homes contributed to poor pupil performance in most cases. Differences were found in performance with pupils from unbroken families out performing pupils from broken families in the subjects they were tested. The study noted that pupils from broken families’ experienced a lot of emotional difficulties as they tried to cope with changes brought about by their parents divorce or separation. However, it was noted that not all children from broken families performed poorly in class. The study found that the home environment was critical in the academic performance of pupils, 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 homes through increased collaboration with members of the community.

 

TABLE OF CONTENT

Copyright declaration……………………………………………………………………………..i

Author’s declaration………………………………………………………………………………

Approval……………………………………………………………………………………….....iii

Abstract……………………………………………………………………..................................iv

Dedication…...................................................................................................................................vi

Acknowledgement…………………………………………………………………….vii

List of Acronyms………………………………………………………………………………..viii

CHAPTER ONE: INTRODUCTION

Introduction……………………………………………………………………..………………..1

Background to the study ………………………………………………………………………….1

Statement of the problem……………………………………………………….............................2

Purpose of the study……………………………………………………………………………....2

Objectives.………………………………………………………………………………………...2

Research questions ………………………………………………………………………………..3

Significance of the study………………………………………………………………………….3

Operational definitions of terms…………………………………………………………………..3

Limitations of the study…………………………………………………………………………..4

CHAPTER TWO: LITERATURE REVIEWIntroduction……………………………………………………………………………………....5

Trends on divorce…………………………………………………………………………………5

Causes of broken homes…………………………………….………………………………….....6

Causes of poor performance by children from broken homes………………………………….....82

CHAPTER THREE: METHODOLOGY

Introduction………………………………………………………………………………………16

Research Design…………………………………………………………………………….........16

Target Population………………………………………………………………………………...16

Sample Population ..…………..…………………………………………………………………16

Research instruments……………………………………………………………………………17

Data Collection procedure..……………………………………………………………………..17

Methods of Data Analysis………………………………………………………………………..17

CHAPTER FOUR: PRESENTATIONS OF RESEARCH FINDINGS

Teachers’ perception on the influence of broken homes on pupils’academic performance……..19

Views of parents on the influence of broken homes on pupil academic performance…………..24

Responses of pupils regarding their home backgrounds and academic performance…………...26

Emotional challenges faced by children from broken homes……………………………………29

Headteachers’ views on the influence of broken homes on pupil academic performance………31

Perceptions of other stake holders on the influence of broken homes on pupil academic performance……………………………………………………………………………………..36

CHAPTER FIVE: DISCUSSIONS

Teachers’ perceptions on the influence of broken homes on pupil academic performance……..40

Parents/ guardians’ perception on pupil academic performance…………………………… 47

Pupils’ responses regarding their home backgrounds and academic performance………………50

Emotional challenges faced by children from broken homes……………………………………52

Headteachers’ views on the influence of broken homes on pupil academic performance………55

CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS3

Conclusion……………………………………………………………………………………….60

Recommendations……………………………………………………………………………......62

Recommendations for further research………………………………………………………….63

REFERENCES……………………………………………………………………………….....65

APPENDICES

Appendix A: Questionnaire for teachers…………………………………………………………70

Appendix B: Questio

nnaire for pupils…………………………………………………………...74Appendix C: Questionnaire for parents/ guardians………………………………………………78Appendix D: In-depth interview guide for Education Standard Officers………………………..81Appendix E: In-depth interview guide for Social Welfare Officers/ Action Aid NIGERIA/World Vision NIGERIA (Sponsors of Vulnerable Groups)……………………………….82Appendix F: In-depth interview guide for Judicial Personnel i.e. Court clerks and Magistrates…………………………………………………………………………….....83Appendix G: Questionnaire for headteachers……………………………………………………84Appendix H: Interview guide for Guidance teachers……………………………………………88Appendix I: In-depth interview guide for pupils………………………………………………...89