CHAPTER ONE

INTRODUCTION

Background of the Study

Nwachi (2000) defines education as a weapon for combating ignorance, poverty, and disease, as

a bridge between confusion and comprehension, like a dam for conserving man’s store of

civilization and for generating the power to move to greater civilization, as a means for

transporting man from a state of intellectual subservience to a state of intellectual sovereignty. In

a nutshell, education is the all-around development of an individual, intellectually, morally, and

mentally, so that he will be useful to himself and the society to which he belongs.

Learning begins from home; a place where one lives in with his family is called a home. The

home is the bedrock of the child’s socialization processes. As a social animal, the child does not

learn in a vacuum but rather he actively learns in a society of human beings who influence his

progress. Such society embodies the home, which the family belongs and the school. A home is

defined as the house, flat or apartment that individual lives in with his/her family (Hornby &

Parnwell, 2010). The home is very important as it influences the members of a family and

determines the outcome of their activities. Home is a place where one lives permanently,

especially as a member of a family or household. It is a place of residence or refuge. A home is

not a mere transient shelter. Its essence lies in the personalities of the people who live in it

(Obeta, 2014). Home Environment is the surroundings, where one lives. Environment is the

aggregate of all internal and external conditions affecting the existence, growth and welfare of

organisms. It is an influence an individual came in contact with after the hereditary has been

through the gene plasma. It can be divided into physical, social and abstract environment.
Physical environment is the objects or materials found in the home, school or community. It also

includes the people like parents, siblings and peers, social environment is the social life, societies

and club affecting the individual growth and development, abstract environment is the reactions,

feedback and the responses received on interactions with others (Anene, 2005). In a situation

where a home is not adding to the development and growth of a child physically, socially,

psychologically or emotionally, it then becomes broken.

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. Rochlkepartain (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 un-dimentionals interest 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.

The period of adolescence between two extremes in the continuum of human growth and,

developmental stages (childhood and adulthood) often puts the youngsters in dilemma of how to

meet the society’s expectations. The period of adolescence is very important to the development

of an individual. Any laxity on the part of parents’ in assisting and guiding the adolescents may

result in academic backwardness and development of unwholesome behaviors, the foundation of

what a person becomes in the society is laid in the home and at the initial stage of life. Parents

therefore have important roles to play in ensuring that the youths acquire the appropriate social,
psychological, moral and academic development. They are required to be alive to their

responsibility in providing sex education for their children at home. However, the school through

the Parents Teachers Association could assist in enlightening parents on their roles in helping

adolescents experience a smooth transition into adulthood

Egbo (2012) described broken home as a place where the parents engage themselves in

quarrelling, fighting, suspecting, keeping late hours to the detriment of the children’s primary

drive for food, sleep and other basic needs. Hake (2000) lamented that after couples have made

solemn and sacred contracts before the public, friends, well-wisher and family members as their

witness to be together till death put them apart, the same couples fall victims to broken home

within a short period in our modern society.

Broken homes are in various aspects and these include: divorce, separation and death. If there is

no love, understanding and peace in the home children suffer and pay severely for it. Those

children may be defective behaviourally and often they are not given worthwhile education

training and skills which in turn may have a carryover effect which is always detrimental to the

progress and stability of the society. And in particular, children academic

achievement/performance might be at risk. Academic performance is seen as the knowledge

attained or skills, shown in the school subject. To indicate such achievement, test scores or marks

are assigned by the teachers. It is the school evaluation of the classroom work on the basis of the

grades awarded. Academic performance according to Akinboye (2004) is of two types; positive

and negative (poor) performance. Habits, family background, perseverance, attitudes, interest all

these affect academic achievement in school. Academic performance is an objective score of

attainment after a specified institutional programme and can be influenced by many factors. Yet

the impact family relationships plays on a child’s scholastic achievement alongside the
development of the child cannot be overemphasized (Yara & Tunde, 2010).

According to Ayodele (2006), the environment where the child finds himself/herself goes a long

way in determining his learning ability and ultimately his academic performances in school. A

healthy home environment offers emotional security to a child, many adolescents from broken

homes respond incomprehensively to classroom teaching because of the home they come from.

However, this may not be completely applicable in all instances of broken home. Some children

irrespective of home background or structure they work hard and become successful in life.

Family is the basic unit of the society; it is the most important component of a country. The

family is significant to all men's social institutions, no other institution is older and none is

universal than family. The family is a social group characterized by common resident, economic,

cooperation and production. The family is the first primary group of a child. However, the family

is responsible for supporting, caring and preparing children for adulthood, which in turn will

determine his/her personal development. The family is the child’s 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. Agbo (2000), stated that the home or family has been

recognized as having a lot of influence on the academic performance of student. Hamilton and

Dorgu (2014) described that parent constant disagreement affects children emotionally and this

could lead to poor academic performance in school.

The family has great influence on child’s physical, mental and moral development. The family

lays the psychological, moral and spiritual foundation in the overall development of the child.

Thus, parenthood is faced with great responsibility that requires the full cooperation of both

parents who must ensure the total development of their children. Structurally, family/homes are

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. A single parent family

or broken home can be stressful for both the child and the parent. Schults (2006), noted that if

adolescents from unstable (broken) homes are to be compared with those from stable homes, it

would be seen that the former have more social, academic and emotional problems.

Rochlkepartain (2003), is of the opinion that the family and its structure play a great role in

student’s academic performance. Johnson (2005) asserted that children of unmarried parents

/separated families often fail and are at risk emotionally. Moreover, Ayodele (2006) stated that

the environment where a child finds himself/herself goes a long way in determining his learning

ability and ultimately his academic performance in school.

Generally, the home has been identified as an overwhelming factor affecting adolescents’

performance academically. It would appear, then, that broken homes may present a very serious

danger to the emotional, personality, and mental adjustment of the young adolescent. From

experience, under-feeding may reduce performance at school. There are many problems of

development, which arises from poverty. For example, if one or two children born at the same

time one is neglected and ill fed and the other cared for and well fed, the latter is likely to look

stronger and healthier than the former. It is a fact that even if in later years the ill fed child gets

good nutrition and well cared for, the child’s performance continues to reflect his early neglect

(Nzewuawah, 2005). The fact that the child needs good physical care in form of good feeding

makes parents a vital factor in the development of the child. It will be observed that what is said

about the parents as regarding the child’s physical development is also true of his reasons why
there are differences in the mental development or ability in the children in the schools. The

environment, where they come from is never the same. Some environments are more stimulating

than others. For example, just as with physical care, if one of the two children born with the

same mental ability has a good home background, former is most likely to have an additional

advantage of being more able to benefit from school than the latter. Also, if a child has no decent

dresses or shoes to wear to school, other children are likely to mock his bad dirty or torn clothes

or shoes. Such a child may not be a happy child at school and may not be expected to produce

his best performance in the school. The attitude of parents towards the day to day activities of

their ward in and outside the home plays an importance role in their all-round development.

(Hamilton & Matthew, 2011). It is against this background that this study intends to investigate

impact of broken home on academic performance of in-school adolescents as expressed by

teachers in Ilorin metropolis.

Statement of the Problem

There is a global awareness of the Importance of the home environment on adolescents’

academic performance. In Nigeria, most home are not intact as a result of issues of

incompatibility of the couples, death of a parent and the quest for the oversea trips to make more

money, and at times marital infidelity. This has resulted in the separation of couples and

children. In some states in the federation, this is quite clear, in that most young ladies abandon

their homes, and embark on oversea trips with a view to making money. Some men who travel

abroad, abandon their homes and would not communicate with the families back-home so

children from such homes are in dilemma, especially in terms of adjustment. Chador (2008)

noted that the environment in which the adolescents come from can greatly influence his

performance in school. The effects of broken homes may impact greatly on the internal
organization of the family and by extension; effect a child’s emotion, personality and academic

achievement. Bearing in mind the role of the family in a child’s education, the failure of the

family to perform its duties could hinder the child’s academic achievement. Any nation that is

desirous of advancing technologically will no doubt ensure that the future of her future leaders

(the adolescents) is well guided, protected and guaranteed. Finally, a single parent faces doubled

responsibilities requiring time, attention and money of the parent. Hence, less attention is paid to

the education of the child. The teachers commonly describe children from single parent as more

hostile, aggressive, anxious, fearful, hyperactive and distractive than children from intact family

(Smith, 2015). Thus, this study is set out to find out the influence of broken homes on academic

performance of adolescents in Ilorin Metropolis.

Finally, broken home translates to doubled responsibilities requiring time, attention and money

of the parent. Hence, less attention is paid to the education of the child. The teachers commonly

describe children from single parent as more hostile, aggressive, anxious, fearful, hyperactive

and distractive than children from intact family (Nwachukwu 2008). According to Odolo (2008),

a child from broken home may lead to feelings of insecurity that continues throughout his

childhood to adolescence. Children that grow up in a broken home are unlikely to develop their

academic potentials to the fullest while children brought up in a stabilized and organized home

are more likely to develop to a full fledge human beings, being able to discover their academic

and other attributes leading to success in life endeavor. Based on that, it becomes essential to

investigate on the impacts that broken homes have on academic performance of in-school

adolescents as expressed by teachers. This paper is going to identify the extent at which broken

home influences in-school adolescents academic performance.

Research Questions
To achieve the purpose of this study, a research questions is raised to the conduct of the study

i. What is the impact of broken home on academic performances of in-school

adolescent as expressed by teachers in Ilorin metropolis?

Research Hypotheses

i. There is no significant difference on the impact of broken home on academic

performances of in-school adolescence on the basis of gender

ii. There is no significant difference on the impact of broken home on academic

performances of in-school adolescence on the basis of educational level

iii. There is no significant difference on the impact of broken home on academic

performances of in-school adolescence on the basis of teaching experience

Purpose of the Study

The primary purpose of this research is to investigate the impact of broken home on academic

performance of in-school adolescents as expressed by teachers and to find out if the moderating

variables of researchers interest will have influence on the study.

Significance of the Study

The study is an eye-opener to parents, it would enable them to know the model they portray

before their children, adverse effects of an option for divorce or separation would be known

before taken. On the other hand counsellors would also benefit from this study as it would enable

them to understand better on how to handle victims and the types of attention treatment to be

given. Teachers as a conventional custodian of socialization would better understand the victim
(child) and his family background and ways to further assisting him towards his academic

achievement. The study would also assist marriage counselors better on how and type of pre-

marriage and post marriage counseling to be given to prospective and qualified parents on how

their marital affairs should be handled and protected by advising parents on life after

divorce/separation concerning their children.

Home play very significant role in child personality formation and socialization, broken homes

are identified as one of the factor that undermined the socialization process at home, which

consequently affect the performance of student. If the concern of education, secondary schools in

particular is to look after socialization process of the child as well as his intellectual

development, then this research work would be of great importance to parents and educators,

teacher and society at large that absence of one or both of the parent affect children educational

career.

Lastly, this study is also significant to adolescents, government, and non-governmental

organizations because it sheds light on the impact of broken homes on academic performance.

Understanding these factors would help develop targeted interventions and support systems to

improve the educational outcomes of in-school adolescents. It would also guide government

policies and programs aimed at addressing the needs of adolescents from broken homes. Non-

governmental organizations would be able to use these findings to design initiatives that provide

resources and support to adolescents in similar situations. Overall, the study has the potential to

contribute to the well-being and success of adolescents and inform the efforts of various

organizations. It would be of benefit to future researchers as the finding will serve as a source of

literature review.
Operational definition of terms

The following terms are operationally defined as used in the study

Academic Performance: Academic performance is the extent to which a student, attained their

short or long-term educational goals.

Adolescence: Adolescence is a transitional stage of physical and psychological development that

generally occurs during the period from puberty to adulthood (typically corresponding to the age

of majority).

Broken home: A broken home is a home in which one of or both parents have been removed by

death, divorce, desertion, separation of prolonged absence.

Parent: Parent is either the progenitor of a child or, in humans, it can refer to a caregiver or legal

guardian. The gametes of a parent result in a child, a male through the sperm, and a female

through the ovum. Parents are first-degree relatives and have 50% genetic meet.

Scope of the Study

Though, the questions which prompted this study were found to be in existence in different part

of the country, most especially in the northern part of the country, it is not possible for this

research to cover all such areas. This is because the research/ researchers cannot obtain data from

all places concerned due to lack of time and resources (both human and material resources). As

the title of the research reads, the research will be limited to only Ilorin Metropolis Area of

Kwara State and it should be noted that the work may not represent some areas in the local

government and not all people during the course of the research exercise will cooperate, hence

the research is bound to experience limitation.

 CHAPTER TWO

REVIEW OF RELEVANT LITERATURE

Introduction

The literature review delves into existing research and scholarly works relevant to the impact of

broken home on the academic performance of in-school adolescents as expressed by teachers. By

examining the collective knowledge on this reaserch, we aim to conceptua;lize the current study

within the broader academic landscape

The concept of Adolescence

“Adolescence” is a dynamically evolving theoretical construct informed through physiologic,

psychosocial, temporal and cultural lenses. This critical developmental period is conventionally

understood as the years between the onset of puberty and the establishment of social

independence (Steinberg, 2014). The most commonly used chronologic definition of adolescence

includes the ages of 10-18, but may incorporate a span of 9 to 26 years depending on the source

(APA, 2002). Inconsistencies in the inclusion criteria of “adolescence”, and adolescent sub-

stages, can create confusion in the construction of adolescent research and adolescent program

planning. Although an appreciation for developmental variability is imperative when discussing

adolescence, there is an equal necessity for conceptual clarity. This article explores the

developmental foundation for definitions of adolescence, identifies commonly used chronologic

parameters and posits a theoretically consistent chronology of adolescence and adolescent sub-

stages for use in research and program development.

Adolescence is a distinct phase of the developmental life cycle in humans and other animal

species (Elliot & Feldman, 2010; Spear 2000). Among humans, adolescence is a complex, multi-

system transitional process involving progression from the immaturity and social dependency of

childhood into adult life with the goal and expectation of fulfilled developmental potential,

personal agency, and social accountability (Greenfield, Keller, Fuligni, & Maynard, 2003;

Graber & Brookes-Gunn, 2006; Modell & Goodman, 2010; Steinberg, 2012). Conceptualized by

G. Stanley Hall, the founder of adolescent science, as a process of physical and psychosocial

“rebirth”, adolescence is the synthesis of profound corporal development with the evolution of a

matured existential essence and integration of the nascent self within family, community, and

culture (Arnett, 2002; Berzonsky, 2010; Blos, 2019). Developmental transitions occurring during

adolescence require reciprocal reorganization of the individual and the context influencing

cognition, emotion, behavior and relationships (Graber & Brooks-Gunn, 2006; Lerner &

Castellino, 2012). This interdependent, individual and contextual evolution presents multi-

system challenges constituting the basis of risk, resiliency, and opportunity in adolescence

(Geidd, 2015; Graber, Brooks-Gunn, & Petersen, 2016; Steinberg, 2014).

Defined chronologically, that is defining adolescence in terms of age brackets, experts periodise

it using the terms explained above. For example, the age bracket of pre-adolescence is between

10-12 years, that of early adolescence is from 13-16 years and late adolescence lasts from 17-19

and sometimes up to 21 years (Maduka, 2012). The problem with periodisation is that no two

individuals are the same. There are wide variations among individuals. A person may wear

adolescent physical features but have the mind of a child. Late adolescence is when sexual urge
is almost dormant for at this point an adolescent is more interested in the exploration of his

environment. It is also when to give him a sense of direction socially. In countries where life is

properly organised, the law establishes who an adult is and who is not an adult. The law indicates

when one should drink alcohol, when and who to have driving license, when to marry etc.

Socially, the girls particulary are allowed by their mothers to make up; sons or daughters are

advised when to date or when to go steady, when to attend night parties; and the father allows the

son to use his car, etc. By doing this, these sensitive areas are taken care of by parents. But

sometimes, some adolescents may think that their parents are interfering and there may be

problem. In Nigeria, how do parents handle the adolescent in relation to the above areas?

Adolescence is a critical period of human development that is manifested at the biological,

psychological and social levels of integration (Nwachuwku, 2015). Biologically, its onset is

signalled by the acceleration of physiological growth and the beginning of secondary physical

development (secondary sex characteristics). At the psychological level, it is marked by

acceleration of cognitive growth and personality formation. These two continue to change at a

slower rate during adulthood. Socially, it is a period of intensified preparation for taking up adult

role and it ends when the individual is accorded an adult prerogative. Time and nature of its

termination differs greatly from society to society. Even though adolescence is defined in terms

of the three levels above, it is to be noted that life is simultaneous and interactive. All the level

manifest at the same time.

Adolescence, as a time period may be defined in several ways. In terms of physical development,

an individual's adolescent period may be said to have begun at the time that he or she shows the

first signs of making the transition to sexual maturity and to have ended when physical growth

has ceased or almost ceased at about age 17 or 18. The period may also be defined in terms of
social responses, beginning with the increase interest in the opposite sex that usually

accompanies sexual maturity and ending with the attainment of social and financial

independence from parents. Although the beginning of the adolescent period is not defined in

legal terms, the ending of it is. A person is legally an adult in some respects at age 18, legally

adult in all respects at age 21 in America and Britain for example. The view is that adolescence

begins when signs of sexual maturity begin to occur in both physical and social development and

ends when the individual has assumed adult roles and is accepted in most ways as an adult by his

reference group – those persons towards whom he refers his behaviour for approval.

Adolescence as a stage of life is not a universal phenomenon, and it is historically recent in

origin. The Greeks and Romans did not view it as a separate stage, except for that short (one-to

two-year) period when the actual physical change from sexual immaturity to sexual maturity

occurred.

Concept of Broken Home

Many people have different definitions of what a broken home is. Every definition matters. To

Colcord (2009), a broken home is a home in which one of or both parents have been removed by

death, divorce, desertion, separation of prolonged absence. Polanen (2000) maintains that

although a broken home is usually taken to mean a home where one parent has been by certain

cause, a home can still be broken with both parents present. She argues that if there is no

communication, interaction or investment in each other's lives by the couple, the home is broken

and becomes a house with roommates. From the above, it follows that a home is deemed to be

broken when the couple that constitute it (i.e. husband and wife) cease to live together

functionally as an integrated unit, whether or not they physically live together. In such a home,

the chain of communication and interaction that should exist between the members of the family
as a single, integrated unit is relatively non-existent. The parents cannot just get along, and the

children live in a world of their own. This lends credence to the view of Saheed (2008), when he

opined that a broken home consists of a family whose members are separated or divorced. It

consists of a family sundered by divorce, separation or desertion of a parent(s). Owens (2000),

maintains that a broken home may be classified either by the degree of disintegration existent in

it or by the duration of the disintegration. Under the first mode of classification, the breakup of a

home may be partial or complete. Partial breakup of a home refers to a situation where the

members of the family continue to cohabit although the machinery for the function of the home

as a single, integrated unit has ceased to exist. Thus the members of the family physically live

together while functionally, they no longer live or exist as a family. Conversely, complete

breakup of a home refers to a situation where the family ceases to live together both physically

and functionally. Under the second mode of classification, he argues that the breakup of a home

may be temporal of permanent. Temporal breakup of a home refers to a situation where the

adverse condition of the home is expected to last for a fixed or determinable period of time. This

is typical of cases of judicial separation or separation by agreement simplicities. Conversely,

permanent breakup of a home refers to a situation where the1 adverse condition of the home is

expected to last in perpetuity or indefinitely. This is generally typical of cases of divorce.

Broken homes or marital dissolution is a social problem relating to the institution of marriage or

the family. Structurally, a family is either broken or intact. A broken family in this context is one

that is not structurally intact for various reasons of the death of a parent, divorce, separation,

desertion and illegitimacy in which case the family was never completed. (Conkline 2016). The

following dimensions of broken homes are as explained by Mosi (2006). Marital dissolution is

an omnibus concept which encapsulates circumstances in which a marriage is terminated or

dissolved. Divorce can also be described as a legal termination or dissolution of a legal or

customary marriage by a court or an appropriate agency. Separation as it relates to marital

dissolution has two connotations. First, it refers to a circumstance where a legally married couple

by their own choice chooses to live apart from one another. Though they are legally married, the

court outlines the conditions under which the concerned partners would leave. Secondly

separation could result in a situation where one party, particularly the woman not wanting to put

up with the ills of the marriage decides to separate from her partner. Although there are some

cases of male separation from their spouse without any reason too. Dissertation refers to a

situation where one of the partners abandons the other spouse. Annulment is the legal

termination of a marital relationship which may not have been legal or the voiding of a legal

marriage on account of its violation of marital laws.

According to Luigi Boy (2010) the family is an essential factor for a human whole being,

everything about a man, his background, and attitude, all of his achievements, his honour and

dignity relies on the structure of the family a man lives in with. A family is composed of a father,

a mother and their offspring bonded by their love for each other. Here in the modern age, a

family could be two things, complete or broken. A broken family is believed to be the cause of a

child’s mislead in life. Some people give it as the main reason for the rebellious and unclear acts

of children, which invariably lead to youth restiveness. There are different opinions about broken

homes. Different scholars view the concept of broken homes from various angles. Divorce (an

aspect of broken home) is defined as the dissolution of marriage by law and separation, which is

another form of broken home has been defined as the living apart of husband and wife or by

order of the law court OmeZeghian G.E. (2015). A home is said to be broken when the spouses

or parents are separated. A woman in her marital home suddenly sees herself as one suffering
and can no longer put up with the situation in the home. She sees her matrimonial home as a

place of emotional and psychological torture, physical abuse and a hell on earth. She then feels

she cannot stay there anymore, on the other hand, some men quit their homes when they feel

they can no longer put up with the behaviour of their wives. When a marriage is dissolved the

man and the woman no longer have any obligation to each other and there is no bond of

marriage. Occurrences like death, desertion, divorce or separation are all forms of broken homes.

Informal desertion occurs in many under-privileged families when a parent simply abandons the

family. Some of these aspects of broken homes are backed by law. Divorce or broken home laws

vary from country to country and from state to state. In some states, for instance, the law

prohibits divorce. The only situation that warrants that is the case of death. Likewise, some

religious institutions forbid divorce. e.g. The Roman Catholic Church. However, a divorce can

be granted if one spouse has been found guilty of a violation of his/her marital obligation.

However, the effects of broken homes on adolescents cannot be over-emphasized. Conclusively,

from the above analysis, it can be deduced that divorce brings about the family crisis because the

decision to become separated usually results in one form of family crisis or another. Hence,

persistent failure to attain the purpose of marriage often constitutes marriage, family or home

breakdown.

Factors Responsible for Broken Home

In the past, broken home in an average Nigerian society was minimal and the consequential

effects of the products of such marriage have been negligible because of the setting of the

traditional African society. However, with increased urbanization and westernization of our

culture coupled with the idea of women's liberation, broken homes in the average Nigerian

society becomes comparable to what obtains in the western world. From the definition of a
broken home as given by Colcord (2009), it is imperative that a home may be broken in any of

the following five ways, viz; death, divorce, desertion, separation or prolonged absence of either

or both parents. These indices will be analyzed seriatim:

Death:

The death of a parent(s) may lead to a broken home. This is usually the case where the deceased

member is the backbone of the home. Bosanquct (2006), contends that the death of the

breadwinner of the home usually ushers in a plethora of problems and difficulties which if not

promptly and properly addressed may tear the home apart. Supporting this view Colcord

(2009) .contends that such a member of the home being the fulcrum on which the functionality

and continuity of the family as a homogenous and integrated unit revolves, the family will cease

to function continuously and continually on the demise of such a person. The home ceases to

function continuously when the balance maintained in its affairs wears out and it can no longer

independently sustain its members on individual basis having lost the capacity to provide for

their economic, social, psychological, intellectual and moral needs. The home also ceases to

function continually when as a result of the aggregation of the unresolved problems of its

individual members as highlighted above; it can no longer sustain itself as a single, integrated

unit capable of independent co-existence with other families without such problems. When this

situation obtains in any home owing to the death of any of the parent(s), which situation would

not have occurred but for the demise of such person, the home is deemed to be broken. It will not
be unusual to see members of such families seeking alternative measures to cushion the effect of

such occurrence towards the resolution of their problems.

Divorce:

Garner (2005), defines divorce as “the legal dissolution of a marriage.” This implies that the

concept of divorce comes into play when the mechanism and machinery of the law is set in

motion towards the dissolution of the legally recognized union of a man and woman, otherwise

called marriage. Ajibola and Olutola (2007) explains that divorce in our society today is

alarmingly on the increase. And the question that bothers everyone is, “is it the wishes of couples

to marry only to separate a few months after”, if not, what is actually responsible for this trend?

They further stated that women account mostly for marriage breakup. This is because they have

more to give in order to build a happy and solid home. When a woman fails in her obligations,

her man starts to look elsewhere for the fulfilment of his desire, this can definitely lead to a

broken home. There are many things that lead to broken homes. The commonest of all is the lack

of love between husband and wife. Some marriages are contracted without genuine mutual

understanding between the couples Mosi (2006).

A good example is when a man impregnates a lady and he is forced to marry her. In such

marriage of convenience, genuine love is almost lacking. Many young adults get pregnant even

before they complete their primary or secondary education. A marriage contracted as a result of

premarital pregnancy is very likely to break up. This is because either one or both of the couple

are too young to understand the involvement in marriage. - Infidelity and adultery are other

reasons for breakdown in marriage. Moral misbehaviour on the other hand has deteriorated in

our society so much so that some married men and women engaged in extramarital affairs with
impunity. Wife battering could also lead to broken homes as some men feel that beating and

abusing their wives is the best way to attain superiority in the marriage. Olutola (2000) states that

sterility or barrenness on the part of the wife or husband could bring separation where the

couples are unable to give birth to children. As a result of this there may be interference and

pressures from the extended families of both spouses and even from friends. The incompatibility

of the blood group of a couple could also lead to separation. This lends credence to the fact that

most times, it is referred to as marital dissolution or dissolution of marriage. Hornby (2006), sees

it as the legal ending of a marriage. In further explanation of this view, Thomas and Henry

(2005), argue that divorce may be classified either by the institution from which it was obtained,

or by the extent or degree of dissolution obtained. Under the first mode of classification, divorce

may be in form of Legislative Divorce or Judicial Divorce. Legislative divorce refers to the legal

termination of a particular marriage brought about by an enactment made by the legislature.

Here, the particular marriage is terminated owing to a legislative enactment to that effect. This is

also referred to as Parliamentary Divorce and was mostly obtainable in the past, having become

obsolete. Conversely, judicial divorce refers to the legal termination of a particular marriage as

decreed by a court of competent jurisdiction. This form of divorce is commonly obtained

nowadays. Under the second mode of classification, divorce may be in form of Divorce a mensa

et thoro or Divorce a vinculo matrimonii. The former is a Latin maxim which literally means

divorce form board and hearth and refers to a partial of qualified divorce by which the parties

were separated and allowed or ordered to live apart,, but remained technically married.

Supporting this view, Bumpass-n( 2015) contends that it was the forerunner of modern judicial

separation. Conversely, the latter is a Latin maxim which literally translates to divorce from the

chains of marriage and refers to a total and complete divorce of husband and wife, dissolving the
marriage tie and relieving the parties wholly from their matrimonial obligations. Again

supporting this view, Bumpass et al argues that in certain instances, this type of divorce

bastardized any children from the marriage especially on reasonable grounds that existed before

the marriage. The implication of divorce on a marriage cum family is that legally, it ceases to

exist and since the institution of marriage is the backbone on which the home is built and

sustained, there is no gainsaying the fact that on its dissolution, the home breaks apart.

Desertion

The desertion of the home by either parent(s) may lead to its breakup. Implicit in the definition

of desertion as given by Hornby (2006) is the fact that it refers to an abandonment of the home

without help or support. Credence is lent to this view by the position of Garner (2005), stating

that it is the willful and unjustified abandonment of a person's duties or obligations especially to

a 'spouse or family.

Nock (2015), maintains that there are three forms of desertion, viz: constructive desertion,

criminal desertion and obstinate desertion. Constructive desertion refers to a situation where a

spouse is forced by the conduct of the other members of the family to leave or abandon the

home. This usually occurs where the action of the offending spouse is so grave and serious that

the deserting party finds continuation in the home to be unendurable or even dangerous to his or

her safety and well-being, and finds it necessary to seek safety outside the confines of the home.

Criminal desertion refers to a situation where a parent(s), without just cause willfully fails to

provide towards the care, protection and support of the other members of the family as he or she

was wont to do. Obstinate desertion refers to a situation where a spouse persistently refuses to
return to the home, or to his or her duties and obligations to the family. If either spouse indulges

in the last two forms of desertion, it is enough ground for the other to seek a divorce. Morgan

(2018), maintains that desertion is distinct from divorce in that divorce naturally applies only to

married couples whereas; any member of the family is susceptible to desertion. Also, if the

deserting member is either spouse, he or she does not usually consider absence from home or

abandonment of duties and obligations as final and definite such as in divorce. Since desertion

involves the jettisoning or abandonment of the home and/or duties and obligations to the family

by a member of such family, this invariably wears out the bond of confidence, dedication and

faithfulness that ordinarily should exist between the members of the family and thus, brings

about the breakup of the home.

Separation

This strictly applies to a married couple. According to Hornby (2006), it is a decision that a

husband; -and wife make to live apart while remaining married. This view is supported by

Garner (2005) stating that it is an arrangement whereby a husband and wife live apart from each

other while remaining married by mutual consent. From the above views, it is safe to infer that

there exists a difference between divorce and separation. While divorce usually involves the

employment of the instrumentality of the law towards the dissolution of a marriage, separation

merely involves a mutual agreement between the particular couple to stay apart. Where such

arrangement is made by the court with the consent of the couple, it is referred to as judicial

separation. Where the couple so decide to stay apart although they remain legally married, this

invariably exposes the family to several vices and problems which may culminate in a broken

home.
Eweniyi (2010) has also identified lack of communication as one of the causes of separation in a

marriage. In many marriages, communication is far from a complete integration of ill attitudes

and feelings. One of the partners in most cases the woman, may not dare to say exactly what

he/she feels until anger forces hidden feelings and attitudes to the surface. The spouse cannot use

the negative information effectively because hostile tones often produce defensiveness. Mosi

(2006) has also observed that bias interference by parents is another factor that causes broken

homes. Some parents interfere in the family life of young couples and as a result break the young

marriage. Parent-in-laws out of greed and selfishness contribute to the young couple’s marital

dissolution because either of the partners feel that the other is not living up to expectation. She

further stated that children also support the separation of their parents. There are cases where the

children actively encourage parental separation. Most commonly found in families where

alcoholism and physical abuse becomes a long term problem.

Prolonged Absence:

Colcord (2009), maintains that the prolonged absence of a member of the family invariably leads

to a broken home. This is predicated on the fact that such a member, one way or the other ceases

to contribute his quota towards the economic, psychological, social, intellectual and moral

development of the family due to prolonged absence. The vacuum created by the absence of such

a person lays the foundation for the intrusion of several vices and problems into the home which

if unchecked, will on the long run disintegrate the home.

Poverty and Money Troubles

Economic standing in a family plays an important role in Nigerian marriages. In the traditional

Nigerian society, the man used his wife or wives as the case may be, with his children to improve
his economy, especially, in the area of farming. But today, the reverse is the case. Nowadays a

man uses his economic might to maintain his wife, children and his home in general. When the

man is unable to meet the needs of his family, one of the resultant effect is a broken home.

Increasing emphasis on materialism in this era further worsens this situation. Related to this is

the issue of a man not wanting his wife to work.

Luigi Boy (2010) noticed that most husbands of today want the financial assistance their wives

can give, yet they frown at the idea of their wives going to work at the expense of taking care of

the home and the children. This sometimes brings problems and conflict between husband and

wife and if not properly handled eventually leads to a broken home. However, no responsible

man is expected to frown at his wife going to work. But frowning may actually be permitted

when the woman begins to feel superior, financially intoxicated, morally lax, unfaithful, and not

submissive to the man and tends to overlook her domestic responsibilities. The exhibition of any

of these ugly attitudes undermined the general marriage principles that the man remains the head

of the home no matter his status or financial position.

Sahecd (2008), observes that poverty on the part of the husband has been identified as a prime

factor responsible for broken homes,. Gone are the days when employment opportunities were

apparent in our society. Today, the reverse is the case as millions of school graduates with

certificates remain floating in the already saturated labor market. Moreover, millions of workers

are now rendered unemployed due to one problem or the other in the economic system. A good

number of families thus live from hand to mouth as a result of quagmire of poverty and penury.

This leads to inability of the husband to provide adequately for the family, hence there is

breakup. This view is supported by the position of McLanahan (2019), who highlights that in

general, the greater a man's income relative to his spouse's, the higher the marriage rate and the
lower the divorce rate. For women, marriage rates arc highest in local areas that offer the fewest

economic alternatives to marriage. The more women earn, the less attractive marriage appears to

be in general. Family breakup rate doubles for young married couples if the husband is

unemployed at any time during the first year of marriage, and is 50 percent higher if both

spouses are unemployed. According to the University of Wisconsin Professor, Larry Bumpass in

his 2010 presidential address to the Population Association of America, “If marriage assures

neither a two-parent family for the child, nor lifetime economic security for the woman, the need

of marriage is much less compelling”. Colcord (2009), contends that aside poverty, problems in

management of family finance may lead to a broken home. A family may be resourceful in terms

of finance but if it cannot adequately allocate such financial resources to appropriately meet

competing needs, it is no better than a poor family and in fact, may even fare worse since the

poor know that they have not; but such family is like the proverbial ignorant who despite

proximity to a water source, makes do with spittle in lieu of water.

Health and infertility

Health sometimes leads to broken homes in the Nigeria society today. This is a situation where

the partner becomes insensitive to what the society thinks of him or her but decides to abandon

his/her spouse due to ill health. Unfortunately, the society in which we live today is hostile to an

invalid or a handicapped person. The result of this is that when a marriage partner becomes an

invalid either through sickness or accident, the other partner abandons him/her.

Colcord (2009), reveals that researchers and academicians are agreed that physical health

condition plays a part, though usually indirect and secondary in the breakup of a home. Ill health

in the man may lower his vitality, cause irregular work, and super induce a condition of
despondency and readiness to give in. In the woman, it brings about careless housekeeping, lack

of attractiveness, and disinclination to sexual intercourse, all being factors that directly culminate

in-a broken home. Continued ill health breeds financial and other burdens which tend to lower

the morale of the family members and induces frustration which can lead to a broken home. Akin

to the ill health factor is the issue of infertility. Saheed (2008), opines that infertility of the home

is another major factor leading to a broken home. In a situation where a couple live together for

over a decade and there are no children, problems will arise, such that the couple may begin to

suspect each other of the misfortunes of the family. Such misunderstanding in no small way has

contributed to the collapse of many homes in recent times. Polanen (2000), ,supports this view,

stating that the inability of have children by a couple can lead to a broken home. The joy of every

marriage is for the couple to be blessed with children, but where none is forthcoming; it can lead

to frustration and eventual breakup of the marriage. In societies where male children are

preferred and accorded higher social status and privileges than their female counterparts, the

inability of the couple to have male children may lead to serious tension which if left unchecked

may disintegrate the home, not minding the fact that the family already has female children.

Sexual Incompatibility:

Colcord (2009), contends that this single cause operates disastrously to disrupt many marriages

or else render them unstable. Where the sex habits of the couple are incompatible, for instance,

the man is a selfish brute, or the Wife suffers from sexual anesthesia, the stage is set for a broken

home. Bumpass (2015), maintain that such strange sexual perversions in either couple could lead

to separation. Sex maladjustments, both physical, mental or spiritual which inhibits the complete

sexual satisfaction of one or both of the couple can disintegrate their union.
According to Olutola (2007) frigidity or impotence is a very sensitive factor/cause of broken

homes. This refers to the functional inability of the man to perform sexual intercourse in spite of

sexual desire and the presence of intact genital organs. Frigidity could be total or partial, but

whatever its degree, it is not a disease entity itself, rather it is a symptom of the manifestation of

underlying neurotic conflict and as such can be traced to a number of psychological mechanisms.

Where there is a cause of frigidity or impotence in a marriage, disintegration or marital

dissolution becomes inevitable.

Impact of Broken home on Academic Performance of in-school adolescents

The effects of broken homes on adolescents vary from one situation to the other and it has

caused a lot of menace in the society. Maimuna (2018) confirms that there are many things that

divorce does to a family and particularly to the child in the family. These effects are rarely

positive or helpful depending on the family’s prior situation. A broken home has many negative

effects on the psychological, social, emotional and educational aspects of a student’s life. As

earlier mentioned in the introduction a child may not show initially how he or she feels about the

separation of his/her parents, but the true feelings of that child eventually surface. One of the

psychological effect of a broken home on adolescents’ academic performance is depression.

Children who experience marital conflict during their childhood are said to suffer depression and

other psychological disorders as adolescents, which invariably propelled them into restive

activities. Socially, most children from broken homes often feel unconnected to their peers

Imogie (2002). They feel unable to make or maintain friendships and complains a lot of their

peers. In numerous studies over the past four decades, children from broken homes have been
reported to be more aggressive and impulsive and engage in antisocial behaviours compared with

matching samples of never divorced children. These adolescents also end up cutting and failing

classes. They are likely to be neck-deep in such nefarious activities as an Internet fraud / scam,

referred to in local parlance as “Yahoo Boys” and “G Boys”. They are also actively involved in

such vices as rape, cultism and armed robbery and lately ritual killings. One of the greatest

hardship that faces adolescents from broken homes is feeding. Mosi (2006) has this to say, “in

order to benefit fully from life around them in terms of communication and play, a child must be

adequately nourished and healthy”. Malnutrition could lead to a permanent reduction in the

number of brain cells despite any subsequent nutritional improvement. Mosi further stressed that

when children are well fed from infancy, they grow up to be healthy adults with a well-built

body and they can learn faster and are clever. On the other hand, if they have been poorly fed

from infancy, it affects their performance at school. Lovell (2013) notes that the instability of the

home is another major effect of broken homes on adolescents’ academic performance and their

involvement in youth restiveness. Unfavourable home condition to a great extent affects the

emotions of the adolescents who try to stabilize themselves when they are supposed to be

learning at school. This inadvertently leads to failure for such adolescents. Nwankwo A. O.

(2002) children from broken homes who live with either father or mother are presented with a

ton of unfortunate encounters. The father who sees ex-wife as an issue to him may move the

animosity to the children. The father sees the evil conduct of the child as being teleguided by

their mother, consequently he uses such comments "like mother like little girl, no big surprise

your mother couldn't remain, I realize you took after your mother and so on then again, if the

child or student remains with the mother, the circumstance isn't in an ideal situation. She moves

her complaints to her ex-husband to the youngster who never applied for the messed up home
circumstance. Comments "like father, similar to child, you are your father's duplicate in conduct

or did your father send you, this house won't contain us and so on are regularly utilized on such

children. Such comments influences the children both mentally and genuinely in this way

bringing about the helpless scholastic execution. Peretomode (2007) and Iguana (2005) depose

that effects of a broken homewithadolescents, especially at the adolescent stage promotes

indiscipline, hooliganism and juvenile delinquency. Delinquency and conduct disorder leads to

inefficiency in academic performance because they are exposed to bad experiences or influences

in the society. Socially maladjusted adolescents manifest certain traits such as pick pocketing,

rioting, fighting, prostitution, cheating, lying, habitual truancy, lateness to school,

hypersensitivity. Any student who manifest all these finds, it difficult to fit into a classroom or

school situations. Against the backdrop of the above, adolescents from broken homes, therefore

finds it difficult to get on well with their fellow adolescents in the school. They are sometimes

aggressive, suspicious of people in terms of communication and play and this could affect their

academic performance because they find it difficult to ask their fellow adolescents to put them

through where they could not meet up their classes or periods, they prefer to stay alone

The effects of broken home on the student’s academic performance are inexhaustible. Some of

these adolescents who have the opportunity and financial assistance to be educated readily prefer

to learn a trade so as to become self-supporting early in life. Most of them end up learning trades

that are not properly coordinated and at the end they become uneducated, their learning period is

not completed and they get involved or indulge in criminal activities. In conclusion, however, it

is important to note that parent-child separation as a result of broken homes or other factors that

necessitate this has an adverse effect on the adolescents’ capacity of achievement. The separation
experiences may be severe and harmful depending on the degree of the relationship between

them.

Empirical Studies on Broken Home

Olatunde and Abisola (2010) conducted a research on broken homes and academic performance

of adolescents in secondary schools in Ibadan, Nigeria. Data were collected from 200 subjects

comprising 100 male and 100female students whose ages range between 11 and 21 years. The

study adopted descriptive survey research design due to the nature of the problem investigated

and was conducted in 25 secondary schools in Ibadan, Nigeria. The instrument for data

collection was a structured questionnaire that reflected the research questions. The collected data

were analyzed using spearman correlation co-efficient to ascertain the statistical relationship in

the hypotheses tested at 0.05 level of significance. Findings among other revealed that there is a

significant difference between the academic performance of junior and senior adolescents from

broken and intact homes.

Ogbeide, Odiase and Omofuma,(2013) worked on Influence of broken homes on secondary

school student`s academic performance in Esan West Local Government Area of Edo State,

Nigeria. A stratified random sampling method was employed to select four schools from the

population of schools and also 25 students were selected from each sampled school which cut

across JSS1 to SS2. Five students where again selected from each class making a total of 100

respondents used for the study. The respondent comprised of 48 students from broken homes and

52 from intact homes. The instrument for data collection was a questionnaire entitled: Influence

of Broken Homes on Secondary School Students Assessment Test (IBHSSAST). The

questionnaire was administered to the 100 respondents and data collected were analyzed using t-
test statistical method. The result indicated that there is a difference in the academic performance

of the students from broken homes and those of intact homes. The result further shows that those

from intact homes performed better academically than their counterpart from broken homes.

Akomolafe and Olorunfemi-Olabisi (2011) conducted a research on Impact of family type on

secondary school students` academic performance in Ondo State, Nigeria. Three hypotheses

were formulated. The study adopted descriptive research design of ex-port facto. The researcher

did not manipulate the students` academic performance which is the dependent variable of the

study. Three hundred secondary students were randomly selected as the sample of the study.

Their age ranged between 13 and 20 years. Out of the 300 students who participated in the study,

122(40.67%), 111(37%), 67(22.33%) 35 were from monogamous, polygamous and single-parent

families respectively. Data collected were analyzed using the t-test statistical analysis and

Analysis of Variance (ANOVA). Academic performance was determined by the average score of

each student in all his/her subjects. The findings of the study revealed that family type

significantly influence academic performance of secondary school students. This implies that,

monogamy, polygamy and single-parenthood are important determinants of academic success in

schools.

Igbinosa (2014) carried out a research on Influence of broken homes on academic performance

and personality development of the adolescents in Lagos State Metropolis. The target population

of the study comprised adolescents from all junior secondary school students in Lagos

Metropolis. The accessible population consists of students in government owned junior

secondary school in Kosofe local Government Area of Lagos State. The sample size for this

study consisted of two hundred (200) adolescents randomly selected with the use of stratified and

simple random sampling technique. Fifty students comprising twenty five male and twenty five
female were selected from each of the school. The age of the participant range between 15-21

years. The researcher adopted descriptive survey research design. Hypothesis one and two were

tested with t-test statistics and three was tested using Pearson Product Moment Correlation

statistical method. The three hypotheses were tested at 0.05 level of significance. The result

shows that significant different exist between single parenting and academic performance, also

educational attainment of parent has significant different on academic performance and the result

also revealed positive between broken home and academic performance. 36 Frank (2012)

focused on the influence of broken homes on pupil academic performance in selected schools in

Mbala District; Lesson for school Managers; University of Zambia. A case study design was

used which combined both qualitative and quantitative method in data collection and analysis.

The researcher was aware and knew who to interview to collect the required information. The

following was the sample that was selected and interviewed; 3 high school head-teachers, 30

high school teachers, 30 high school pupils, 3 high school Guidance teachers etc. A total number

of ninety one respondents were interviewed the instrument mainly used a four point likert scale

in order to get the levels of agreement or disagreement on a series of statement. Descriptive

statistics were used in the analysis of quantitative data. Numerical data were manually

summarized using frequency distributions, percentages and table. The study found that broken

homes contributed to poor pupil performance in most cases. Difference was found in

performance with pupils from intact families out performing pupils from broken families in the

subject they were tested. The study noted that pupils from broken families, experiences a lot of

emotional difficulties as they try 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.

Uwaifo (2008) conducted study on effects of family structure and parenthood on the academic

performance of Nigerian University students. The survey design was employed in investigating

the effects of family structure and parenthood on the academic performance of Nigerian

University students, the instrument used for data collection 37 were academic performance test

on Biology and Agric (APTBA), three null hypotheses were tested used t-test at 0.05 alpha level.

The total of 250 respondents took part in the study. Study found significant difference between

the academic performance of students from single parent family and those from two-parent

family and those from two-parent family structure.

Edebor (2015) conducted research on the Influence of post-traumatic stress disorder on academic

performance among junior secondary school students in River State. The study employed Expo-

factor design. Four research questions were answer and four null hypotheses were tested at 0.05

alpha level. Pearson product moment correlation coefficient (r) was adopted in the study. The

population of 2,200 junior secondary school (JSS III) students in five local government areas in

River State constituted the population for the study. The sample of the study was 327 students

identified as traumatized students from their responses in the instrument. The aggression scale,

anxiety scale and depression scale was used to elicit information on the relationship between

aggression, anxiety, depression and academic performance was obtained using their mean scores

on the three subjects English, Mathematics and Social Studies. The findings revealed significant

relationship exists between level of aggression, anxiety and depression and academic

performance of junior secondary school students of River State. This implies that, the level of
aggression, anxiety and depression students face are significantly related and also affect their

Academic Performance.

Salihu (2008) conducted research on the Relationship of divorce, social adjustment and academic

performance among junior secondary school in Kuje Area Council Abuja. The study adopted

descriptive survey design. The total of 350 respondents from divorce homes took part in the

study. Academic Performance Test on Social Studies and 38 Integrated Science was used for

data collection (APTSSIS). Four hypotheses were tested using Pearson product movement

correlation (r) at 0.05 alpha level. Based on the result obtained, significant relationship exist

between divorce, level of social adjustment and academic performance among junior secondary

school students` in Kuje Area Council Abuja, Nigerian Bello (2006) focused on Relationship

between teacher`s disciplinary style and students` academic performance in East Local

Government Area Secondary Schools Kwara State. The study adopted Correlational design to

investigating relationship between these two variables. Four research questions were addressed

by the study, three null hypotheses were tested at 0.05 level of significance. Pearson product

movement correlation coefficient (r) was adopted for the study, the population of 8950 teachers

and students in East Local Government Area in Kwara State. The sample of 320 respondents

took part in the study with 160 as teachers and 160 as students. The teacher disciplinary style

questionnaire was used to elicit information on the relationship between teacher` disciplinary

style and students‟ academic performance. The findings revealed that there was significant

relationship between teacher`s disciplinary style and students` academic performance. This

implies that, teacher`s disciplinary style in regard to school activities go a long way to influence

students‟ academic performance. Mustapha (2016) investigates the influence of broken home on

school adjustment and academic performance among secondary school students in Zaria
metropolis, Kaduna State, Nigeria. The study employed an ex-post factor design. The total

population for the study was 23,094 students. 259 respondents took part in the study.

Questionnaire and academic performance test in English Language and Mathematics were used

for data collection. Four research questions and hypotheses were formulated to 39 guide the

conduct of the study. Independent t-test and ANOVAN were used to test the hypotheses. It was

found that there is no significant difference in school adjustment among students whose parents

are dead, divorce and separated (f = 1.106, p = .342), it also reveals that there is significant

difference in academic performance among students whose parents are dead, divorced and

separated (f = 4.015, p = .027), among other study also indicates that there is no significant

difference between academic performance of male and female students from broken home (t

= .261, p = .796)

Effect of Family Structure on Academic Performance

The effects of family structure on academic success continue through high school. Analyzing

longitudinal data from HS&B, Ajila and Olutola (2007) investigated the effect of having an

absent father or mother on grades and standardized test scores. Adolescents from both single

father and single-mother homes had test scores that were on average three tenths of a standard

deviation lower than those of adolescents in two-parent homes. Unlike other studies of the

effects of family structure on academic achievement, coefficients were not altered when the

lower income of single-parent homes was taken into account (Duncan & Brooks-Gunn, 2000).

However, when student misbehavior variables, such as school tardiness/absence, not doing

homework, and frequent dating, were included in the model, the negative effect of nontraditional

family structure becomes insignificant. The authors conclude that non-traditional family

structure is associated with adolescent misbehavior, which subsequently affects grades and test
scores negatively (Lansford et al., 2001). They also argue that non-traditional family structure

may more substantially influence other outcomes, such as high school dropout rate, high school

graduation, and age at first pregnancy, than grades. This appears to be the case based on the

evidence reported in a number of studies examining these outcomes. Painter and Levine (2000)

examined the effects of a family disruption during high school on high school dropout rates for

white, non-Hispanic participants from NELS:88-94 and found that the dropout rate for youths in

non-traditional families was five percent higher than that of adolescents from traditional families.

Painter and Levine examined several explanatory models, some of which controlled for variables

that existed before the divorce to determine if some families were more inclined than others to

experience a disruption in family structure. Controlling for characteristics that existed prior to

divorce decreased the difference in dropout rates between traditional and non-traditional families

to 3.9 percent and did not result in a significant change in the effect size. The fact that prior

characteristics made no statistical difference in the educational outcome estimates provides some

support for the argument that divorce itself is responsible for negative outcomes (Duncan &

Brooks-Gunn, 2000). Studying the impact of parental divorce on high school completion, Katz &

Woodin (2002) estimated three models, each of which included varying levels of information

about the decision to divorce and its subsequent effect on children’s likelihood of graduating

from high school. The three models were constructed to tease out selection effects often

associated with divorce, that is, familial interactions and conditions independent of the divorce

that may significantly affect high school completion.

Across all three models, being in a single-parent home negatively affected the likelihood of

graduating from high school. When comparing estimates across models, the one with extensive

measures of prior information on family characteristics produced coefficients that showed the
most robust association between family structure and high school dropout rates (Kershaw, 2000).

By using a rigorous analytical strategy, the researchers were able to conclude that the

characteristics of parents who are likely to divorce may have independent effects on their

adolescent’s likelihood of graduating from high school. Manski et al. caution family structure

researchers to construct more inclusive models when determining the direct effect of family

structure on outcomes. Conger, Reuter & Conger (2000) compared the likelihood of graduating

from high school among adolescents in intact, stepparent, and single-parent families, as well as

families that experienced a change in marital status in the 1979-1985 waves of the National

Longitudinal Survey of Youth (NLSY). Children in any kind of non-intact family were less

likely to receive a high school diploma than those from intact families. Controlling for income

did not significantly affect the relationship between family structure and high school graduation:

The only instance in which income had a significant effect was in single-parent families (income

accounted for 15 percent of the effect size of family structure on high school graduation). Adding

additional control variables to the model indicated that the negative effect of living in a nonintact

family can be mediated to some degree by high levels of self-esteem and perceived parental

expectations for college, but the negative effects of non-traditional family structure on high

school completion still remained (Agulanna, 2001).

One area that has received considerable attention is how parent and family characteristics,

including family structure, influence children’s college attendance. Empirical evidence suggests

that non-traditional family structures are associated with lower college attendance rates and

matriculation to less competitive institutions. Painter and Levine (2000) compared adolescents in

the NELS: 88-94 dataset whose parents divorced during high school to those whose parents

either divorced or remarried prior to the first year of the study, when the adolescents were in
eighth grade, and found that adolescents from both stepfather and mother-only households were

16 percent less likely to attend college than adolescents from intact families. Other research

indicates that the effect of family structure on college attendance is often indirect. Studying

family composition and college choice of HS&B respondents, Lillard and Gerner (2004) found

that non-traditional family structures were negatively associated with educational outcomes-

specifically applying to, gaining admission to, and attending college, particularly more selective

institutions. They also showed that the additional economic resources two parents can provide

accounted for much of the difference in outcomes between adolescents from intact versus non-

intact families. This is not unexpected as the costs of higher education have outpaced increases in

household income, and financial considerations are often seen as the major deterrent to pursuing

postsecondary education.

Theoretical framework

Three common theoretical threads are apparent in the literature regarding family structure: social

cognitive theory, attachment theory, and the theory of moral absolutism. Each of these

theoretical frameworks provides conceptual underpinnings for the literature on the influence of

broken home on academic performance of in-school adolescents.

Social Cognitive Theory

The research on family structure is grounded in Bandura’s (2002) social cognitive theory

because the theory contends that human development is influenced, in part, by environmental

agents. Family structure is an environmental agent that impacts human development and

therefore student achievement. Social cognitive theory is the view of psychologists who
emphasize behavior, environment, and cognition as the key factors in development. Family

structure is an environmental factor that affects the development of adolescents and, in turn,

impacts student achievement and academic performance. Children in intact families tend to have

greater academic achievement and educational attainment and are less likely to exhibit

behavioral problems in school. Their parents tend to be more involved in their school activities

and to have higher expectations for them. Compared to children living in intact families, peers

living in single mother families, single-mother families with cohabiting partners, and married

families with stepfathers were more likely to have ever been suspended or expelled from school;

more likely to have engaged in delinquent activities in the past twelve months; more likely to

have problems getting along with their teachers, doing homework, and paying attention in

school; and more likely to have lower grade point averages.

Attachment Theory

Attachment theory was first conceptualized by John Bowlby and later refined by Mary

Ainsworth. The theory contends that a strong emotional bond with at least one primary caregiver

is crucial for healthy child development. Attention is given in much of the literature to the child’s

mother as the primary caregiver (Cavanagh & Huston, 2008). Attachment theory offers insights

into the depressed academic achievement of adolescents from some subgroups of nontraditional

families. Further, it is consistent with Pong’s (2018) platform that adolescents from single-parent

households in which the mother is present can still experience competitive academic

achievement. The emotional closeness of a family also has the ability to affect how well a child

can succeed academically within their educational careers. The presence of a father within the

household was associated with greater academic achievement, as well as greater self-esteem and
friendship stability. Overall, it would appear that the presence and involvement of a father is

associated with positive outcomes for their children.

Theory of Moral Absolutism

The final framework for this literature review is the theory of moral absolutism. This theory

maintains that there are morally correct and incorrect actions (Hawley, 2008). Moral absolutism

suggests that the morally correct way to raise a child is through a traditional family structure that

is comprised by two biological parents (or adoptive parents from birth), one male and one

female, cohabitating in a marital relationship. Moral absolutism coincides with the Biblical ideal

of family and extends attachment theory to suggest that two parents are better than one. This

theory also offers insights into the academic achievement of adolescents based on family

structure.

Summary of Reviewed Literature

The academic performance of in-school adolescents can be influenced by factors such as

adolescents’ interactions with its peers which could help enhance their capability and increase

their academic performance in school because they could seek help from their peers that could

serve as a motivation than working alone. The emotional stress of a broken home can be enough

to stunt one’s child’s academic progress, but the lifestyle changes and instability of a broken

family can contribute to poor educational outcomes. The learning environment determines to a

large extent how a student behaves and interacts, that is to say that the environment in which

adolescents find themselves tend to mold their behavior so as to meet the demands of life

whether negatively or positively.

This chapter has highlighted conceptual frame work: concept of adolescents, concept of broken

home , and measurement of academic performance of adolescents ‟swere discussed. Theoretical

framework include: attachment theory, Social cognitive Theory, Theory of absolutism, were

critically examined. Review of relevant literatures/Empirical studies on the broken home and

academic performance were looked into from the previous studies. it was discovered that many

studies were conducted on broken homes and academic performance of adolescents in secondary

school, but so much has not been done on broken homes and academic performance of in-school

adolescents in Ilorin metropolis, which has provided a backing for the need to investigate the

influence of broken homes on academic performance of in-school adolescents. Therefore,

findings revealed parental death have no significant differential influence on the academic

performance of in-school adolescents. Parental separation and divorce have no significant

differential influence on the academic performance of primary pupils.

This chapter hasalso provided a comprehensive review of literature pertaining to the impact of

broken home on the academic performance of in-school adolescence as expressed by teachers.

The next chapter will detail the method used to carry out this research.

CHAPTER THREE

RESEARCH METHODOLOGY

Introduction
This chapter describes the methodology that will be adopted in this study. It highlights the site

description, research design, population, sampling and sampling techniques, instrumentation,

psychometric properties of the instrument (validity and reliability), procedure for administration

and Data collection, procedure for scoring and method of Data Analysis

Research Design

Research design refers to the method used to carry out a research (Kothari, 2004). This research

study will use a descriptive research survey. This design involves gathering data that describe

events and then organizes, tabulates, depicts, and describes the data. Descriptive studies portray

the variables by answering who, what, and how questions (Babbie, 2002). According to

Mugenda & Mugenda (2003), descriptive design is a process of collecting data in order to test

hypothesis or to answer the questions of the current status of the subject under study. Its

advantage is that, it is used extensively to describe behavior, attitude, characteristic and values.

Population, Sampling and Sampling Procedure

The study based its population on all secondary school teachers both male and female in Ilorin

metropolis. A total of 30 schools will be sampled from each of this local Government with 50

questionnaires distributed to each of the schools

Local Government area Number of Schools Number of questionnaires

Ilorin south 10 67

Ilorin East 10 67
 Ilorin West 10 66

Total 30 200

Purposive sampling technique will be used to select respondents from Private and public schools

from each Local Government Area as the target population for the study according to their

numbers. 10 teachers were taken from each selected private and public schools to make a total of

300 respondents

Instrumentation

Primary instrument for data collection in this study is a structured qurstionnare.A researcher

designed questionnaire is designed to collect data required from the respondents. It is developed

through well-reviewed related literature.The relevant instrument that will be used is a

questionnaire titled “Influence of Broken Homes on Academic Performance Questionnaire”

(IBHAPQ).

The Questionnaire will consist of two sections (A and B). Section A will contain demographic

data of the respondents such as, gender, year(s) of service and educational qualification. Section

B will contain 20 items which covered the respondents’ opinion on the influence of broken

homes on academic performance of adolescents which is patterned after four point Likert type

rating scale of: SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly Disagree. The

respondents rated the items as applicable in the section. Questionnaires were preferred in this

study because they are very economical in terms of time, energy and finances (Kothari, 2004).

The structured questions were used in an effort to conserve time and money as well as to
facilitate an easier analysis as they are in immediate usable form; while the unstructured

questions were used as they encourage the respondent to give an in-depth and felt response

without feeling held back in revealing of any information.

Psychometric Properties of the Instrument

The psychometric analysis of the instrument was be based on the validity and reliability

measure of the instrument.

Validity

One of the most important psychometric qualities of measurement is validity, which is the

question of whether an accurately constructed test or scale measures what it is intended to

measure. The researcher's supervisor and three additional counseling instructors reviewed the

draft of the self-structured instrument to ensure that it was valid in terms of content. The final

draft of the instrument incorporates the corrections, comments, and changes made by the

validators. This was then authorized for the study by the researcher's supervisor after being

submitted to them.

Reliability

Reliability has to do with consistency and stability of an instrument. Abiri (2008)

described reliability as the consistency, accuracy, stability and trustworthiness of a measuring

instrument or score obtained there from, that is, how far the same instrument were given the

same score on different occasions or with different sets of equivalent items under the same

condition.

A test re-test procedure will be employed to determine the reliability of the

instrument.Twenty (20) copies of the questionnaire was given to twenty (20) respondents who

were not be part of the envisaged population. After two weeks, the same number of respondents
were been given the questionnaire forms to respond to. The two sets of scores were been

correlated using the Pearson Product Moment Correlation (PPMC) and reliability coefficient will

be obtained.

To interpret the output, the rule of George &Mallery (2003) was followed, which states

that the closer the Cronbach's alpha coefficient is to 1.00, the greater the consistency of the

instrument or Alpha coefficients above 0.70 is considered acceptable thus: > 0.9 (Excellent), >

0.8 (Good), >0.7 (Acceptable), > 0.6 (Questionable), > 0.5 (Poor), and < 0.5 (Unacceptable). If

found reliable enough, the instrument will be said to be suitable for the study.

Procedure for Scoring the Instrument

The questionnaire items was scored based on the format of each of the section. Section

‘A’ was scored and analyzed statistically using frequency counts and simple percentage. While

Section B items will be scored using Four Likert-type rating scale as follows:

Strongly Disagree- SD - 1 Point

Disagree-D - 2 Points

Agreed-A - 3 Points

Strongly Agree-SA - 4 Points

Therefore, the highest obtainable score on each item is 4points and the lowest is 1 point and the

midpoint is 2.5. Any item that has a mean score of 2.5 and above was considered as even score.

Procedure for Data Administration and Collection

The researcher will visit the sampling schools for the administration of the

questionnaires after seeking for the permission of school authorities. The questionnaire forms

was administered to 300 teachers in 30 school. The researcher, with the help of two Research

Assistants ensured that the questionnaire forms are correctly and completely filled. The informed
consent of the respondents was obtained by giving the respondents the freedom to participate in

the study without coercion.

Method of Data Analysis

Statistical Package for Social Sciences (SPPS), data analysis software, will be used to analyze

the quantitative data. Further, quantitative data will be analyzed by the use of descriptive and

inferential statistics. Descriptive statistics such as mean, frequencies, standard deviation and

percentages will be used to profile sample characteristics and major patterns emerging from the

data. The study will also make use of correlation analysis to establish the relationship between

the dependent variable and independent variables.

Initial steps include employing descriptive statistics to offer a concise summary of the

data, calculating measures such as mean, median, and standard deviation to portray central

tendencies and the spread of responses.Frequency analysis is then applied to the impact of

broken home on academic performance of in-school adolescents as expressed by teachers. Data

collected for the study was subjected to descriptive and inferential statistical analysis. Frequency

counts and percentage was employed to analyse demographic data and main research questions

while t-test and Analysis of Variance (ANOVA) statistics was used to test the null hypotheses at

0.05 level of significance.

CHAPTER FOUR

RESULTS
Introduction

This chapter deals mainly with the presentation and analysis of data that were gathered from

teachers in the three Local Government of Ilorin. The data collected were subjected to analysis

with the use of both descriptive and inferential statistics. The information collected was

statistically presented through the use of percentages, frequency counts, mean and standard

deviation. The raised hypotheses were analysed using t-test and Analysis of Variance (ANOVA).

Demographic Information
 The demographic data of the respondents’ entails the distribution of respondents by the

moderating variables of gender, level of education abd years in service. Therefore, this section

presents the results of data obtained from the respondents in percentages.

Table 1: Demographics Characteristics of Respondents

Variables Frequency Percent

Gender
male 85 42.5

Female 115 57.5

Total 200 100

Level of education
OND/NCE 62 31.0

First Degree 97 48.5

Post graduate 28 14.0

PhD 13 6.5

Total 200 100

Years of service
0-5 years 45 22.5

6-10 years 78 39.0

10-15 years 51 25.5

16 years and above 26 13

Total 200 100

Source: Author’s Computation (2024)

The results in table 1 above shows that the majority of the teachers are female (57.5%) and have
a First Degree (48.5%) as their highest level of education. The majority of the teachers also have
between 6-10 years of teaching experience (39.0%). The results also indicate that there are more
 teachers with a lower level of education (OND/NCE) than those with higher levels of education
(Postgraduate and PhD).

This suggests that the teachers in Ilorin Metropolis may have varying levels of academic
qualifications and experience, which could potentially impact their perceptions and opinions on
the impact of broken homes on the academic performance of in-school adolescents.

Answers to research question

What is the impact of broken home on academic performances of in-school adolescent as
expressed by teachers in Ilorin metropolis
Table 2: impact of broken home on academic performances of in-school adolescent as expressed
by teachers in Ilorin metropolis
S/N Broken homes impact academic performance in SA A D SD EX X Decisio
the following ways; n
4 3 2 1

1. non-adherence to school class rules/regulations 404 156 60 17 63 3.18 accepted

7

2. repeation of classes 208 144 100 50 50 2.51 accepted

2

3. lack of interest in school social activities 352 186 42 29 60 3.04 Accepte

9 d

4. getting unnecessarily scared to answer questions in 340 210 46 22 61 3.09 Accepte

classes 8 d

5. constituting nuisance in classrooms 100 156 168 39 46 2.31 Rejected

3

6. not having time to do take home tasks/assignments 316 249 48 14 62 3.14 Accepte
7 d

7. inability to comprehend what is being taught 236 201 96 30 56 2.82 Accepte

3 d

8. avoiding group works in school 168 102 136 56 46 2.31 Rejected

2

9. not attending classes regularly 324 225 58 21 62 3.14 Accepte

8 d

10. Isolating oneself during classes 164 159 132 40 49 2.4 Rejected
5

11. employing ineffective study habits 140 144 136 49 46 2.34 Rejected
 9

12. not always motivated to achieve academic goals 260 234 70 22 58 2.93 Accepte
6 d

13. loosing focus during lessons 480 180 22 9 69 3.45 Accepte

1 d

14. not contributing during class interactions 404 162 50 20 63 3.18 Accepte
6 d

15. developing negative attitude towards the teacher 224 123 112 47 50 2.53 Accepte
6 d

16. developing negative attitude towards schooling 180 180 160 15 53 2.65 Accepte
5 d

17. being inattentive during classes 316 180 64 29 58 2.94 Accepte

9 d

18. not always willing to go home after school due to the 280 195 90 20 58 2.92 Accepte
problems at home 5 d

19. unwillingness to write during lessons 164 84 160 51 45 2.3 Rejected

9

20. lateness to school/skipping classes 300 144 84 35 56 2.81 accepted

3 5

Table 2 shows the results of the impact of broken home on academic performances of in-school

adolescent as percieved by teachers in Ilorin. The results indicates that teachers in Ilorin

Metropolis believe that broken homes have a significant impact on the academic performance of

in-school adolescents. The majority of the teachers agreed that broken homes lead to non-

adherence to school rules (mean score = 3.18), repetition of classes (mean score = 2.51), lack of

interest in school activities (mean score = 3.04), and inability to comprehend what is being

taught (mean score = 2.82).

The results also suggest that broken homes lead to behavioral problems such as getting

unnecessarily scared to answer questions in classes (mean score = 3.09), constituting a nuisance
in classrooms (mean score = 2.31), and avoiding group work (mean score = 2.31). However, the

results indicate that broken homes do not lead to lateness to school or skipping classes (mean

score = 2.815).

The results imply that broken homes have a profound impact on the academic performance and

behavior of in-school adolescents. This is consistent with previous research that has shown that

children from broken homes are more likely to experience academic difficulties and behavioral

problems (Amato, 2001; Wolchik et al., 2000).

Hypotheses Testing

Four research hypotheses were postulated in the course of this study and were tested using t-test

and ANOVA at 0.05 significance level.

Research Hypothesis 1: There is no significant difference on the impact of broken home on

academic performances of in-school adolescence on the basis of gender

Table 3: Mean, Standard Deviation and t-value of the Respondents’ Perception on the Influence
of Broken Home on Students’ Academic Achievement Motivation on Basis of Gender

Gender N Mean SD df Cal. t-value Crit. p-

tvalue value
Male 85 55.6 2.56 198 0.54 1.96 0.341
Female 115 67.2 2.14

Result from Table 3 shows that the p-value (0.341) is greater than the typical significance level

of 0.05, it suggests that the difference between the means is not statistically significant. The

results fail to reject the null hypothesis, indicating that there is no significant difference in the

impact of broken homes on the academic performance of in-school adolescents based on gender.
In other words, the data suggests that gender does not play a significant role in determining the

academic performance of students from broken homes.

Research Hypothesis 2: There is no significant difference on the impact of broken home on

academic performances of in-school adolescence on the basis of teaching experience

Table 4: Analysis of Variance (ANOVA) of the Respondents’ Perception on the impact of

broken home on academic performances of in-school adolescence on the basis of teaching

experience

Source Sum of Squares df Mean Squares F-ratio P-value

Between group 2.24 3 0.746 0.809 0.528

Within group 180.7610 196 0.922
Total 183.001 199

In Table 4 above, the results indicate that there is no significant difference in perceptions of the

impact of broken homes on academic performance among teachers with different levels of

teaching experience (F(3, 196) = 0.809, p = 0.528). This suggests that teaching experience does

not significantly influence teachers' perceptions of the impact of broken homes on academic

performance. Since the p-value is greater than the 0.05, we then accept the null hypothesis and

therefore conclude that there is no significant difference in the academic performance of the
students on the basis of educational attainment. This simply means that the opinion of the

respondents on the academic performance of the students is not significantly different from their

educational attainment.

Research Hypothesis 3: There is no significant difference on the impact of broken home on

academic performances of in-school adolescence on the basis of level of education

Table 5: Analysis of Variance (ANOVA) of the Respondents difference on the impact of

broken home on academic performances of in-school adolescence on the basis of level of

education.

Source Sum of Squares df Mean F-ratio P-value

Squares
Between group 2.503 3 0.8343 0.9358 0.4058
Within group 174.74 196 0.8915
Total 177.243 199

The results in table 5 indicates that there is no significant difference in the impact of broken

homes on academic performance among individuals with different levels of education (F(3, 196)

= 0.9358, p = 0.4058). This suggests that level of education may not be a significant factor in

determining the impact of broken homes on academic performance. . Since the p-value is greater

than the 0.05, we then accept the null hypothesis and therefore conclude that there is no
significant difference in the academic performance of the students on the basis of educational

attainment. This simply means that the opinion of the respondents on the academic performance

of the students is not significantly different from their educational attainment.

Summary of Findings

The study investigated the impact of broken homes on the academic performance of in-school

adolescents as perceived by teachers in Ilorin Metropolis. The results of the findings indicate

that teachers in Ilorin Metropolis believe that broken homes have a significant impact on the

academic performance of in-school adolescents. The majority of the teachers agreed that broken

homes lead to non-adherence to school rules (mean score = 3.18), repetition of classes (mean

score = 2.51), lack of interest in school activities (mean score = 3.04), and inability to

comprehend what is being taught (mean score = 2.82). The results also suggest that broken

homes lead to behavioral problems such as getting unnecessarily scared to answer questions in

classes (mean score = 3.09), constituting a nuisance in classrooms (mean score = 2.31), and

avoiding group work (mean score = 2.31). However, the results indicate that broken homes do

not lead to lateness to school or skipping classes (mean score = 2.815).

The results imply that broken homes have a profound impact on the academic performance and

behavior of in-school adolescents. This is consistent with previous research that has shown that

children from broken homes are more likely to experience academic difficulties and behavioral

problems (Amato, 2001; Wolchik et al., 2000).The results showed that there is no significant

difference in the impact of broken homes on academic performance based on gender (p = 0.341),

teaching experience (p = 0.528), and level of education (p = 0.4058). These findings are

consistent with previous studies that found no significant gender differences in the academic

performance of students from broken homes (Amato, 2001; Kelly, 2007).

The study's findings also suggest that teaching experience and level of education do not

significantly influence teachers' perceptions of the impact of broken homes on academic

performance. This is in line with previous research that found no significant relationship between

teacher characteristics and student achievement (Rice, 2010). The results imply that other factors,

such as family support and coping mechanisms, may play a more crucial role in determining the

impact of broken homes on academic performance (Wagner, 2011).

The study's findings have important implications for educational policymakers and practitioners.

The results suggest that interventions aimed at supporting students from broken homes should

not be tailored solely based on gender, teaching experience, or level of education. Instead, a more

comprehensive approach that addresses the unique needs and challenges faced by these students

is necessary. This may include providing counseling services, academic support, and family

outreach programs (Lichtman, 2013).

The study found no significant difference in the impact of broken homes on academic

performance based on gender, teaching experience, and level of education. These findings are

consistent with previous research and highlight the need for a more comprehensive approach to

supporting students from broken homes. By addressing the unique needs and challenges faced by

these students, educators and policymakers can work to improve their academic performance and

overall well-being.
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

The study investigated the impact of broken homes on the academic performance of in-

school adolescents as perceived by teachers in Ilorin Metropolis.. Hence, the present chapter

entails the discussions of findings, conclusions, implications for counselling, recommendations

and suggestions for further studies

Discussions

The results of the findings indicate that teachers in Ilorin Metropolis believe that broken homes

have a significant impact on the academic performance of in-school adolescents. The majority of

the teachers agreed that broken homes lead to non-adherence to school rules, repetition of

classes, lack of interest in school activities, and inability to comprehend what is being taught.

The results also suggest that broken homes lead to behavioral problems such as constituting a

nuisance in classrooms, getting unnecessarily scared to answer questions, and avoiding group
work. Additionally, teachers believed that broken homes result in poor study habits, lack of

motivation, and negative attitudes towards teachers and schooling.

The results imply that broken homes have a profound impact on the academic performance and

behavior of in-school adolescents. This is consistent with previous research that has shown that

children from broken homes are more likely to experience academic difficulties and behavioral

problems (Amato, 2001; Wolchik et al., 2000).

The results suggest that teachers need to be aware of the potential impact of broken homes on

their students' academic performance and behavior. Teachers can play a critical role in

supporting students from broken homes by providing individualized attention, creating a

supportive learning environment, and encouraging positive relationships with peers and teachers.

The results fail to reject the null hypothesis, indicating that there is no significant difference in

the impact of broken homes on the academic performance of in-school adolescents based on

gender. In other words, the data suggests that gender does not play a significant role in

determining the academic performance of students from broken homes. The findings suggest that

factors other than gender, such as socioeconomic status, parental support, and individual

resilience, may play a more critical role in determining academic performance. The results may

also imply that the effects of broken homes on academic performance are similar for both males

and females. However, it is essential to consider other variables that might be influencing the

outcome.

The results further indicate that there is no significant difference in perceptions of the impact of

broken homes on academic performance among teachers with different levels of teaching
experience (F(3, 196) = 0.809, p = 0.528). This suggests that teaching experience does not

significantly influence teachers' perceptions of the impact of broken homes on academic

performance. The study found no significant difference in perceptions of the impact of broken

homes on academic performance among teachers with different levels of teaching experience.

This implies that teaching experience may not be a significant factor in shaping teachers'

perceptions of this issue.

Conclusion

The study's findings highlight the need for a comprehensive approach to addressing the impact of

broken homes on academic performance. While gender, teaching experience, and level of

education do not significantly influence the impact of broken homes, other factors such as family

support and coping mechanisms play a crucial role. Interventions aimed at supporting students

from broken homes should be tailored to address their unique needs and challenges.

Implications for Counseling

i. Broken homes have a significant impact on the academic performance of in-school

adolescents.

ii. Gender does not significantly influence the impact of broken homes on academic

performance.

iii. Teaching experience does not significantly influence teachers' perceptions of the impact

of broken homes on academic performance.

 iv. Level of education does not significantly influence the impact of broken homes on

academic performance.

v. Family support is a crucial factor in determining the impact of broken homes on

academic performance.

vi. Coping mechanisms are essential for students from broken homes to achieve academic

success.

vii. Teachers' perceptions of the impact of broken homes on academic performance are not

significantly influenced by their teaching experience or level of education.

viii. Interventions aimed at supporting students from broken homes should be comprehensive

and address their unique needs and challenges.

Recommendations

Based on the findings of the study, it was recommended that stakeholders should;

i. Develop and implement programs aimed at providing academic and emotional support to

students from broken homes.

ii. Provide gender-sensitive counseling services to students from broken homes.

iii. Train teachers on how to identify and support students from broken homes.

iv. Develop and implement family outreach programs to engage parents and guardians in

their children's education.

v. Provide resources and support for families to develop healthy coping mechanisms.

vi. Develop and implement academic support programs tailored to the needs of students

from broken homes.

vii. Encourage teachers to seek professional development opportunities to enhance their

knowledge and skills in supporting students from broken homes.

viii. Develop and implement policies aimed at providing a supportive school environment for

students from broken homes.