The Effect of Broken Homes on Science Education Students: A Case Study of Some Selected Secondary Schools in Augie Local Government

INTRODUCTION

The home is the primary institution for children, home as perceived by Abdulganiyu (1997), Christe (2009), defined home as a place in which an individual or a family can rest and store personal property.Haven’t define the concept of home it is therefore important to define family. The family can therefore, be looked at as a social group characterized by common resident, economic, cooperation and production.When a child is born, the family is the first primary group with which they come into contact. Transmission of social values of right and wrong, what is morally and religiously accepted or condemned by the family, it follows therefore that by the time a child attained five to seven yearsof age he must have learnt what are his rights, obligations and roles within the society.However, the background of a students go along way to determine his/her individuality. As the child enters schools, he/she will start manifesting different attitudes and expectations. In addition they may be of the same age group, developed at different rates and so may be able tocope with the intellectual and social task of the school in varying extent.However, a home can either be stable or broken. A stable home is one in which both parent (mother and father) lives together with their children, while a broken home is the one in which one or both of the parents are not living together with the children. It is the level at which the home operates that determine the academic achievement of a science students in school. Broken homes been it unstable can influence the achievement of a science students academically.Also, children that have suffered from neglect or lack of love (in a broken homes) are known to be psychologically imbalanced to face the realities of life. When there is disunity in the family, ora difference between a mother or a father, the child is caught in the middle and will be at disadvantage. According to Blackby (1999), Adequate research need to be conducted in this direction to ensure smooth transition of children from early stages to adulthood.

TABLE OF CONTENTS

TITLE PAGE . i

APPROVAL PAGE. ii

DEDICATION .. iii

ACKNOWLEDGEMENTS. iv

TABLE OF CONTENTS . vii

CHAPTER ONE 

INTRODUCTION 

1.1 BACKGROUND OF THE STUDY . 2

1.2 STATEMENT OF THE PROBLEM … 4

1.3 RESEARCH QUESTIONS . 5

1.4 RESEARCH HYPOTHESES . 6

1.5 OBJECTIVES OF THE STUDY. 6

1.6 SIGNIFICANCE OF THE STUDY . 7

1.7 SCOPE AND DELIMITATION OF THE STUDY . 8

CHAPTER TWO 

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION .. 9

2.1 CONCEPT OF HOME, SCIENCE STUDENTS AND EDUCATION .. 10

2.2 IMPORTANCE OF THE HOME . 13

2.3 NEEDS OF SCIENCE STUDENTS AS CHILDREN .. 15

2.4 THE ROLE OF HOME IN SCIENCE STUDENTS EDUCATION.. 18

2.5 BROKEN HOMES. 19

2.6 INFLUENCE OF BROKEN HOME ON ACADEMIC ACHIEVEMENT OF SCIENCESTUDENTS 20

2.7 CONCLUSION.. 24

CHAPTER THREE 

RESEARCH METHODOLOGY

3.1 INTRODUCTION .. 25

3.2 RESEARCH DESIGN.. 25

3.3 POPULATION OF THE STUDY. 26

3.4 SAMPLE AND SAMPLING TECHNIQUES. 28

3.5 INSTRUMENTATION .. 28

3.5.1 VALIDITY OF INSTRUMENT. 29

3.5.2 RELIABILITY OF INSTUMENT. 29

3.6 METHOD OF DATA COLLECTION .. 30

3.7 METHOD OF DATA ANALYSIS . 30

CHAPTER FOUR 

DATA PRESENTATION AND ANALYSIS

4.0 INTRODUCTION .. 32

4.1 DATA PRENTATION.. 33

4.2 ANALYSIS OF DATA .. 46

4.3 DISCUSSION OF FINDINGS. 49

CHAPTER FIVE 

SUMMARY, CONCLUSION AND RECOMMENDATION 

5.0 INTRODUCTION .. 50 

5.1 SUMMARY OF FINDINGS. 51 

5.2 CONCLUSION.. 52

5.3 RECOMMENDATIONS . 53

5.4 SUGGESTIONS FOR FURTHER STUDY. 54

REFFERENCES . 56

APPENDIX . 57