AN ASSESSMENT OF THE EFFECT OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS
1.1 Background of the Study
The family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family. Agulana (2000) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Structurally, family/homes is 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. According to Frazer (2004), 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 he asserts.
Life, in a single parent family or broken home 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. Rochlke (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 undimentionalsinterest in a high level of their children’s academic performance. To some extent, there is simple evidence to show the marital instability brings about stress, tension, lack of motivation and frustration obviously, these manifestations act negatively on a child’s academic performance.
Statement of the Problem
While literature on the relationship between broken homes has focused on school going children’s drop out, it is silent on the role of teachers and community members in minimizing the negative effects on off broken marriage on school going children. Because the increasing rate of dropout has affected the government and family social economic abilities, it is important to consider teachers and community members’ role in minimizing the effects of broken marriages on school going children. This study intended to fill this gap in the literature. Studies such as those of Andrew1981; Harold et al., 2007; Cummings & Davies 1994; Turner &Koplec, 2006) were done in USA with a focus on nuclei family. Not much has been done in Nigeria where most families still have the elements of communal and extended families.
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