CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

One of the most traumatizing experiences a student could have in life is a

broken home. While the effects of broken home may be different on
academic performance of the students, according to their stage of
development, age and gender, Moneme (2011, p. 49) noted that “despite
reconciliation efforts via family counseling most children suffer during and
after the process. When their parents divorce, children feel as if their
stability, their security and their world are all falling apart.” This
unquestionably will affect the academic performance of such student.

According to Isude (2017, p. 16) “most student that came from broken
homes react differently to the situation some can become very sad,
showing symptoms of depression, unable to eat, sleep, read nor even
attend classes. Their levels of anxiety can be very high as they experience
feelings of being rejected or abandoned by one parent and sometimes,
even both. Some cases of broken homes can even end up making students
feel extremely lonely which is usually because one parent may be absent
for long time. The resultant effect of their situation on the child’s learning
is lack of concentration and misplacement of priority”.

It is clear that a student in a broken home is most likely going to have a

low academic performance when compared to other student with both
parents.

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Okwuha (2013, p. 17) pointed out the following effect of broken home in a
students’ performance ability. According to him a student feels he is not
loved anymore by his parents and experience feelings of desertion and
desolation. This feeling gets worst once he understands that he cannot
get his parents back together, thus he experience feelings of helpless and
powerless. Even though such person cannot display feelings of anger, he
obviously feels angry. Often he feels that it is his fault, believing that it is
because of something he said or did that has resulted in a parent leaving.

Divorce or broken marriage is not only a loss in the parent’s lives but also
in the children’s life and their academic performance as well. Hence they
experience feelings of grief which is akin to the mourning of death. They
also feel guilty about the loyalty conflict they experience.

A student who is faced by these realities will obviously have a challenge

performing creditably academic. It is an established fact that family
stability is a must for an excellent academic performance.

The home has a great influence on the students’ psychological, emotional,

social and economic state. In the view of Ajila and Olutola (2017, p. 103),
the state of the home affects the individuals since the parents are the first
socializing agents in an individual’s life. This is because the family
background and context of a child affect his reaction to life situations and
his level of performance.

The school is responsible for the experiences that make up the individuals
life during school period, yet parents and individuals experience at home
play tremendous roles in building the personality of the student and that
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the environment in which the students comes from can greatly influence
his performance at school.

Although the home environment or family has been recognized as having a

lot of influence on the academic performance of students. (Nzewuawah,
2015); Ajila and Olutola (2017), previous studies have concentrated in the
area of Scio-economic status of parent which is one of the factors that
induces divorce or causes a broken home. Other aspects of the parental
environment such as the structure of the family have been grossly
neglected. Yet,

Ichado (2018) stated that parents’ constant disagreement affects the

academic performance of the students emotionally and this could lead to
poor academic performance in the tertiary institution.

1.2 Statement Of The Problem

The family lays the psychological, moral and spiritual foundations in the
overall development of the student. While the mother’s significant role in
this cannot be over-emphasized, studies on father-child relationship
suggest that the presence of a father in the home influences significantly
the development of a child (Agulanna, 12019). Thus, parathyroid is a
responsibility regaining the full cooperation of both parents who must
insure the total development of the offspring (s). Structurally a family is
either broken or intact.

Whatever the structure of the family is, it has an effect on the academic
performance of students from that family. The educational; issue of poor

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academic performance of most students in tertiary institution gave rise to
this study. This study among other thing will find out the following

(a) The relationship between a student’s family background and his

academic performance
(b) The relationship between parental care and academic performance
(c) If it is possible for student’s from broken homes to perform better than
students from intact homes in academics.

1.3 Objectives Of The Study

What this study aims to achieve is to examine the academic performance

of students from broken homes visa – vis their counterparts from intact
homes. In other words, this research tends to find out the connection
existing between broken home realties and academic performance. It will
also look into ways of enhancing the academic performance of students of
broken home in particular in tertiary institutions in general. On the overall
basis this research will find out the relationship between a student’s family
background and his academic performance.

1.4 Significance Of The Study

Ohaja (2013), Based on this, the significance of this study cannot be over-
emphasized, especially owing to increasing low standard of education in
our tertiary institution. The study will provide a background upon which
lecturers, counselor and academics planner will base their administration of
students from broken homes.

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The result of this study will provide insight to curriculum
planners/formulators, researchers, and institute of education into the
academic performance of students from broken homes. Above all, it is
hoped that this research work serve as a guide and reference materials for
students of public administration and researchers and that it will equally
contribute to existing literature dealing with the subject matter and also
suggest further areas of research into the effects of broken homes on
students’ academic performance.

1.5 Research Questions

The following questions are provided to help provide answers to the issues
of effects of broken homes on students’ academic performance.

1. Is there any relationship between a students’ family background and

his academic performance.
2. What is the effect of non-provision of school materials and lack of
psychological support occasioned by broken homes on the academic
performance of students from, such homes?
3. All thing being equal, do students from stable homes perform better
than students from broken homes academically?

1.6 Scope Of The Study

This study is focused on the effect of broken home on the academic

performance of students in tertiary institution with special interest in ways
of cushioning the negative effects of broken home on students’ academic
performance.

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Four departments were carefully and randomly selected within Imo State
Polytechnic Omuma. They include: Accountancy, Office Technology and
Management, Business Administration and Management, and Banking and
Finance. The first departments are co-educational while the other two are
not. The reason for such selection is for thoroughness and
comprehensiveness. It is also to ensure objectively and all-round
representation.

1.7 Definition Of Terms

For the purpose of the enhancing the understanding of the key terms and
concepts used in this research, here are the operational definitions of
terms and concepts used in the context of the meaning assigned to them
for the purpose of this study. These include:

Effect: This simply means the consequence or result of an action, event or

process.

Family: Family is a group of people related by blood. The family is also

referred to as home in this study.

Divorce: This is a legal dissolution on marriage already contacted.

Broken Home:- A broken home in the context of this study is one that is
not structurally intact for various reasons; death of a parent devoices,
separation, dissertation and intimacy in which case the family was never
competed (Coukline 2016). Broken home and broken families were used
interchangeably in this study.

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Students: - A student refers to a person who is studying at school:
secondary, university or college.

Academic Performance: - In this study, academic performance refers to

extend a leaner/student achieve the systematic learning of instruction in
school.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Meaning And Causes Of Broken Homes

A popular adage says “there is no place like home’’. What then is a home?
Simon (2016) defines a home as a place of refuge, care, comfort, rest,
security, help, love, understanding, and support.

The home may comprise of the father, mother, and children and
sometimes in with any other member of the extended family. Then if the
home has the above meaning, what then is a broken home?

According to Coukline (2016), A broken home is one that is not structurally

intact for various reasons; death divorce separation, dissertation and
illegitimacy in which case, the family is not complete”. Furthermore, Obiano
(2010) submitted that a broken home is a term used to describe a
household, usually in reference to presenting, in which the family unit does
not properly function according to accepted societal norms. This house
hold would have suffered from domestic violence, a dissolved marriage,
drug abuse, family interface, economic crunch or anything else that made
it impossible for the already contracted marriage to remains intact.

What are the causes of broken home? According to Obiano (2010) they
include the following

(a) Wrong choice in marriage: – When both partners are not in good
terms most of the time when one partner always regrets marrying the

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 other partner. Disagreement is the only language understands could
be likened to two captains in the same boat heading to different
destinations. In this kind of situation, hatred, unfaithfulness, fighting,
anger, suspicion, and cheating becomes the other of the day and
breakup is the end result.

(b) When a contacted marriage breaks–up or couple separate and goes

different ways, a home is said to been broken Obiano (2016) listed
parental or friends influence and lack of genuine sacrificial love as
other causes of broken home. According to him.

(c)Many broken homes today are caused by undue influence and

interference of parents, friends influence and lack of genuine sacrificial
love as other causes of broken home. According to him; many broken
homes today are caused by undue influence and interface of parents,
friends’ and relations in the private affairs of the family. When a man
or woman allows these third parties to be their advisers and
confidants, such a home are heading to a break. he further noted that:
love does not fade. If you truly love your spouse, if will be very difficult
to break always from such a person. The truth is that when one of the
spouses finds a new love elsewhere, he or she becomes desperate and
starts looking for any means to break away.

(d) Also communication breakdown is responsible for many broken today.

There should be freedom of speech. Every problem should be talked
over or discussed to find a lasting solution to it. More to this is the
incidence of stinginess, meanness and extravagant money

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 management. This is not good for any home. It has had too many
broken homes toady.

More so, sexual unfaithfulness to one’s wife or husband has caused lots of
broken homes as well as getting involved in time consuming jobs.

The National Education Research and Development Council (NERDC) in its

population and family life publication listed the following as other causes of
broken home. Failure of the marriage to be blessed with children,
preference for male offspring, education and emancipation of women,
incompatibility of the couples, modernization and charging social values
and exception, strains and stress associated with large family size,
negligence and curtly, and interface of relatives and in-laws (NERDC,2018).

2.2 Effects Of Broken Homes In Academic Performance Of

Students

The family lays the psychosocial, intellectual, moral and spiritual

foundations in the overall development of the child. While the mother’s
significant role in this cannot be over-emphasized, the father-child
relationships suggest that the pressure of a father in the home influences
significantly, the development of a child (Agulanna 2019). Thus,
parenthood is a responsibility requiring the full cooperation of both parents
who must ensure the total development of their children. When a home
breaks up, students from such homes becomes less imaginative, more
repetitive and passive watchers. They tend to be more dependent,
demanding, unaffectionate and disobedient than children from intact
homes.
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They are more afraid of abandonment, loss of love and bodily harm. They
carry these problems to school and this obviously affects their academic
performance (Obiano 2010).

According to Uwaifo (2019), “there is a significant different between the

academic performance of students from single parent family and students
from two parent family. Quoting Nzewunwah (2015), Uwaifo (2019) noted
that this difference academically is mainly in the area of attitude to
examination malpractices, attitude in studies and academic performance.
He further noted that: life in a single – parent family can be traumatic and
children brought up in such family structure often suffer some emotional
problems such as lack of warmth, love and disciplinary problems, which
may hinder their academic performance. On the other hand, children raised
in two parent family structure are often stable emotionally and they suffer
less emotional problems thereby making them less anxious in the pursuits
of their academic work.

However, it should be noted that this situation might not be true all the
time. According to Ajila and Olutola (2017) “some children in single
parent’s family structure can still perform academically better than children
from two – parent structure. Hughes (2019) emphatically submitted intra
alias: children from broken homes are more likely to have academic
problems. They are more likely to be aggressive and get in trouble with
school authorities. These children and more likely to have low self–esteem
and feel depressed. Whether you use children’s grades, standardized, best
scores, or dropout rates, children from broken homes generally have

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poorer scores. These results have been found quite consistent throughout
a variety of research studies over the past three decades.

Researches such as the one above have shown the seriousness of the
behavioral effects of broken home on children. More importantly, a student
who has learning difficulties and who has been surviving in school without
proper identification and services will deteriorate quickly when his home
breaks and destroys his world. What lecturers and professional might label
as his reaction to loss of family may in fact be a glimpse at the true nature
of his learning delays and special needs which has been brought forward
by the reality of his broken home.

2.3 Relationship Between Broken Home, Psychological Support

And Academic Performance

Students from broken homes react differently to the situation some of

them can be become very sad, showing symptoms of depression and even
be unable to sleep. The level of anxiety becomes very high as they
experience feelings of being rejected or abandoned by one parent and
sometimes even both. Some broken homes can even make students feel
extremely lonely, which is usually because one parent may be absent for as
long time. Obiano (2010) says that regardless of what the situation may
be, broken home usually affects students in some way or the other while
some of the students may be scared psychologically on a long-term basis,
others may feel the emotional pangs for a short period of time, and then
learn to cope with it and perhaps even get over it.

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Analysis of single – parent families shows that such families can be
stressful for both the child and the parent. Such families are faced with the
challenges of diminished financial resources, assumptions of new roles and
responsibilities, establishment of new patterns in intra-families interaction
and reorganization of routines and schedules (Agulanna, 2019).

These conditions are not conducive for effective learning. The fact that a
single parent is overburden by responsibilities and his or her own emotional
reaction to the situation, he /she often becomes irritable and impatient
thus giving little or no attention to the needs and aspiration of the
students. More so, parental separation tends to affect younger children
than the adolescents who make up the majority of the sample of this
study. Ngele (2010) submitted that; students from broken families often
have more difficulties getting along with siblings, peers, and teachers. Also
in adolescence, they are more likely to engage in delinquent activities, to
get involved in early sexual activity, and to experiment with illegal drugs.
In adolescence and young adulthood, they are more likely to have some
difficulty forming intimate relationships and establishing independence
from their families.

In her contribution, Nnodun (2011) said that: the home and family to
exercise reasonable influences on a student’s intellectual development. If
the home provides an optimum environment in which there is appropriate
sensory stimulation and interaction, the student should be able to achieve
his fullest possible intelligence. A crucial factoring the home which affects
student I.Q is the parent child relationship. It is obvious from the above

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discussion that the metal development of a child is shaped by the level of
love, warmth and affection that obtained in the home. In such homes, the
students are encouraged to read, speak at least two languages, story
books, and other educational books are provided for the students use.
They are occasionally taken on excursion to placers of interest, they are
encouraged and made to watch educational films and programs and above
all, their parents monitors their academic growth and performance.
Nnodum (2011) further argued that; an individual’s intellectual functioning
could be affected by emotional instability. He enlightened emotionality
resulting from anger; fear etc. (which is characteristic of a broken home)
can affect an individual’s intellectual capacity such as memory and
reasoning. An emotionally disturbed student will experience tension, will be
worried and anxious, these will make the student to function below his
intellectual expectations. Such a person usually lack readiness as such, will
not be disposed to learn or engaged in intellectual task. Emotional
instability could lead to loss of confidence in oneself which can affect a
person intellectual functioning and academic performance.

From the foregoing, it is clear that students need emotional stability to

perform well academically. Discussing the importance of emotion to
learning and intellectual development come academic performance,
Nnodum (2011) concluded that emotions are highly subjective to the
influence of learning and cognitive processes. For instance, emotional
expressions such as fear of friendliness by children in the presence of
strangers could be as result of their previous experience with other people
… feelings of anxiety before examination can stimulate hard work to

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prepare for it which ultimately will lead to an excellent academic
performance. Therefore, for better academic performance, the emotional
stability of the students is as must. But this can only be obtained in a
peaceful, loving and caring home. This is mainly characteristic of an intact
or unbroken home.

2.4 Educational Resources And Academic Performance

Apart from psychological support and family structure, educational

resource is another important factor that affects the academic performance
of students. It is pertinent to discourse it here because the
nature/structure of the family from which a student’s comes from, whether
intact or broken, determines to a great extent the rate of provision of these
all important resources. Hence, its importance in attaining an excellent
academic performance cannot be over-emphasized. Also the availability of
educational resources is very important because of its role in the
achievement if educational objectives and goals. Sufficient it to say that the
kind of home a person comes from determines the kind of school the
person attends. Adeogu and Osiflla (2017) categorize educational
resources into human, material, physical and financial resources. The
provision and administration of these resources is a co-function of the
family and the government.

According to Adeogun and Osifila (2017): Human resources in education

are the Students, teaching staff, non-teaching Staff, bursar, librarian,
laboratory Attendants, clerks, messengers, mail Runners, gatekeepers,
gardeners and Cooks as well as educational planners and administrators.

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Material resources include textbooks, charts, maps Audio-visual and
electronic. instructional materials, such as radio, Tape recorder, television
and video Tape recorder… biro, eraser, exercise books Crayon, chalk, draw
books, notebooks, Pencil, ruler, slate, workbooks and so on. Physical
resources include classrooms, Lectures theatres, auditoriums, Typing pools,
administrative block, libraries, Laboratories, workshops, gymnasia,
assembly halls, special rooms like sickbay, staff quarters, students hostels,
kitchen, cafeteria, lavatory and toilet. Financial resources are the monetary
inputs available for and expended on the education system. These include
money allocated to education by the government grants, PTA levy, and
donations from philanthropists and internally generated funds.

Generally, individual students, teachers are school administrators have

perceived and acknowledged the purpose and function 0f resources in
effective teaching and learning. Hallack (2010) emphasized that the
availability of relevance and adequacy of educational resources items
contribute to academic achievement and that unattractive school buildings,
crowded classrooms, non-availability of playing ground and surroundings
that have no aesthetic beauty can contribute to poor academic
performance.

Fuller (2015) discovered in his research that students who have used two
or more books were almost three times better than those who had no
textbooks in school.

Anderson (2019) discovered that teachers and parents who regularly

monitor and supervise their students learning by checking students work

16
and helping individual student to overcome errors and learning difficulties
are likely to have students who exhibits high level of academic
achievement

Bajah (2019), Oni (2015) and Adesina (2010) said that of all the known
educational resources, that of human resources play the most and very
important role in the teaching and learning situation than any other known
educational factor of production and that the quality of education hinges
upon the qualities of teachers available. Lorton and Walley (2019) posited
that learning experiences are richest when the environment (physical
resources) around them meets their needs through its adequacy and
effective utilization.

Walberg and Thomas (2012) in their own contribution reported that

children learn best when they can actively explore an environment rich in
adequate materials. All Nigeria conference of principals of secondary
schools (ANCOPSS) in its pilot study report (2012) submitted that the
factors militating against the enhancement of quality education are better
performance of students in both internal and external examinations were
varied. According to them, the factors include:

Criteria for transition from primary to secondary schools, unplanned school

plants, inadequate provision and maintenance of infrastructure, rapid
student population growth, teachers’ qualification and experience,
teaching – learning process, student teachers relationship, student teacher
ratio, school authority – teacher relationship, student progression among
others.

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Today, it appears the magnitude of instruction are more scientific based,
make instruction more powerful making learning more concrete and finally
make access to education more equal.

Adeogun (2011) submitted that therefore that there is a very strong

positive significant relationship between instructional resources and
academic performance. Schools endowed with more resources perform
better that schools that are less endowed.

This corroborated the study if Babayomi (2019) that private school because
of the availability and adequacy of teaching and learning resources perform
better than public schools. Adeogun (2011) discovered a low level of
instructional resources available in public schools and stated that our public
schools are starved of both teaching and learning resources. According to
him ’’ effective teaching cannot take place within the classroom if basic
instructional resources are not present”

According to Loxley (2014) inadequate supply of textbook in schools is

having a toll on teaching and learning activities in many of the countries in
the world. The word Bank data recorded the number of student to a
textbook as ratio 20:1. Based in the high cost of textbooks, many students
have been unable to buy book that will help to promote the quality of
education they receive. This has had an adverse effect in the academic
performance.

Textbooks as indicated by Oni (2015) are indispensable to the quality of

education and students academic performance in all schools in the world.
On the bad influence of textbooks on learning, he noted some as teachers’
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abdication of teaching responsibility to textbooks at the expense of original
teaching method. According to him “a textbook does not give room for
flexibility instead there is mechanical division of the curriculum and no
provision is made for individual differences in the textbooks”.

The place of educational resources in the overall process of teaching and

learning cannot be over-emphasized. Its place in the academic
performance of students is unquestionable. The family structure of a
student determines the adequate provision or otherwise of these resources
as it is not solely the responsibility of the government to provide all the
listed and discussed educational resources. This is where the home
structure of a student comes in the sphere of educational resources. No
educational system no matter how efficient can provide all the educational
resources in its appropriate proportion.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The research design adopted in this study is the survey

Method survey is a procedure used to study a population in real life

situation using a given set of number. It is very much suitable in collecting
and gathering original data for describing a population too large to be
observed directly.

In this work, the survey method will define the target audience and sets
the limits for the study and specifies the population to which the result of
the study could be generalized and concluded. Therefore, in finding out the
“effect of broken home on the academic performance of students in
tertiary institution’’, the survey method has been found to be the most
useful and, most appropriate research technique.

3.2 Population Of Study

The population of this study will include students in Accountancy

Department, Business and Administration Management, Office Technology
and Management, Banking and Finance. Imo State Polytechnic Omuma
residents were chosen because of the position of the town and its
composition which is made up of people from different ethnic backgrounds.

20
3.3 Sampling Technique

For the fact that this study seeks to understand the perception, views and
reactions of a particular issue, quota and accidental sampling techniques
were used both of which non-probability sampling techniques. Four
departments located in the institution were selected namely -:

Fifty five questionnaires were distributed each department and thirty

questionnaires were distributed among the students of Imo State
Polytechnic. Among this fifth five questionnaires distributed in each
departments, fifteen were distributed among the lecturers ten each of
departments.

3.4 Sample Size

Two hundred and fifty questionnaires were used by the researchers. This,
although may not be described as a true representation of the population
was considered substantial owing to the size of the city. However, the
sampling size is fairly large enough to make reasonable deduction and easy
data analysis.

3.5 Instrument For Data Collection

The collection of information for this work was carried out through the
administration and distribution of questionnaires. Also, materials from the
internet, personal observations, books and other published materials as
well as interviews form the instrument for data collection.

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A total of 250 copies of questionnaires were distributed to the students’
metropolis as the population of study based on the sample chosen. In the
questionnaire are open and close ended questions drafted to give the
respondents the opportunity to express their opinions and views freely,
while close ended questions have pre-determined options to choose from.
The questionnaires was drafted in such a way as to enable respondents
understand the question easily.

3.6 Method Of Data Analysis

In order to ensure and enhance accurate and objective interpretation of

data, findings of this study are cogently presented in tables and analyzed
in the use of simple frequencies and percentages. This is to ensure
effective understanding of the qualitative and quantitative data and know
the feedback flow of communication on the effect of broken home on
academic performance of students.

3.7 Limitations Of The Study

In the course of eliciting vital information for the successful completion of

this study, there were major limitations which were mainly in time and
financial constraints. There is paucity of materials available in the subject
matter as well as limited access to school documents. Also, low
response rate from respondents impeded the adequate gathering of data
as some respondents were unwilling to freely attend some questions.

22
 CHAPTER FOUR

PRESENTATION AND INTERPRETATION OF FINDINGS

4.1 Description Of Data Relevant To Each Research Questions

In this chapter introduction, simple frequency table are used as

measurement tool to present and put into critical analysis the findings of
this study here, frequency tables in relation to the demographic used to
display the various respondents opinion. With these, the researcher was
able to sift the relevant data to each research question first before the
discussion and interpretation of the findings.

4.2 Presentation Of Data

Table 1: Sex Distribution Of Respondents

RESPONDENTS FREQUENCY PERCENTAGES (%)

Male 110 44 %
Female 140 56%
Total 250 100%
Source: Field survey, 2024

In the table above, the sex distribution of respondents is displayed in

frequency and percentage. From the table, we see that there is the
classification of male and female which represent the total classes of
human beings. We also see from the table that the frequency of male
respondents is 110 representing 44% of the sample size while that of the
female respondents is 140 representing 56%, from the result of the

23
findings, it shows that greater number of the respondents are female. In
other words, the sample is over – representing by female respondents.

Table 2: Age Distribution

RESPONDENTS FREQUENCY PERCENTAGES (%)

14-18 years 148 59.2%
19-26 years 39 15.6%
26 years above 63 25%
TOTAL 250 100%
Source: Field survey, 2024

Table two represents age distribution of respondents in percentages and

frequency. Going by what we have in the table, those between the ages of
14-18 are 148 representing 59.2% of the sample size. Those between the
ages of 19-26 are 39 representing 15.6%, while those from 26years and
above are 63 representing 25.2%. From the analysis, it is oblivious that
those between the ages of 14-18 formed the majority of the respondents.

Table 3: Occupational Distribution

RESPONDENTS FREQUENCY PERCENTAGES (%)

Students 160 64%
Civil servant 90 36%
TOTAL 250 100%
Source: Field survey, 2024

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The table displays a frequency and percentage distribution of the
respondents’ occupation. In the table, the respondents were classified
under civil servants and students. From the table students size while civil
servants are 90 representing 36% of the sample size. From the result the
majority of the respondents are students.

Table 4: Marital Status Distribution

RESPONDENTS FREQUENCY PERCENTAGES (%)

Singles 173 69.2%
Married 77 30.8%
TOTAL 250 100%
Source: Field survey, 2024

A look at the table shows that the respondents were divided into the
married and single class. The frequency of the singles respondents shows
that they are 173 representing 69.2% of the sample size while that of the
married is 77 representing 30.8%. The results shows that majority of the
respondents are single.

4.3 Description Of Data Relevant To Each

Research Question

Under this sub-heading, frequency table in relation to each research

question were used to display the views or perceptions of the respondents
as it has to do with the effect of broken home on the academic
performance of students. This enabled the researchers provide relevant
data to each research question.
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4.0.1 Research Question 1

Is there any relationship between a student’s family background and his

academic performance?

The above question is answered with question number seven (7) of the
questionnaire.

Table 6: Is there any relationship between a student’s family background

and his academic performance?

RESPONDENTS FREQUENCY PERCENTAGES

Yes 121 48.4%
No 129 51.6%
TOTAL 250 100%
Source: Field survey, 2024

In the above table, those that believe that there is a relationship between a
student’s family background and his academic performance are 121
representing 48.4% of the sample size while those that believe otherwise
are 129 representing 51.6%. from the result, we see that the respondents
who agree that there is a relationship between a students family
background and his academic performance are less in number from the
findings, therefore, it is and indeed that since out of 250 respondents 140
disagree with the opinion, if obviously means that a students family
background has no effect in his academic performance.

4.0.2 Research question 2.

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What is the effect of our provision of school materials and lack of
psychological support occasioned by broken homes in the academic
performance of students from such homes?

The answer to the above research question is provided in question 11 of

the questionnaires.

TABLE 7: Do non-provision of learning materials in school Affect academic

standard?

RESPONDENTS FREQUENCY PERCENTAGES

Yes 248 99.2%
No 2 0.8%
TOTAL 250 100%
Source: Field survey, 2024

In the table above, those that agrees that the non – prevision of learning
materials in schools affects academic standard are 248 representing 99.2%
of the sample size while those that say that non- provision of learning
materials has no effect on academic standard are 2 representing 0.8%

From the result, it is clear that almost everybody believes that non-
provision of learning materials affects the academic performance of
students. Invariably, this means that not only broken homes have effect on
students academic performance.

Therefore, non-provision of learning / teaching materials is a factor that

affects the academic performance of students.

27
4.0.3 Research Question 3

All things being equal, do students from stable homes perform better than
students from broken home academically?

Question 12 of the questionnaire answer the above research question.

Table 8: can a student from a broken home perform better academically

than a student from an intact home?

RESPONDENTS FREQUENCY PERCENTAGES

Yes 237 94.8%
No 13 5.2%
TOTAL 250 100%
Source: Field survey, 2024

In the table above, those who agreed that a student from a broken home
and perform better academically than a student from an intact home are
237 representing 94.8% of the sample size who those who insist that
students from intact homes perform better than students from broken are
13 representing 5.2%.

From the result, a greater number of the respondents believe that a

student from a broken home can perform better than a student from an
intact home. It therefore means that broken home has no effect on the
academic performance of its victims.

4.4 Discussion And Interpretation Of Results

28
The measurement tools used in this research work were based on three (3)
research question which were split in the questionnaire. A sample size of
250 was used for the study. The findings and results of this study are
presented in tables and analyzed using simple frequencies and percentages

Research question 1 states thus: Is there any relationship between a

students family background and his academic performance?

This research question was answered using question number 7 in the

questionnaire and presented in table 6 from the result, those who believes
that there is a relationship between a students family background and his
academic performance out numbered those who disbelieves.

By implication, the result shows that there are other factors that could
affect a student academic performance other than his family background,
whether broken or intact.

Research question 2 asks; what is the effect of non- provision of school

materials and lack of psychological support occasioned by broken home on
the academic performance of students from such homes?

This research question was answered using question 11 of the

questionnaire. Table 7 was used to present the data from the table. It is
clear that non – provision of learning materials and psychological support
has an effect on the academic performance of students from broken home.
This stems from the fact that a broken home has little is no support
psychologically for its students. This is because the event leading to
parental separation of every home has a long and sometimes incurable

29
psychological effect in its students thus affecting their academic
performance.

On the other hand, when schools and education authorities fails in their
role of providing learning material, the academic standard of a school
suffers, this affecting the students performance.

Research question 3 reads: All things being equal, do students from stable
homes perform better than students from broken homes academically?

This research question was answered using question 12 of the

questionnaire and the data presented in table 8.

From the table it could be deduced that majority of the respondents

believe that a student from a broken home can perform better
academically than a student from an intact home. Obviously, it means
better academic performance is not at function or result of a person’s
family background.

On the overall scale, it is evident that academic performance of students is

not tied to or does not have a relationship with the student family
background. There are other factors that contribute to an excellent
academic performance. It also goes to show that a student from a broken
home can perform better than a student from an intact home or vis-vise.

However, divorce or the incident of a broken home can have an effect on

students from such homes academically and psychologically but an
excellent academic performance or otherwise is not entirely a function of

30
the structure of the home. Whether intact or broken, a student from a
home, all things being equal can perform well academically.

From the findings of the research, it is seen that non-provision of learning

materials is a factor affecting academic performance of students it learning
materials and teaching / instructional aids are not provided, it could affect
academic performance of students.

Non – provision of psychological support is also a factor that could affect

the academic performance of students. The psychological support a
student needs is expected to come mainly from the family before being
supported by other econo-social factors

Therefore, broken home do not determine the strength of the academic

performance of a student. There are other factors involved which include
provision of learning materials and psychological support.

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary

This study revealed the effect of broken homes on the academic

performance of students. It also investigates the place of psychological and

31
emotional support as well as educational resources on teaching and
learning and consequently, in academic performance of students.

Giwa (2010) discussed the problems militating against the excellent

academic performance or human resources of learning. According to him,
the roles of inspections constraints, the good number of inspectors and
monitoring officers who are newly employed with no practical experience in
the job are being posted to the inspectorate unit of the ministry of
education.

The duty of this group of staff cannot be overlooked. It is their

responsibility among other things, to find out the causes of poor academic
performance and find ways of improving it. A situation where they are non-
existent or non-functional, the true cause of poor academic performance of
students can hardly be ascertained. To inspect and supervise schools
effectively required regular school; visits of well experienced officers with
adequate provisions of resource to forestall ineffectiveness in performing
their duties.

Human resources (teaching and non-teaching staff) has a positive

significant effect in student’s academic performance Bajah (2019), Oni
(2015) and Adesina (2010) discovered that human resources played the
most important role in the teaching – learning situation than any other
factors of production in the school system. Also, Anderson (2019)
discovered that teachers who regular monitor and supervise the students
learning but checking students’ work and helping individual student to

32
overcome errors and learning difficulties are likely to have students who
exhibit higher level of academic achievement.

A student’s family is also involved in the monitoring of the sole

responsibility of the teacher. This study discovered that 96% of the broken
homes care less about the performance of the students in school. This is
attributed the version of priority of the single parent to other family issues
since he/she is the only one responsible for the survival of the family. Aside
supervision a student’s family is responsible for financing of the students
academic. The importance and adequacy of this cannot be over flogged.
This study also showed that a financial resource has significant effect on
students’ academic performance. Through the government provides the
major fund, for education in an ideal stake, the students family takes in
school that are well funded than those that are poorly financed. This result
is in line with earlier findings by Beeby (2016) and Adeogun (2011). This
study discovered that funds handicaps principles in their administration and
academic functions. Adeogun (2011) asserted that education as a socials
service requires adequate findings, by both the family and government, to
procure maintain and keep the school services going. The involvement of
the family in financial education was given support by Obasi (2010) when
he defined private costs of education as “cost borne by individuals or
families for choosing to go to school; or send their children to school” it
takes an intact home to effectively play those all – important education
role.

33
Oni (2015) in striking a balance between a family’s financial support and
high academic performance submitted that the quality of education
resource by the learners in school, to a availability of the materials
resources and of curse the overall atmosphere in which learning activity
takes place. In summary up this argument, Wiseman (2013), Sogbetan
(2011) and Hassan (2013) pointed out that part of the major causes of
poor academic performance in the family, poor family structure and
anxiety.

5.2 Conclusion

This research found out that there is no significant difference in the

academic performance of students from single parent family and those
from two parent family. The data in table 6 indicates that the academic
performance of students do not have direct bearing on their family
background.

Therefore, higher academic performance among students can be achieved,

it the psychological/emotional stale of the student is stable, and there is
adequate provision of educational resources and an effective supervisor of
the learning process. Whether from a broke or intact home, if the above
mentioned factors are well put in place, a student is most likely to attain a
very high academic performance.

5.3 Recommendations

There is interplay of nature and nurture on quality of education and

students’ academic performance. In the light of the findings of this

34
research, it is recommended that both, the government parent (family) and
private organizations should rally round to provide educational resources
for effective teaching and learning. This world impact on the academic
performance of the students, Teachers should be encouraged to attend
seminars workshops, and sandwich programme to update their knowledge
for efficiency and effectiveness in their jobs. Government should reduce its
responsibility to monitoring of what transpires in the schools to ensure
quality.

Anything that should lead to a broken home should be avoided since it is

one of the factors that affect student’s academic performance. My humble
submission is that couples should love themselves; there should be
freedom of speech. Every problem should be talked over or discussed to
find a lasting solution to it. Couples should be sexually faithfully to each
other. Whatever a person fancies in another man or woman, as the case
may be, can be gotten from his/her spouse. Sex is good, but excess of its
with many partners is very dangerous. Time consuming jobs is not good
for the family. Undue attachment to one’s work at the expense of the
family has caused a lot of havoc in many homes. When a man or woman
stays too long at work, the other partner will state feeling lonely,
neglected, abandon and sometimes frustrated. Striking a balance will be a
good idea.

In addition teacher should identify students from broken homes for special
attention. Close monitoring by the teachers is very important because it
would help alleviate the consequences of broken home on the students.

35
Boarding houses should be established in all tertiary institution to minimize
the effect arising from broken homes. Effective socialization should be
encouraged among students so that those with psychological problems can
be expressing themselves and overcome their handicap. Also, government
should make guidance and counselors available in schools so that they will
help those children from broken homes. Guidance and counselors should
come to the aid of these children when necessary in order to avoid mistake
when choosing the life partner. They should also help those students that
are emotionally and psychological traumatized as a result of their parents
separation.

For single parents, I want to advise thus: if your child is having difficulties
learning or has a low academic performance, consult with a psychology.
Obtaining proper placement for your child is difficult and time consuming
but well worth the effort. If you are not satisfied with your child’s schools
assessment, request a reassessment by an outside source. Work with the
school until your child is proper placed. Don’t leave everything concerning
your child’s learning in the hands of teachers and school administration.
Get involved personally; help your child with counseling and proper
academic placement. Ask your school for counseling referrals, if necessary.
Take the lead in panning your child’s education. Except for maybe the
other parents, no one will be as motivated and satisfied as you are.

Government, private organizations and individuals concerned with the

business of education should endeavor to address the obstacles hindering
effective academic performance of students. This can be done by

36
developing motivation in students though achievement motivation training.
There is need for the recognition of individual differences in students and
the need to deal with them accordingly.

Counselors should provide the necessary assistance and psychological

support for students from single parent family so as to overcome their
emotional problems. There is also the need to keep enlightening the
parents of the importance of the home structure on students’ academic
performance. This is necessary so that parents can understand the
implications and consequences of parental separation and thus mobilized
all resources to curtsies the problems arising from the situation. Generally,
there us need to combat the continuing declining stale of education by
providing more founds and materials for the enlightened of our educational
system.

Finally, schools counselors should be employed in institutions of learning

and adequate supervision to be put in place to ensure provision of
necessary guidance service to students.

REFERENCES

37
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Adeogun, A. A. and Osifila, G. I (2017) “ Relationship Between Educational

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Adesina, S. (2010) Some Aspects of School Management Lagos: Education
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 Association for Educational Administration and Planning (NAEAP) Held
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 APPENDIX I

Department of Public Administration,

Imo State Polytechnic, Omuma
(Mbano Campus)
Imo State.
March, 2024

Dear Respondents,

REQUEST FOR THE COMPLETION OF A QUESTIONNAIRE

I am a final year student of the above mentioned institution carrying out a

research on the effect of broken homes on students academic performance
in Imo State Polytechnic, Omuma. This research is for the award of Higher
National diploma in Public Administration.

The questionnaire is designed to elicit relevant information necessary from

this study and the success of the study largely depends on your
cooperation.

Please, complete this form appropriate by ticking for the answer that
reflects your opinion and fill in the blank spaces
Thank you for anticipated cooperation.

Yours faithfully,

IHEAKARAM PEACE OLAMMA

41
 QUESTIONNAIRE
SECTION A
DEMOGRAPHIC
1. Sex: Male Female
2. Age bracket 14-18 19 – 26 26 – above
3. Occupation: Civil servant student
4. Marital Status: Single Married

SECTION B
5. Do you know above any broke home? Yes No
6. Are you a victim of broken home? Yes No
7. Is there any relationship between a student’s family background and
his academic performance? Yes No
8. Do children from broken homes perform lower academically than
children from intact homes? Yes No
9. If your answer in the above question is Yes’, is the low performance
as a result of the realities of the broken home? Yes No
10. What other factors do you think affect student’s academic
performance? ------------------------------------------------------------------
11. Does non provision of learning materials in schools affect academic
standards? Yes No
12. Can a student from a broken home perform better academically than
a student from an intact home? Yes No
13. What factors do you think lead to broken home? -------------------------
14. Beside academics, does broken home have any other effect on a
students of such home? Yes No
15. if your answer in the question above is “Yes’ please specify ------------
16. What measure do you think can improve then academic performance
of students especially in tertiary institution? -----------------------------

42