Sangat National High School

Sangat, San Fernando, Cebu

Senior High School Department

S.Y.2019-2020

THE IMPACT OF BROKEN FAMILY TO STUDENT’S

ACADEMIC PERFORMANCE

Grade 12- Jobs

Researchers:

Lawas , Mary chu

Lapina , Mitchie

Boiser , Sheila mae

Rosacena , Jenny rose

Cano , Andrie

Tanud tanud , Kyle

Mr. Cerelo Abasolo

Research adviser
 Chapter I
THE PROBLEM AND IT’S SCOPE

INTRODUCTION

Rationale of the study

The family is an esseantial factor for a human’s whole being ,

everything about a man, his background, attitude, all of his achievements , his
honor 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 . A broken family refers to a family that are divorced or
separated. Broken homes can cause children to question their self- worth, to
experience unnecessary grief , guilt and confusion.

Many articles that support the issue that broken families affect the
child’s performance, attitude and self-esteem. They show statistics that broken
families affect much of the child’s emotional and spiritual being, that is greatly
distresses the child’s education. According to Durden and Ellis (as cited in
staffolani and Bratti 2002) that measures of prior educational performance are
the most important determinants of student performance. This implies that the
higher the previous performance, the better the students will perform
academically. With the help and support of the family especially the parents , the
performance of the students will improve more. In additional, the students will
be more active if the social group that he/she was involved was.

Here in a modern age a family could be two things, complete or

broken , a broken family is believed to be cause of a child’s mislead in life, some
people give it as the main reason of the rebellious and unclear acts of children .
School, another factor which meld us on becoming successful, but how it make
u successful if we can’t focus, we can’t d schooling like others cause we mind the
problems we encounter in our homes. Because having this kind of situation is a
big deal to them. It can affects their life and studies, it is also hard to them to
have this kind of problem . Some people did the suicide or rebel, because they
think suicide only is the answer on their problem.
 This study is important to help those people who encounter this. And
help them to survive . The possible solution is the mother and father need to talk
about this situation and what will happen in the future to their child. On the
other hand, student’s must have the support of parents in giving time to spend
with their children, teachers must understand the situation of a student, as a
second mother/father of them and as their motivator they want to have the
essence of being a part of your life . Encourage them to have motivation in
attending class every day.
 THEORETICAL BACKGROUND OF THE STUDY

This study anchored on the psychological theories. Psychologists have

approached broken homes and attachment theories from a broad range of
perspectives. Psychoanalytic theories emphasized the importance of loving
relationships and attachment between children and their parents. These theories
suggested that there were three major personality mechanisms: the id, ego, and
superego. The id contained the instinctual, unconscious desires (especially sexual
and aggressive) with which a child was born It was governed by the pleasure
principle, seeking to achieve pleasure and avoid pain. The ego, which was the
seat of consciousness, developed out of the id by about age three. The ego tried
to achieve the desires of the id while taking account of the reality of social

Conventions, and hence could delay immediate gratification in favor of long-term

goals. Children would only develop a strong ego if they had a loving relationship
with their parents. The superego developed out of the ego by about age five,
and contained two functions, the conscience and the ego-ideal. The conscience
acted to inhibit instinctual desires that violated social rules, and its formation
depended on parental punishment arousing anger that children then turned
against themselves. The ego-ideal contained internalized representations of
parental standards, and its formation depended on children having loving
relationships with their parents. According to psychoanalytic theories, offending
resulted from a weak ego or a weak superego, both of which followed largely
from low attachment between children and parents. These ideas inspired
counseling and social work approaches, trying to rehabilitate offenders by
building up warm relationships with them.

Most studies of broken homes have focused on the loss of the father rather than
the mother, because the loss of a father is much more common. In agreement
with attachment theories, children who are separated from a biological parent
are more likely to offend than children from intact families. For example, in a
birth cohort study of over eight hundred children born in Newcastle-upon-Tyne,
England, Israel Kolvin and his colleagues discovered that boys who experienced
divorce or separation in their first five years of life had a doubled risk of
conviction up to age thirty-two (53 percent as opposed to 28 percent).

.
 Theory

• Psychological Theories

The impact of broken family to student’s

academic performance

Performance of the Effects of broken family

students

Implementing a “Happiness Exist”

program for all the students

Figure 1. Theoretical framework of the study

However, the relationship between broken homes and delinquency is not as

simple as that suggested by attachment theories. Joan McCord (1982) conducted
an interesting study in Boston of the relationship between homes broken by loss
of the biological father and later serious offending by boys. She found that the
prevalence of offending was high for boys from broken homes without
affectionate mothers (62 percent) and for those from unbroken homes
characterized by parental conflict (52 percent), irrespective of whether they had
affectionate mothers. The prevalence of offending was low for those from
unbroken homes without conflict (26 percent) and—importantly—equally low for
boys from broken homes with affectionate mothers (22 percent). These results
suggest that it might not be the broken home that is criminogenic but the
parental conflict that often causes it. They also suggest that a loving mother
might in some sense be able to compensate for the loss of a father.

Modern theories of the relationship between disrupted families and delinquency

fall into three major classes. Trauma theories suggest that the loss of a parent
has a damaging effect on a child, most commonly because of the effect on
attachment to the parent. Life course theories focus on separation as a sequence
of stressful experiences, and on the effects of multiple stressors such as parental
conflict, parental loss, reduced economic circumstances, changes in parent
figures, and poor child-rearing methods. Selection theories argue that disrupted
families produce delinquent children because of preexisting differences from
other families in risk factors, such as parental conflict, criminal or antisocial
parents, low family income, or poor child-rearing methods.

Hypotheses derived from the three theories were tested in the Cambridge Study
in Delinquent Development (Juby and Farrington), which is a prospective
longitudinal survey of over four hundred London males from age eight to age
forty. While boys from broken homes (permanently disrupted families) were
more delinquent than boys from intact homes, they were not more delinquent
than boys from intact high-conflict families. Overall, the most important factor
was the post-disruption trajectory. Boys who remained with their mother after
the separation had the same delinquency rate as boys from intact low-conflict
families. Boys who remained with their father, with relatives, or with others (e.g.,
foster parents) had high delinquency rates. It was concluded that the results
favored life-course theories rather than trauma or selection theories.
 A broken family can negatively affect all domains of your child’s
development. The effects of a broken family on a child’s development depend on
numerous factors, including the age of the child at the time of parents’
separation, and on the personality and family relationships. Although infants and
young children may experience few negative developmental effects, older
children and teenagers may experience some problems in their social, emotional
and educational functioning. Broken family is a very hard situation. Along with
these different variety effects, older children and teenagers may experience
some problems in their social, emotional and educational functioning. Broken
family is a very hard situation. Along with these different varieties of families
there is one common incident that can cause the family structure to change.
Divorced is an unplanned event in a family life. It is something that affects each
member of family at different times and in different ways.

Moreover, Woosleyetal, (2009) also concluded that children from non-

intact families . Otherwise, most of the students who are part of a broken family
have difficulties in building relationships towards others.

Another equally important from fine and Harvey (2006) , along with
building relationships, several other factors contribute to effected relationship.
Adolescents and young adults have shown that they have trouble with
commitment, lower trust in their partners, lower satisfaction, trouble with
interpersonal skills and greater acceptance of divorce. This kind of situation will
be a remarkable experience to a child .

According to partnoy (2008) , adolescents and adults from divorced families

can still recall shock , unhappiness, loneliness anger brought on by the divorced .
This may be result of having broken family of a child . Durden and Ellis (as cited
in staffolani and bratti,2002) , observed that measures of prior educational
performance are the most important determinants of students performance .
This implies that the higher the previous performance, the better the students
will perform academically. With the help and support of the family especially the
parents , the performance of the students will improve more. In additional, the
students will be more active if the social group that he / she was involved was.

Furthermore, Sentamu(2003) social institutions in which groups of

individuals are brought together to share educational experiences and such
interactions may breed positive or negative influences on learners , according to
Jeynes et al (2002) , social economic status is most commonly determined by
combining parents educational level, occupational staus and income level .
 And Ngale (2009) explored the relationship between family structure and
juvenile delinquency. The analysis revealed the following significant
relationships: the moral education of juvenile delinquents is undertaken more by
others than their biological parents; most delinquent children come from the
lowest socioeconomic stratum of society; about two-thirds of the juvenile
delinquents come from homes where 7 persons and above live under the same
roof; most parents of our respondents have low paid jobs which keep them for
long periods away from their children. A growing number of parents need
additional socioeconomic support, development of vital skills of responsible
parenting, in order to adequately manage periods of rapid social change and
simultaneous multi-dimensional challenges .

Kimani A. (2010) investigated the causative relationship between family

unit structure and juvenile delinquency. The research revealed that there was a
strong correlation between murder and a child having come from an intact
family. For a single parent family parenthood, there was a strong correlation
between street life, sex and defilement offences. Children brought up in a step
parent home had a strong inclination towards substance abuse but the
correlation was even greater for stealing and refusing school. For children having
come from a children‟s home, they had a strong correlation towards substance
abuse and street 57 life but showed a negative strong correlation with refusing
school. For children brought up in a grandparent family structure, the correlation
was strong for substance abuse and the highest for stealing. Murder was the
least committed offence while refusing school and street life were the most
dominant. This research concludes that single parenthood families were the most
significant for all offences in the study except murder.

In another study by Sanni K. and others (2010) the results indicated that
three family variables namely: family stability, family cohesiveness and family
adaptability impact strongly on juvenile delinquency among secondary school
students in Nigeria.

Otherwise, Obioha E. and Nthabi M. (2010) investigated the social

background patterns of juvenile delinquents to ascertain their contributions to
juvenile delinquencies in Lesotho. The results in the main corroborated what
exists in literature that most delinquents come from broken homes; most
delinquents are males; delinquency is at a higher rate in urban areas compared
to the rural areas and that most delinquents are part of peer groups who engage
in delinquent behaviors. The most committed offence across the country was
robbery. Another study links parental care with high levels of psychological
distress, which leads to delinquency. J. Chambers and others198 found that high
parental control, such as in an authoritarian parenting style, leads to a faster first
arrest. They also discovered that low parenting care, such as in a permissive
parenting style, is related to high levels of distress in adolescents. These finding
would also indicate harmful results from being reared in a permissive or
authoritarian home. The major area within juvenile delinquency and families is
single parent households versus two parent households.

According to Klein K. and Forehand R. suggest that the prediction of

juvenile delinquency in early childhood depends on the type of maternal
parenting skills that are imposed upon the child during early adolescence. In
addition, highly active children and children who frequently and intensely
experienced negative emotions had less constructive conflict with their mothers,
involving less resolution, more aggravation and less justification, than children
who did not have these qualities. Attachment security was not related to the
frequency of conflict between mothers and their children, but to the quality, the
study found. Mothers and children who had secure relationships had constructive
conflict involving high levels of resolution, compromise and justification. In sum,
both the quality of children's relationships with their mothers and children's
personality types were found to shape the nature of conflict between mothers
and their children at age two.

A 2008 study by UNICEF claimed that mothers who went back to work less
than a year after giving birth were gambling with their children‟s development.
Father involvement is positively correlated with children experiencing overall life
satisfaction, less depression, less emotional distress and fewer expressions of
negative emotionality such as fear and guilt. Furthermore Ghaerba (2001)
broken home
 THE PROBLEM
STATEMENT OF THE PROBLEM

The study assesses the impact of broken family to student’s academic

performance of grade 12 ABM Students at Sangat National High School, San
Fernando, Cebu during the school year 2019-2020 as the basis for family
enrichment program.
It seeks to answer the following sub-problems
1. What is the profile of age and gender of the students ?

2.What is the impact of broken family to the academic performance of the

student?

3.Is there a significant difference between the students profile and their
performance?

4. Based on the findings of the study what propose activity program can be
designed?

HYPOTHESIS

HO: There is no significant difference between the student’s profile and their
performances
 Scope and limitation

This study focuses on the impact of broken family to the student’s

academic performance of grade 12 ABM students . The data collection will be
conducted to______% of the total population in grade 12 ABM in Sangat
National High School, School year 2019-2020. This study will not cover other
problems that are not consider as one of the broken family. The other students
which do not fall as part of grade 12 AMB students are not within the scope of
this research . The study would be done through the ulitization of questionnaire
to the students as a survey and reference . By their strategy the researchers will
be able to know the impact of broken family to the students academic
performance of grade 12 ABM

DEFINITION OF TERMS
The terms used in the study are here defined operationally and technically
utilized them.
Broken Family- is a family has split or separated due to a variety of reasons. This
leads to children being raised by single parents, step parents, or others not
related to the biological parents.
Family- a group consisting of parents and children living together in a household.
Impact- It have a strong effect on someone or something.
Profile- a profile can be used to store the description of the characteristics of a
person. This information can be exploited by systems taking into account the
person’s characteristics and preferences.
Significant- a significant wink. Statistics of or relating to observations that are
unlikely to occur by chance and that therefore indicate a systematic cause.
Student’s Performance- In a case method course may be assessed along a
variety of dimensions including class participation, Individual written works on
papers and exams and a group activities such as projects and presentations.

SIGNIFICANCE OF THE STUDY

This study provides information that generates new ideas and knowledge
about the impact of broken family to student’s Academic Performance of grade
12 ABM Students.

It would help the following beneficiaries to fully understand about the

situation of students who are part of the broken family:

Parents will be knowledgeable enough about the value of having a

complete family, on how their children’s situation affects the performance in
school of being a part of the broken homes.

students will learned from their experiences and understand their

situations of being a part of the broken family.

Teachers must know the effects of having a broken family, giving

advices by comforting them being a second mother/father of their students.
Learning from their students experiences to the external performance, encourage
them and motivate the member of a broken family.

Future Researchers -as a result, this will serves as their bases if they’ll
be going to have the same study, in which they can also get some current
information.