THE EFFECT OF BROKEN HOMES ON ACADEMIC

PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN

OHIMINI LOCAL GOVERNMENT AREA OF BENUE STATE

BY

OMOHA ALECHENU GODWIN

BSU/ED/SW/05/2883

&

JACKREECE NIMI NGOYE

BSU/ED/SW/05/2878

DEPARTMENT OF VOCATIONAL AND TECHNICAL

EDUCATION, BENUE STATE UNIVERSITY, MAKURDI

DECEMBER, 2011

i
 THE EFFECT OF BROKEN HOMES ON ACADEMIC
PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN
OHIMINI LOCAL GOVERNMENT AREA OF BENUE STATE

BY

OMOHA ALECHENU GODWIN

BSU/ED/SW/05/2883

&

JACKREECE NIMI NGOYE

BSU/ED/SW/05/2878

A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF VOCATIONAL AND TECHNICAL
EDUCATION, BENUE STATE UNIVERSITY, MAKURDI, IN
PARTIAL FULFILLMENT FOR THE REQUIRMENT OF
THE AWARD OF BACHELOR OF SCIENCE EDUCATION
(B. Sc. Ed) BUSINESS EDUCATION, BENUE STATE
UNIVERSITY, MAKURDI.

DECEMBER, 2011

ii
 APPROVAL PAGE

The project has been read and approved as satisfying the

requirement for the award of Bachelor of Science degree in
Business Education.

……………………………… …………………
Dr. Aligba, Solomon Ogede Date

……………………………… …………………
Mr. Tiough Daniel Momngu Date
Head of Department

……………………………… …………………
Dr. Daniel Nevkar Date
Dean, Faculty of Education

……………………………… …………………
External Examiner Date

iii
 DEDICATION

This project is dedicated to God Almighty, who is, who

was and who is still to come, for the unique grace and
wisdom given to us and to our late parents Mr. Anthony
Omoha and Late Madam Oderiba Akio-Taylor Harry whose
desirers is to see us becoming the best in life.

iv
 ACKNOWLEDGEMENT

We give God the glory for using the following persons

to enable us accomplished the success so far in our
educational pursuit.
Mrs. Veronica O. Omoha and Mr. & Mrs. Ngoye
Jackreece our living parents for sponsorship so far.
We equally appreciate the tireless effort of our project
supervisor Dr. Aligba Solomon Ogebe who saw the bright
future in us and encouraged us to put in our best in this
project work.
Also to put in remembrance are few of our lecturers
who God used for us during the course of our stay in Benue
State University, Makurdi, Mr. Tiough Daniel our former
Exam Officer and presently the H.O.D Vocational and
Technical Department, Mr. Faajir A., Mr. Toryila, Mr. Labe
B. I., Mr. Kase J. C., Mr. Ijalija J., Mr. Hime E. A. and Mr.
Aber W. M. who validated our project instrument.
Lastly, we cannot forget the moral support we received
from Janet and Ojone who the Lord brought our way in
course of the programme. We say to all, may the God of
glory bless your labour of love.
OMOHA & JACKREECE

v
 TABLE OF CONTENTS
Cover Page ……………………………………………………… 1
Title Page ……………………………………………………….. ii
Approval Page …………………………………………………. iii
Dedication ……………………………………………………… iv
Acknowledgement …………………………………………….. v
Table of Content ……………………………………………….. vi
List of Tables ……………………………………………………. ix
Abstract ………………………………………………………….. x
CHAPTER ONE: INTROUDCTION …………………………. 1
1.1 Background of the Study ……………………………… 1
1.2 Statement of the Problem ……………………………… 4
1.3 Purpose of the Study …………………………………… 6
1.4 Research Questions …………………………………….. 7
1.5 Research Hypothesis …………………………………… 8
1.6 Significance of the Study ………………………………. 9
1.7 Scope of the Study ………………………………………. 9
1.8 Operational Definition of terms ………………………. 10
CHAPTER TWO: LITERATURE REVIEW ………………….. 12
2.1 Introduction ………………………………………………. 12
2.2 Theoretical/Conceptual Framework ………………… 12
2.2.1 Frustration – Aggression Theory …………………….. 13
2.2.2 Relative Deprivation Theory …………………………… 14
2.2.3 The Looking Glass Self Theory ………………………. 15
2.2.4 Maslow Theory of Motivation …………………………. 16
2.2.5 The Concept of a Home/Family ………………………. 19
2.2.6 The General Role of the Home ………………………… 21

vi
2.2.7 Family and Children Academic Performance …….. 23
2.2.8 The Broken Home ………………………………………. 25
2.2.9 Causes of Broken Home ………………………………. 29
2.2.10 Broken Home and Children’s Health …………….. 30
2.2.11 Broken Home and School Dropout ……………….. 32
2.2.12 Broken Home and Academic Performance of
Students ……………………………………………………. 33
2.3 Empirical Studies ………………………………………… 35
2.4 Summary …………………………………………………… 39
CHAPTER THREE: METHODOLOGY ……………………… 41
3.1 Introduction ………………………………………………. 41
3.2 Research Design …………………………………………. 41
3.3 Area of Study ……………………………………………… 42
3.4 Population of the Study ………………………………… 42
3.5 Sample and Sampling …………………………………… 43
3.6 Instrumentation ………………………………………….. 45
3.7 Validation of the Instrument …………………………… 46
3.8 Method of data Collection ………………………………. 46
39. Method of data Analysis ………………………………… 47
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS
AND INTERPRETATION ……………………………………… 50
4.1 Introduction ………………………………………………. 50
4.2 Data presentation, Analysis and Interpretation …… 51
4.3 Discussion of Findings ………………………………….. 61
CHAPTER FIVE: SUMMARY, CONCLUSION,
RECOMMENDATIONS, AND SUGGESTIONS ……………. 64
5.1 Introduction ……………………………………………….. 64
5.2 Summary …………………………………………………… 64

vii
5.3 Recommendation ………………………………………… 65
5.4 Conclusion ………………………………………………… 66
5.5 Limitation of the Study …………………………………. 67
5.6 Suggestion for Further Study …………………………. 67
References …………………………………………………. 69
Appendix A – Letter to Respondents …………………. 77
Appendix B – Students Questionnaires …………….. 78
Appendix C – Raw Scores of Students ………………. 81
Appendix D – Chi-Square Value Calculation ………. 88

viii
 LIST OF TABLES

1. Mean achievement score of children living with their own

married parents and children living with foster parents.. 49

2. Mean achievement score of children who live with both

father and mother and their counter-part from single
parent ……………………………………………………………… 50

3. Percentage response to item number 13 in appendix B

which answer research question three …………………….. 50

4. Percentage response to item number 15 in appendix B

which answers research question four …………………….. 51

5. Percentage response to item 18 in appendix B which

answers research question five ……………………………… 52

6. Percentage response to item number 16 in appendix B

which answers the above research question six ………… 53

7. Percentage response to item 17 in appendix B which

answers the above research question seven ……………… 54

8. T-test analysis of data of children from intact homes

and foster parent homes ………………………………………. 55

9. T-test analysis of data of children from both parent

family and their counter-part from single parent family . 55

10. X2 analyses on parental attention received by children from

broken homes and their counter-part from intact homes 56

11. X2 analysis on the level of academic motivation given by

broken homes to their children and that given by intact
homes ……………………………………………………………… 57

12. X2 analysis on the level of emotional stability of children

from broken homes and their counter-part from intact
homes ……………………………………………………………… 58

ix
 ABSTRACT

This research work examined the effect of Broken Home on

Academic Performance of Secondary School Students in Ohimini
Local Government Area of Benue State. Four hundred students
were randomly selected from eight Senior Secondary Schools in
Ohimini Local Government to form the sample for this study.
Eighteen item opinion questionnaires was developed and
administered. The questionnaire was validated by seasoned
experts drawn from measurement and evaluation section of the
Department of Educational Foundations and Department of
Psychology, Benue State University, Makurdi. Apart from the
primary data collected via questionnaire, secondary data was
also used in this research. Economics results of the sampled
schools terminal examination as kept by the schools were
collected and used. The means and simple percentage were
used to answer the research questions while the t-test and chi-
square statistic were used to test the hypotheses. The result
revealed that Broken Home exerts a lot of Effect on Academic
Performance of Secondary School Students in Ohimini Local
Government Area of Benue State. It was among others
recommended that; the government and school proprietors
should employ school counselors in all secondary schools to
provide the necessary assistance to children from broken
homes, Parents especially single and foster parents should
adequately supervise children to boost their self-esteem.

x
 CHAPTER ONE
INTRODUCTION

1.1 Background of the Study

Education has always been an important institution in
most cultures and at all times Agogo (2006), quoted Aliu
(2001) as defining education as the method by which a society
transmits from one generation to the next its knowledge,
culture and values. It was further stressed that education is
the eye of an individual, is the process by which a person
learns facts, acquires skills and develops abilities and
attitudes necessary for work place survival. In fact education
has become a huge government venture that has witnessed a
progressive evolution of government dynamic intervention and
active participation (FGN 2004).
With the present system of education, people now see
education as a right and not a privilege. This makes everyone
to have a sense of belonging in the society because everyone
sees him/herself as having a duty to perform. Therefore, it is
believed by many people that education is the key to success
hence against same background education is rated as the eye
of an individual (Agogo 2006).
According to Hornby (2000), a home is conceived as a
family living together and the way it behaves, while a family is
referred to as a group consisting of one or two parents and
their children (Ibid). Broken home is a term used to describe a

1
household usually in reference to parenting in which the
family unity does not properly function according to accepted
social norms (Wikipedia online).
This research work is therefore aimed at researching into
the influence of family units which does not function
according to accepted social norms on academic performance
of secondary school students in Ohimini Local Government
Area.
It is opined that in any class of learner, there must be
differences in individual performance. In a class of 40
children, the teacher may discover that children do not
equally learn at the same rate even though he has used the
same contents and methodology for the class (Mallum &
Haggai 2004), therefore; there exist differences in students’
academic performance. However, several factors have been
advanced for the causes of such differences in performance,
personal intelligence, environment, meaningless of learning
materials; learning style among others could affect the rate of
learning (Ibid).
The choice of broken home as a factor affecting academic
performance is not far from the fact the family is the basic
unit of the society (Abah 2006), and the home has a great
influence on the student’s psychological, emotional, social and
economic state (Ajila and Olutola 2007). The state of the home
affects the individual because the parents are the first
socializing agents in an individual’s life (Ibid). The number one
ingredient that lays the psychosocial, moral and spiritual

2
foundation in the overall development of the child is his family
(Uwaifo 2008).
It is ideal that the school is responsible for experiences
that equip and make up the individuals life during school
periods but however, the parents and the individuals’
experiences at home play tremendous roles in building the
personality of the child and determining the child school life.
Thus Ichado (1998) concluded that the environment in which
the student comes from can greatly influence his personality
and performance of secondary school students and hence the
importance of education warrants the desire for this study so
as to research the effect of broken home on academic
performance of secondary school students and recommend
possible remedies to such influence. The place of secondary
education in the entire educational process is highly essential
and need not to be neglected hence the quality of primary and
secondary education play great role in determining the quality
and sometimes the quantity of higher institutions for people
(Agogo 2006). These whole facts equate this study to
necessity. This study will principally examine the various
aspects of broken home and how each influence children’s
academic performance. It will examine issues like: to what
extent do children living with their own married parents
perform academically better than children living with foster
parents? To what extent do children who live with single
parents perform academically better than children who live
with both father and mother? It will also analyze the extent to

3
which broken home has affected the level of attention given to
students by their parents, the degree to which broken homes
has affected the level of academic motivation given by parents
to their children. It is also intended that this work will discuss
the degree of effect broken homes exert on the emotional
atmosphere at homes, socio-economic status of parents and
the general emotional stability of children.

1.2 Statement of the Study

Over the years, the investigations of the factors that
influence academic performance of students have attracted
the interest of teachers, counselors, psychologist, researchers
and school administrators in Nigeria (Wiseman 1998). This is
because of the public outcries concerning the low standard of
education in the country (Imoge 2002). The declining quality
of education in the country in general and Ohimini Local
Government area of Benue State in particular as characterized
by poor academic performance and the breeding of graduates
with little technical know-how has resulted into serious set-
back in the industrial development of the nation in general
and poor turn-out of qualified students in Ohimini Local
Government for admission into the various tertiary
institutions in the country.
Factors such as students internal state namely
intelligence, state of health, motivation, anxiety among others
as well as their environment which includes availability of
suitable learning environment, adequacy of educational

4
infrastructure have been identified as possible courses of poor
academic performance. For example, a daily sketch
publications on “causes and curses of poor performance at
West African School Certificate Examination (WASCE)” in
2006 identified and categorized problems responsible for
students poor performance to problems of teachers, problems
of inadequate facilities in schools, problems traceable to
students, problems caused by parents and society at large
and problems caused by government policies and low funding
of educational sector (Ajila and Olutola, 2007).
With regards to problems caused by parent, Ichado
(1998) said that parents constant disagreement affects
children emotionally and could lead to poor academic
performance while Bichlery 1996, and Agbo (1997) revealed
that children from broken home exhibit lower self-esteem,
lower achievement motivation and lover tolerance for delay of
gratification and lower academic achievement than those from
intact homes where both parents are present.
It is on the basis of the above that the researcher intends
to carry-out this study on the effects of Broken Homes on
Academic Performance of Secondary School Students in
Ohimini Local Government Area of Benue State. The
researcher intends to find out the magnitude of adverse effect
the broken homes has on the academic performance of
secondary school students.

5
1.3 Purpose of the Study
This study is primarily focused on achieving certain
objectives which are as follows:
I. To determine the extent to which children living with
their own married parents perform academically better
than children living with foster parents.
II. To determine the extent to which children who live with
both parents perform academically better than children
who live with single parent(s).
III. To determine the extent to which broken home influence
the level of parental attention given to children.
IV. To determine the degree of effect broken home exert on
the level of academic motivation given by parents to their
children.
V. To determine the influence of broken home on the
emotional atmosphere in homes.
VI. To assess the degree in which broken home affect the
socio-economic status of parents.
VII. To assess the effect of broken home on the emotional
stability of children.

1.4 Research Questions

The problem of this study centers on determination of
the effects broken home has on academic performance of
secondary school students with reference to some selected
secondary schools in Ohimini Local Government Area of
Benue State. This problem has given rise to the following

6
research questions and assumptions which this investigation
is meant to address:
1. To what extent do children living with their own married
parents perform academically better than children living
with foster parents?
2. To what extent do children who live with single parent
perform academically better than children who live with
both father and mother?
3. To what extent have broken homes affected the level of
attention given to students by their parents?
4. To what degree have broken homes affected the level of
academic motivation given by parents to their children?
5. To what degree have broken homes affected the
emotional atmosphere in homes?
6. To what degree do broken homes affect the socio-
economic status of parents?
7. To what degree do broken homes affect the emotional
stability of children?

1.5 Research Hypothesis

The following null hypothesis has been formulated to
guide the study:
Hypothesis I
There is no significant difference between the academic
performance of children living with their own married parents
and children living with foster parents.
Hypothesis II

7
 There is no significant difference between the academic
performance of children living with their father and mother
and their counter-part living with single parent.
Hypothesis III
There is no significant difference between the level of
parental attention received by children from broken homes
and their counter-part from intact homes.
Hypothesis IV
There is no significant difference between the level of
academic motivation given by broken homes to their children
and that given by intact homes.
Hypothesis V
There is no significant difference between the level of
emotional stability of children from broken homes and their
counter-part from intact homes.

1.6 Significance of the Study

It is hoped that at the end of this study, many
stakeholders in education will benefit from the findings.
Teachers, curriculum planners, educational administrators,
students and even the government will find this study useful.
The findings of this study may form the frame work for
organizing seminars aiming at correcting deficiencies
especially in homes and the marriage process and also
improve teacher’s performance in the schools. This study will
also be useful to the government in formulating educational

8
policies. Curriculum planners and educational guidance and
counselors will also use this study as a guide to their actions.

1.7 Scope of the Study

The study is specifically limited to the investigation into
the effects of broken homes on the academic performance of
secondary school students in Ohimini Local Government Area
of Benue State with emphasis on eight selected senior
secondary schools from the area. This study is particularly
concerned with student’s performance in Economics as a
subject studied at the Senior Secondary School level. The
researcher’s choice of Economics as a subject is not just
because the subject is within his discipline but based on the
fact that Economics is a social science that has element of
both science and arts and whatever affects the learning of
Economics can also be said to have effect on every other
science and arts subjects. The work is limited to aspect of
broken home influences such as disparity in academic
performance of children from intact homes and their counter-
part from foster homes, intact homes and their counter-parts
from single parents. It also examine specific aspects like the
influence of broken home on the level of parental attention to
their children, influence of broken home on the degree of
emotional atmosphere at homes, effect of broken homes on
the parents socio-economic status and the effect of same on
the children’s level of emotional stability.

9
1.8 Operational Definition of terms
1. Academic Performance: This is defined as an objective
score of attainment after a specified instructional
programme.
2. Secondary School: Learning institution which comes after
the primary school for children over eleven years where
systematic training and instructions takes place.
3. Senior Secondary School: The last three years in the
secondary school that comes after the first three years.
That is the last three years in secondary school that
comes after junior secondary or basic education. It is
usually for children over 14 years.
4. School Drop-out: To discontinue schooling or stop going
to school as a result of hindering factors such as
inadequate finance, emotional problem, inadequate
motivation and intellectual decline.
5. Achievement Motivation Training: A training that is given
to a student to enhance greater rate of progress or
improve academic performance.
6. Foster Home: Living with persons that are not one’s own
biological parents.
7. Intact Home: Living with one’s own married mother and
father. An intact home is a home with both parents
present.
8. Single-Parent Family: A family that comprises either only
the father or the mother caring and showing parental
responsibilities to children or child.

10
9. Parental Attention: Parents ability to listen to children’s
needs and problems and provide adequate solutions.
That is parent’s ability to have enough time for children’s
affair.
10. Academically Motivated Homes: Homes that provides the
child with all his/her necessary needs such as school
fee, textbooks, writing materials, school uniform, pocket
money, food, shelter among others.
11. Emotional Stability: One’s ability to feel happy loved and
act freely without fear or anger.

11
 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction
This chapter will focus on the review of related materials
to this research work. The discussion here will be centered on
theoretical and conceptual issues as well as an extensive look
into practical work done by other researchers in this area
which will come under the empirical studies. This chapter will
end with the summary of all that has been discussed.

2.2 Theoretical/Conceptual Framework

The discussion here will be centered on the following
major themes:
- Frustration – Aggression theory
- Relative Deprivation theory
- The looking glass self-theory
- Maslow’s theory of motivation
- The concept of a home
- The general role of the home
- The home and children academic performance
- The broken home
- The causes of broken home
- The broken home and children’s health
- The broken home and school dropout
- The broken home and academic performance of students

12
2.2.1 Frustration – Aggression Theory
This theory was developed by Dollard, Doob Miller,
Mower and Sear in 1939 as published in monograph of
aggression. The theory tends to provide a justification for
behaving aggressively. As to the principal hypothesis, Dollard,
Doob, Miller, Mower and Sear (1939) posited that “the
occurrence of aggressive behavior always presupposes the
existence of frustration and, contrariwise, that the existence of
frustration always leads to some form of aggression”.
Frustration, in this context, was specified as the thwarting of
a goal response, and a goal response in turn was taken to
mean the reinforcing final operation in an ongoing behavior
sequence. The theory summarily revealed that: (a) aggression
is always based on frustration and that (b) frustration always
leads to aggression. Thus going by the context of the theory, it
explains that frustration is at the root of conflict and
therefore, it is only when people are prevented from achieving
their goals that they are frustrated and eventually seek
avenue with which to displace such frustration.
The relevance of this theory to a broken home is that
broken home which deprives the child from attaining required
height of achievement could lead to frustration and
consequently aggression and emotional problems which could
hamper academic focus.

13
2.2.2 Relative Deprivation Theory
The relative deprivation theory developed by Gurr (1970)
is at variance with frustration – aggression theory. This theory
held that any form of deprivation could breed conflict: hence
lend credence to conflict handling in homes. According to
Gurr (1970), relative deprivation refers to perceived
discrepancy between values expected or resources to which
one feels entitled and value expected or resources to which
one feels capable of acquiring and keeping. The above fact he
labeled as “perceived discrepancy between values expectation
and values capabilities” (Gurr, 1970, p.37). The theory further
maintained that the greater the average degree of perceived
discrepancy between expected and value capabilities, the
greater the intensity and scope of relative deprivation among
members of same group collectively and greater the potential
for collective violence. Gurr gives a long review of
psychological research on aggression and concludes that
frustration-aggression is the “primary source of the human
capacity for violence” (Gurr 1970, p.36). Although aggression
is neither necessary nor sufficient but sometimes greed drives
violence, but frustration is a much stronger motivating force.
Deprivation according to the theory occurs when one’s value
expectations exceed his/her value capabilities. Values include
welfare, security, self-actualization, and so forth. Gurr (Ibid)
explained that relative deprivation could happen in three ways
thus: “Decremental deprivation”, “Aspirational Deprivation”

14
and “Progressive deprivation” (Pp. 47, 51 & 53). The last two
forms are relevant in this study.
Aspirational Deprivation occurs when value expectations
rise while capabilities remain the same. In relating the above
to a broken home, it is worth saying that broken homes
especially single parent home are conceived to be more
economically poor than intact homes (Hetherington, 1999) as
such, adolescents from such homes are usually faced with
stagnated capacities even though with higher value aspiration.
Progressive deprivation relatedly results when expectations
grow but capabilities wither don’t keep up or start to fall (Gurr
1970, p.53). With regard to broken home, this theory could be
link to the stunted or regressive capacity of the broken home
resulting from either single parenthood or foster parenting,
contra-balanced with the ever increasing needs of the
adolescent child from such a home. This theory and the
earlier discussed theory (frustration aggression theory) talked
more of values and responses thus relate less on value free
aspect of interpersonal interactions.

2.2.3 The Looking Glass Self Theory

This theory as analyzed by Cooley (1998) talks more of
societal interpersonal interactions and self-perception. The
theory explained the fact that people shape themselves based
on other people’s perspectives, people shape themselves based
on what the society perceived about them and thus confirm
other people’s opinion on themselves. The theory believed that

15
people mirror themselves from other people’s mind and
confirm what people think about them on themselves.
Relating this theory to the study of broken home, the truth
will remain that children from broken home will always
confirm on themselves what people think about them. Just as
such children are rated to be emotionally unstable, highly
withdrawn, and poor and juvenile delinquent, same idea or
conception will be perceived by children from broken homes
and confirmed on them. The society should therefore avoid the
idea of openly sympathizing and rating such victims.
Just like other theories earlier discussed in this study,
the looking glass theory did not in any-way emphasis the need
for motivation and the necessary criteria for motivation
especially with regard to the broken home. This whole fact
warrant the necessity, hence the need for Maslows theory of
motivation in this aspect of study.

2.2.4 Maslow Theory of Motivation

Humanism otherwise known as third force psychology
emerged as a reaction against the kind of thinking that limit
human behavior to responses either to the environment or
internal instincts.
Humanism instead examines the total parts of a person’s
intellectual, emotional and interpersonal attributes and how
each of those parts impact learning and motivation (Mallum
and Haggai 2004).

16
 Motivation is considered by Maslow (1943, p.389), as a
hierarchy of needs. He sees it from the humanistic perspective
and said that people have a drive for self-realization and self-
actualization. He believed that everybody strives for self-
actualization and that it is reached by first satisfying lower
needs before one is free to reach for higher ones. The lower
needs Maslow identified to be survival, safety, belonging and
self-esteem. The higher ones are intellectual achievement,
aesthetic appreciation and self-actualization.
The lower four are called deficiency needs (their absence
energizes or moves people to meet them and until a lower need
is meet, people aren’t likely to meet or move to a higher one)
and the higher ones are called growth needs (Oyetunde and
Piwuna 2002, p.85).
Below is a diagrammatical representation of the theory.

Sourced from Oyetunde and Piwuna 2002, p. 86.

17
 Educational implication and relevance of Maslow’s
theory to broken home
a. From the hierarchy of needs, it is obvious or clear that
the deficiency needs or lower level needs comprising love
and acceptance, safety, shelter, warmth etc. are required
before a student can actually strive for intellectual
achievement. Teachers should acknowledge the fact that
a broken home provides a child that is deficient in those
needs and as such identify the students with such
problem and appropriately apply the knowledge of
individual differences to help such learners.
b. Guidance counselors should recognize the fact that a
child from broken home lacks good motivation and self-
esteem and the need for motivational training should be
emphasized.
c. Single parents and foster parents should be enlightened
and exposed to the need to satisfy those deficiency
needs, and minimize the effect of family structure on the
child’s intellectual achievement and future development.
d. Government in its effort to enhance educational
development should provide special packages and
academic scholarship to children from broken homes.
e. Curriculum planners and policy makers should note the
fact that children from broken homes are mostly
deficient in the lower level needs of warmth, love, shelter,
self-esteem etc. and can hardly excel intellectually

18
 without any positive step/policy to remedy such
deficiency.
f. Students from broken homes should be identified and
shown special love, courage and hope by teachers and
guidance/counselors so as to build in them a sense of
belonging and self-esteem.
g. Aggressive behaviors and non-compliance to school rules
and regulation should be traced from family background
of students while these found to be based or caused by
broken home factors should be handled systematically
with affection and reasoning so as to prevent excavation
and repetition of behavior.

2.2.5 The Concept of a Home/Family

Uloko (2008) define a home as an apartment that
somebody lives in with the family. The home is also conceived
as a family living together and the way it behaves (Hornby
2000). Thus, the concept of home does not only entails a
family living together but also entails the way they behave as a
family. Tor-Anyim (2004) conceived the family as the smallest
unit of social institution in the society. Its common
characteristics are further described to include common
residence, economic cooperation and production. The home is
a term used to describe a household, in which the family lives
together as a unit. The family is made up of father, mother
and children and it is the first socialization agent for the child.

19
The home is the first most enduring environmental factor in
promoting readiness in the children (Akem and Ortese 2004,
p. 18). The influence of the home begins before birth and
bears its impression on child throughout his life (Ibid). adejo
(2004) relatedly opined that social roles and expectations are
at first learnt in the home by the child, which generally equip
him for relating with his peer/age group in the community
and the society. Thus what the child does and what he is,
started from the home. Ebuara (2009), similarly agreed that
the home is where family members live together and further
maintained that; in the home, parents interact with their
children and through this process children learn the norms,
values and custom which are expected of every family unit
and sibling thereof. A happy and integrated home is hoped will
produce a similar well balance child. Abah (2006) also agreed
that the home is where the husband, wife and children live
together in harmonious atmosphere. There is the need for
mutual understanding, trust, security and peaceful co-
existence at home.
Coleman and Husen (1995) is quoted by (Ibid) as
pointing out that the family is supposed and expected to be an
arena of love, peace, harmony and tranquility where members
will naturally find a haven of rest after a tension soaked and
stressful working day. With regard to family, Yara and
Tundeyara (2010) defined a family as any two persons who are

20
related to each other through a genetic connection, adoption,
marriage, or by mutual agreement.
Family members share emotional and economic bonds
(Bonnie 2001). The term nuclear family is used to refer to
family members who live together and share emotional,
economic, and social responsibilities. The nuclear family is
often comprised of a married couple who are parents to their
biological or adopted children; all members live together in
one household (Yara and Tundeyara 2010). The family makes
the home and all the above opinion testify to the position of
the home in the society. Thus, an ideal home should be like a
paradise on earth. It is obvious and unfortunate that many
homes now fall short of an ideal home and such creates cases
of broken homes.

2.2.6 The General Role of the Home

As earlier mentioned, the family involves parents, sibling,
relations and other adults (Akem and Ortese 2004, p. 37). The
family is regarded as the seat of socialization (Mallum, Haggai
and Ajaegbu 2002, p.22). The home should provide love,
support, encouragement and security to cope with life’s
demand. The home should transmit to the adolescent the
cultural norms and standards of society and help him in his
adjustment to the outside (Mallum and etal 2002). In
consolidating the above roles of the home, Ebuara (2009)
opined that in the home, parents interact with their children

21
and through this process, children learn the norms, values
and custom which are expected of every family unit and the
sibling thereof. The family is expected to be a protector and
guardians of its members from external aggression and moral
development respectively among other roles (Kolawole 2007).
With regard to the role of the family, it is believed that raising
children is part and parcel of marriage partnership; a task
that entails the provision of shelter, clothing, education and
love without which no child can live (Bestfriend 2009).
Relatedly, Tor-Anyim (2004) maintained that the family as a
social institution performs specific roles which include the
production and protection as well as the socialization of young
ones. The home apart from providing the basic needs of the
children and academic financing also provide for moral
upliftment of the individual. This idea of moral role is
confirmed by Unimna and Okoli (2008), when they opined that
parents effectively carry-out the role of communicating
religious and moral values not just by word of mouth but by
the way they structure and interpret the various events that
shape their children’s life. Relatedly, Akem and Ortese (2004),
strongly agreed that the family lays the moral and spiritual
foundations for the child to build on it later in life. The family
has a strong and lasting influence on the developing child;
every aspect of the child’s development is affected by the
family. His basic needs, adequacy of feeding, attendance at
school, also his values depends on the family (Ibid).

22
 From the above, the role of the family with regards to the
development and growth of the child from birth to death is
invaluable and can hardly be underrated. The usual roles and
responsibilities of the husband and wife as regard marriage
including living together, having sexual relations with one
another, sharing economic resources, and been recognized as
the parents of their children (Farber, Primavera and Felner
2003).
The child is morally upright and emotionally stable when
the caring responsibilities are carried out by both parents
(Yara and Tundeyara 2010).

2.2.7 Family and Children Academic Performance

On a general note, several family factors influence the
academic performance of children. Parent educational level,
family size and family structure are among such factors (Abah
2006). According to Grissmer, Nalarai, Berends and
Williamson (1994), the most important family factor that
influences children’s academic performance is the educational
level of the parents. In consolidating the above fact, Adejo
(2004) revealed that the child of an illiterate farmer is likely to
attend an ill-equipped and perhaps, poorly staffed rural
primary school and secondary school, while the child of a
governor or president would attend a well-equipped and
properly staffed nursery, primary and secondary schools and
lavishly provided with the home base resources necessary for

23
success in schools. The family structure is also a factor that
influences academic achievement. Family structure can
impact the income and socioeconomic status of a family (Abah
2006). Cancian and Reed (2001), upheld that single parent
families, especially those headed by female, have highest
poverty rate of any family structure. Another family factor that
can shape family management and the home environment is
family size. Family size as measured by number of siblings is
associated with increased quality opportunities for
parent/child interactions (Israel, Beaulieu, and Hartless
2001). Socio-economic status is also associated with many of
the factors influencing children’s academic achievement, such
as parental expectations and the availability of stimulating
experiences and materials in the home (Abah 2006).
Equally, parents and children relationship is another
factor that influences children’s academic achievement. Furrer
and Skinner (2003) believe that these relationships are
important factors associated with children’s engagement in
school and teacher/student relationship. With positive
relationship with their parents, children learn to interact with
teachers and adults. They also learn acceptable school
behaviors from their parents.
Student’s academic achievement has also been linked
positively to parent-children discussions, parent expectations,
parent monitoring, parents involvement in their child’s school
and study resource available in the home (Abah 2006).

24
 The above factor is real, hence parent-children
discussion enables parents to figure-out children’s academic
and material problems and adequately attend to same. Parent
monitoring and expectation serves as motivating forces to the
learning child hence the need to meet up with parents’
expectation.

2.2.8 The Broken Home

A broken home is a family in which the parents are
divorced or separated (Hornby 2000). Broken home is a term
used to describe a household, usually in reference to
parenting, in which the family unit does not properly function
according to acceptable societal norms (Wikipedia online).
This house-hold might suffer from domestic violence, a
dissolved marriage, drug abuse or anything else that interferes
with the upbringing of the children (Ibid).
Structurally, a family is either broken or intact. A broken
family in this context is one that is not structurally intact for
various reasons: death of parents, divorce, separation,
dissertation and illegitimacy in which case the family was
never completed (Coukline 1996). Such families are faced with
the challenges of diminished financial resources. A single
parent family is usually characterized by social, economic and
psychological pains (George and Deakaa 2005). The attraction
of such family is revealed to lie in its absence of marital
bickering and strife, parental personal growth and closer ties

25
between the parent and the child (Mead 1998). A broken
family usually assumes new roles and responsibilities,
establish new patterns in intra-familial interaction and re-
organization of routines and schedules (Agulanna 1999).
Broken home is a situation that arises when: (a) a man
or woman losses his/her spouse by death; (b) a man or
woman divorces his/her spouses; (c) family separation; (d)
single parenting and (e) never married but with a
child/children (Yara and Tundeyara 2010). Broken homes
usually cause a lot of emotional problems resulting from lack
of adequate parental care, serious financial insolvency,
unstable/lack of family relationship, perceived and
unperceived aggression, less involvement in formal social
relations and organized group activities (Ibid).
In Nigeria, the existence of single parent was formally
unknown and where they existed, they are ignored as
exceptional cases. However, nowadays, they are the fast
growing family patterns both inside and outside Nigeria
(Nwachukwu, 1998). The broken home is generally considered
a family structure which deviates from the ideal family
structure; in the broken home or family, one or both parents
are absent because of death, divorce, separation or desertion
(Wilkinson, 1994). As revealed above, the key feature of
broken family is a change in the family structure which is
supposes to be a combination of both parents (husband and
wife or wives).

26
Such change in structure could be an outcome of death,
desertion, separation or divorce between both of them.
A broken home is also defined as a house containing a
family that is set apart due to tensions and certain problems,
example, a kids parents constantly fight and he/she feels
lonely, depressed, angry etc. (Urban Dictionary online).
Divorce represents the disintegration of the marital bond
between two adults (Abah 2006). Before the onset of broken
homes, there is often an endless stream of quarrels, fights,
separation and reunions, bitterness and remorse (ibid).
Onyejiaku (1991) opined that family breakdown may be in
form of complete separation, instability or incessant serious
squabbles in family. Therefore, the broken home is devoid of
togetherness, love security, harmony and stability. A family
may have a lot of money, understanding and good intention
but if its members do not assume responsibilities, the family
will not be what it ought to be (Kolawole 2007). Such family
responsibility is stressed in Ephesians chapter 5:22-23, 6:1.
“Wives, submit to your husbands as to the lord, for the
husband is the head of the wife as Christ is the head of the
church, his body of which he is the savior” “Children, obey
your parents in the lord, for this right”. This whole
responsibility as emphasized by the Christian Holy bible is the
pillar of family building. Family which is designed by God to
be peaceful dwelling place and source of happiness to every
man has become a source of sorrow and heart-break. Tor-
Anyim

27
(2004) rightly opined that family these days is shaken from
the foundation as marriage are easily entered into and easily
broken. The divorce or separate existence of couples is
causing some concern, hence a major problem of our time.
Adejo (2004) commenting on family, upheld that in a family
where unusual structure exists as a result of divorce,
bereavement or death of both parents, the socialization
pattern could be seriously affected resulting in abnormal
personality in adult life of the child due to anomalous
upbringing. When a family has experienced divorce or death
leaving one parent to be primarily responsible for raising the
children, they became a single-parent family. The term broken
family and broken home are no longer widely used because of
their negative connotation (Gale Encyclopedia of Psychology
2001, Coukline 2006).
Following the end of marriage, one or both of ex-spouse
may enter a new marriage through the process of remarriage,
stepfamilies are formed. The second spouse becomes a
stepparent to the children for the first marriage. In the family
formed by the second marriage, the children from each
spouse’s first marriage become step-siblings. Children born or
adopted by the couple of the second marriage are half-siblings
to the children from the first marriage, since they share one
parent in common (Bonnie, 2001).
From the above, it is clear that the broken home is that
home that deviate’s from the normal structure and attributes

28
of a home. It could be due to conflict among family members,
death, divorce or deviation from family responsibilities. What
then could be the causes of the above deviation and abnormal
family structure? Why do we have many broken homes?
Whether known or not, it has become a major societal
problem that must be tacked due to its effect on education
and the general well-being of humanity.

2.2.9 Causes of Broken Home

Since broken home has become a social problem with
multiple consequences, it need to be reduce to the possible
minimal level. This can only be achieved by fighting the root
cause of the trend.
Broken home has been attributed to several reasons
among which are wrong choice of marriage, parental or friends
influence, lack of genuine sacrificial love, communication
breakdown, sexual unfaithfulness, stinginess/meanness, time
consuming jobs etc. (primenet online). Related to the above
causes, early marriage, having different calendar (differences
in working and resting time), remarriage, alcoholism, and
health factors are also identified causes of broken home
(Ewhoknow Bizarre news). The above listed factors may be the
causes of broken home, however, the fact remains that the
cause of broken home is not far from lack of respect for the
word of God. The Christian Holy bible strongly kicked against
divorce which is the hole-mark of broken home. “But from the

29
beginning of the creation, God made them male and female,
for this reason a man shall live his father and mother and be
joined to his wife, ‛and the two shall become one flesh’, so
then they are no longer two but one flesh, therefore, what God
has joined together, ‛let not man separate” (Mark chapter
10:6-9). As decoded from this enclosure, once a family is
established via marriage, the love of God and respect for his
word is expected to keep the family intact.

2.2.10 Broken Home and Children Health

Iorvaa, Uever and Leke (2007) quoted World Health
Organization (1947) as defining health as a state of complete
physical, mental and social wellbeing and not merely the
absence of disease or infirmity. Nnachi (2003) opined that
health could be somatic or psychological. If it is somatic, it is
related to the condition produced by body as a result of
biochemical, physiological, anatomical, microbiological or
other related process. If it is psychological, it is related to the
condition produced by the psychological state of the body
such as emotional feelings (ibid). The need to examine the
influence of broken home on health, especially mental health
is because a mental healthy individual thinks normally,
reasons well, behaves well and does things in realization of his
potentials, (Nnachi, 2003). The mental and physical health of
children can affect their attendance, their ability to pay
attention in class, and their general behavior (Abah 2006). The
quality of housing has been associated with improved

30
academic achievement and is also related to children’s
intellectual and social well-being (Bradely and Corwyn 2002).
Health and its quality have to do with the level of family
income and there is an established link between family
structure and socio-economic status of homes (Cancian and
Reed 2002). The family nutrition is also a function of income.
The relationship between malnutrition and school
performance is a glaring one. FGN and UNICEF (1990) has
revealed that nutrition early in life is associated with brain
development and therefore the child’s ability to learn in later
life. It has been found that Nigerian children normally are
found to be precocious in certain aspects of development, lose
the precity due to poor feeding (Ohuche and Otaalea 1991).
Hoorwea and Stanfied (1996) studied have shown that
malnutrition of children correlates negatively with academic
achievement, affecting problem solving, recall and relational
abilities. Broken homes have a lot of impact on children’s
health and general well-being. Broken home usually face
different forms of emotional problems caused by lack of
adequate parental care, serious financial insolvency,
unstable/lack of family relation, Perceived and unperceived
aggression, less involvement in formal social relations and
organized growth activities (Yara and Tundeyara, 2010). All
these evolve from family structure and in turn have a strong
impact on the educational attainment and the development of
the child (ibid).

31
Farber, Primallera and Felner (2003) had presented a study
that indicated that parental separation and divorce may be
highly stressful life transition for adolescents. They indicated
that, “As with young children this life transition appears to
lead to heightened vulnerability and risk for emotional
difficulties”. Children living with both biological parents are
20-to-35 percent more physically healthy than children from
broken homes (Dawson 2009).

2.2.11 Broken Home and School Drop-out

Many academic researchers have established a cognitive
negative relationship between broken homes and school drop-
out among students. It is highly believed that broken homes
leads to children drop-out from schools. Children in single-
parent families are nearly twice more likely to drop out of
school than children from two-parent families (Abah 2006).
Bisnairs (1990) maintained that children from disrupted
families are 20 percent more likely not to attend colleges than
kids from intact or two-parent families. McNeal (1995) agreed
to this fact that after taking into account race, socio-economic
status, sex, age and ability, high school students from single
parent’s households were 1.7 times more likely to drop-out
than their corresponding counterparts living with both
biological parents.
The drop-out in broken homes could be as a result of a
single parent not been able to meet all the basic needs of the

32
children/child as well as supervise the academic performance
of the children (Salami 1998). Children of divorced parents are
roughly two times more likely to drop out of high school than
their peers who benefit from living with parents who did not
divorce (McLanahan and Sandefur 1994).

2.2.12 Broken Home and Children’s Academic

Performance
Broken home has been identified as a factor affecting
children’s academic performance. Children in single parent
families tend to score lower on standardized tests and to
receive lower grades in school (Abah 2006). Bisnairs (1990)
asserts that at least one-third of children experiencing a
parental separation demonstrated a significant decline in
academic performance, persisting at least three years.
Agreeing to the above fact, Dawson (1991) researched and
proved that 29.7 percent of children living with a never
married mother and 21.5 percent of children living with a
divorced mother have repeated at least one class in school,
compared to 11.6 percent of children living with both
biological parents.
The above assertion is in line with Duncan, Brooks-Gun
and Klebanov (1994) who held that children reared by
divorced or never married mother are less cooperative and
score lower on tests of intelligence than children reared in
intact families. Statistical analysis of these children
intelligence and behavior according to the above source

33
revealed “significant detrimental effect” especially those living
in a female headed household. Dika and Singh (2002) also
found that academic achievement is negatively associated with
divorced family structure. Relatedly Israel, Beaulieu and
Hartless (2001) maintained that children with two parents in
the home had higher academic performance than children in
families with different family structures. According to Caldas
and Bankstone (1997), children from family with higher socio-
economic status have higher scores on standardized tests and
are more likely to graduate from secondary school and attend
college or university. The above fact is ideal to a broken home
hence family structure can impact the income and
socioeconomic status of a family. Abah (2006) quoted Cancian
and Reed (2002) as opined that single parent-families,
especially those headed by a female have the highest poverty
rate than any family structure.
The decay of the family studies in the early 1980’s
showed that children in repeat divorces earned lower grades
and their peers rated them as less pleasant to be around
(Cherline 1981, p.71). In Concord, Doughty (2008) revealed
that children brought up by a single parent are more likely to
do badly at school, suffer poor health, and fall into crime
addiction and poverty as adults.

34
2.3 Empirical Studies
Ali (2006) carried out a research on the influence of
father’s absence on the academic achievement of children in
secondary school. The research was carried out in Ankpa
Local Government Area of Kogi State. Two secondary schools
were selected and used for the research. Two research
hypotheses were drawn. One was on the effect of father’s
absent on children’s academic achievement while the other
was on the effect of father’s absent on moral development of
children.
Questionnaires were used to collect data from 120
students sampled from the two schools which were St.
Charles College Ankpa and Kogi State College of Education
Demonstration Secondary School Ankpa. All the
questionnaires distributed were returned to the researcher at
spot, there was 100% returns.
Data collected were analyzed using student t-statistics.
From the use of the t-test, hypothesis I which stated that if
father is absent from the family, children will have lower
academic achievement than if father is present was accepted
by the study by t = 171; df = 118, p = 0.05. Note that the
acceptance of the hypothesis is based on the fact that the t-
calculated is greater than the t-table value.
In hypothesis II which states that moral development will
not differ between the children from home without father and
children from home with father was rejected by the data

35
obtained for the study as the value was t = 1.5; df = 118; p =
0.05. Thus, the study in general agreed that father’s absent
affects both academic achievement and moral development of
children. This research as carried out by Ali (2006) is
appreciated based on the fact that it makes use of primary
data which is more reliable and realistic. The on-spot
distribution and collection of questionnaires also deserve
commendation hence the achievement of 100% return.
However, this study is highly criticized based on the fact that
the sample of only two secondary schools out of the whole
secondary schools in the whole Local Government was too
small to arrive at a reliable generalization. At least four or
more schools would have been better for a more reliable
generalization.
Relatedly, Uwaifo (2008) carried out a research on the
effects of family structure and parenthood on the academic
performance of Nigerian University students. The research
was carried out on 240 students drawn from six randomly
selected faculties in Ambrose Alli University, Ekpoma, Edo
State. The “Guidance achievement Grade form” was used to
analyze the collected data based on the formulated
hypothesis. Three hypotheses were formulated and analyzed.
Hypothesis I stated that, there is no significant difference
in the academic performance of students from single parent
family and those from two parent family. The data

36
collected and analyzed proved that there was significant
difference between the academic performance of students from
single parent family and those from two-parent family. The
calculated t-test value was 4.66 which were greater than the
critical t-value of 1.96 at 0.05 significant levels and 238
degree of freedom. Thus the hypothesis was therefore rejected.
The second hypothesis was the “there is no significant
difference between the academic performance of male
students from two-parent family and male students from
single parent family”. The data collected and analyzed proved
that there was significant difference in the academic
performance of male students from two-parent family. The
calculated t-value (2.35) at 0.05 significant levels was greater
than the critical value (1.96) and 118 degrees of freedom.
Hence, the null hypothesis was rejected.
In hypothesis III, same process was applied as
hypothesis II, but with a change on the gender from male to
female. It was proved that single parenthood also has effect on
academic performance of female students. The calculated t-
value of 2.43 was greater than the critical value of 1.96 at
0.05 levels of significant and 118 degrees of freedom. Thus,
the null hypothesis was rejected.
This study as carried out by Uwaifo (2010) can be rated
to adequately use a reliable method of data collection and
analysis. However, the drawing of the entire sample from a
single university can also affect generalization. In addition, the

37
hypothesis was limited to only single and two-parent family
structure avoiding the fact that foster-parentship is also a
family structure.
An important study was also carried out by Yara and
Tundeyara (2010) on “the effects of broken home on academic
performance of adolescents of secondary schools in Ibadan”.
Descriptive survey research was used to draw 200 students
from four randomly selected secondary schools. Data collected
were analyzed using Spearman Correlation Co-efficient. Four
null hypotheses were formulated and answered. The results
showed that there were significant differences between the
family type/structure and academic performance of students
(r = 0.25, p< 0.05). There was significant differences in the
academic performance of adolescent from broken and intact
home based on religion (r = 0.081, p<0.05), male and female
adolescents from broken and intact or two parent homes
(r=0.041, p<0.05). From the above it is worth accepting the
fact that Yara and Tundeyara having sampled four schools
and developed hypothesis that addressed broken home as a
problem with good statistical analysis has made a lot of
impact in this area of study. However, the hypothesis did not
in any way specify the broken home factors or elements that
affect academic performance of students.
In all the above researches, it is accepted and proved
that broken home to a great extent affects the academic
performance of students.

38
2.4 Summary
The review of related literature has extensively discussed
some of the theories that have bearings with this study. The
frustration aggression theory, relative deprivation theory,
looking glass self-theory and Maslow’s theory of motivation
were all discussed with regards to broken home.
The review also clarified the concepts of home, the
general role of the home, the relationship between home and
children’s academic performance, concept of broken home and
its causes, effect on children’s health, its relationship with
school drop-out and the general effect of broken home on
academic performance. Empirical studies from previous
research work in this area were also reviewed and found
consistent with this study.
It is hoped that this present study will not only serve as
a veritable reference source for researchers but also serve as a
tool for policy making and decision line for all the
stakeholders in the academic sector. The class teacher, school
administrators, guidance counselors and curriculum planners
will find it useful.
This study will not only be useful as documents for
reading but a document with effective recommendations that
will turn the fortunes of broken home victims and also limit
the possibility of growing broken homes. It is hoped that this
study will not only be merely rated and applied as an
expressed effect of broken home on academic performance but

39
its in-depth analysis of broken home components source as
motivational level, parental attention and emotional stability
as relates to broken home will be an advantage to remedying
academic problem of children from such home. Another
unique approach of this study is the fact that it does not only
discuss broken home as a single crises but also talked about
its nature such as foster parentship and single parentship.
From the reviews and findings of this study and hence
Ali (2006), Uwaifo (2008) and Yara and Tundeyara (2010) are
all of the same opinion and no work has revealed any contrary
opinion, the researcher is anxious and convinced that; broken
homes influence student’s academic performance, cause
emotional instability among children, limit the level of
attention parents give to children and also affects children’s
motivation to learn.

40
 CHAPTER THREE
METHODOLOGY

3.1 Introduction
This chapter deals mainly with the following themes:
- Research design
- Area of study
- Population
- Sample and sampling
- Instrumentation
- Validation of Instrument
- Method of data collection and
- Method of data analysis

3.2 Research Design

This research is a survey designed to investigate the
“Effect of Broken Home on the Academic Performance of
Secondary School Students in Ohimini Local Government
Area of Benue State”. With emphasis on some selected Senior
Secondary Schools in Ohimini Local Government Area. The
research is such that data are collected at a particular time
from the sample. Both secondary and primary data were used
for this study. Student scores were collected from the dean of
studies as prepared by their class teacher from terminal exam.
The questionnaire was also used to collect data in this
research and oral interview.

41
3.3 Area of Study
The study was conducted in Ohimini Local Government
Area of Benue State. Ohimini Local Government was created
in December 1996 from the old Otukpo Local Government
Area. It shares boundary with Otukpo Local Government Area
in the North and East, Okpokwu Local Government in the
West and Olamaboro and Ankpa Local Government Area of
Kogi State to the south. The inhabitant of the Local
Government area are predominantly Idoma-speaking people,
the Local Government covers a total land mass of 632k2 with a
population of about 71,482 persons (2006 census), comprises
of two district area which are Onyagede and Oglewu. The two
districts are further sub-divided into 10 council wards. The
Local Government is predominantly an agrarian Local
Government and produces crops such as yam, guinea corn,
cassava, beniseed, beans and maize. Livestock production is
also a key occupation of the people.

3.4 Population of the Study

The population of this study comprises of one thousand
two hundred and eight students (1208) from eight senior
secondary schools in Ohimini Local Government Area of
Benue State. The one thousand two hundred and eight
students are the total population obtained from eight schools.
It comprises the population of SSS 1 to SSS 3 of all the
schools. The choice of Senior Secondary School is based on

42
the fact that students at that level are considered more
matured and sensitive to effectively understand and provide
answers to the questionnaire.

3.5 Sample and Sampling

The sample population consists of 400 students (220
males and 180 females). The 400 students comprised of 174
students from intact homes, 150 from single parent homes
and 76 students from foster homes. The identification was
made possible through the information available with the
Vice-Principal Academics and personal interview. The 400
students were randomly selected from the 1,208 students in
the eight selected Senior Secondary Schools.
To ensure equal representation of the eight selected
schools, the proportional stratified systematic sampling
technique was used to obtain random sample from the total
population of each school. Thus the aggregate population of
1208 was divided by the required sample of 400 (1208 ÷ 400 =
3.02). Hence, the population is made up of strata, the
researcher classified the population according to class (SSS 1,
2 and 3) and in each of the classes, the students names were
listed alphabetically according to the strata of female and
male. This was to ensure that each of the classes and gender
were equally and adequately represented, hence the
researcher uses the systematic sampling procedure to select
every 3rd name in the series from all the sampled schools.

43
Below is the detail of the schools population and selected
sample;
S/No. Name of School Total Sample
Population Obtained
1. Ugene City 172 57
2. Odele Community 141 47
3. St. Vincent 109 36
4. Agadagba Com. 91 30
5. Ode Memorial 203 67
6. Ibrahim Memorial 200 66
7. Govt. Comp. 145 48
8. Oglewu Community 147 49
Total 1208 400

Details of School name;

1. Ugene City High School Okpiko, Ohimini Local
Government Area
2. Odele Community Secondary School, Ohimini Local
Government Area
3. St Vincent Secondary School, Awnule, Ohimini Local
Government Area
4. Agadagba Community Secondary School, Ohimini Local
Government Area
5. Ode Memorial Secondary School, Onyagede, Ohimini
Local Government Area

44
6. Ibrahim Memorial Secondary School Onyagede, Ohimini
Local Government Area
7. Government Comprehensive Secondary School, Atilo,
Ohimini Local Government Area
8. Oglewu Community Secondary School, Alaglanu,
Ohimini Local Government Area.

3.6 Instrumentation
The main instrument used for the collection of data is
the questionnaire. The questionnaire is made up of three
different sections which are: Section ‘A’ consisting of personal
information for students, section ‘B’ consist of information
about parent income and home status, while section ‘C’
consist of information relating to broken homes. In all, there
are 18 items in the questionnaire.
The section ‘C’ of the questionnaire was followed by five
response options based on the Likert Summative rating scale:
SA = Strongly agreed
A = Agreed
N = Neutral
D = Disagreed
SD = Strongly disagreed
This method was adopted because it provides more
degree of agreement or disagreement. Also the respondents get
a mile range of options from which to choose from. Apart from
the questionnaire which serves as a major instrument used in

45
this study, oral interview was also used as complementary to
the information available in the Vice Principal (Academic)
Office with regards to the student’s records/family structure.

3.7 Validation of Instrument

The instrument was subjected to face and content
validation by four experts drawn from measurement and
evaluation section of the department of Educational
Foundation and the Department of Psychology of Benue State
University, Makurdi. The corrections made indicated that the
instrument meet the standard of measuring what it supposed
to measure.

3.8 Method of Data Collection

The data for this research was generated from both
secondary and primary source. The secondary source is data
about students performance collected by the subject teachers
and kept with the dean of studies.
The questionnaires also serve as a key instrument for
data collection in this study (primary data). The
questionnaires were distributed to the secondary schools
selected for study by the researchers themselves.
The students selected were each given a questionnaire
consisting 18 items which is divided into three sections of the
questionnaire. The respondents were not required to write
their names on the questionnaire; they were informed that it

46
was not designed to test their academic achievement. It was
responded to by the respondents. The questionnaires were
later collected on the spot by researchers.
The choice of using both primary and secondary data
was to ensure reliability of findings.

3.9 Method of Data Analysis

The choice of the statistical methods used was
considered in relation to the data collected. The statistical
arithmetic mean was used to answer research questions one
and two which are directly linked to academic performance
while simple percentage was used to answer questions three
to seven which were more of personal opinion response. The
hypothesis formulated to guide the study were tested through
the use of t-test and chi-square. The first two hypothesis
which have their data as raw scores of students were tested
through the use of t-test while the last three hypotheses which
are more of personal opinion as collected through the use of
questionnaire were tested through the use of chi-square.
- Mean
The formula used for calculating mean is:
X = Σfx
n
Where:
X = mean of distribution/scores
Σ = sigma, a Greek upper case letter which means

47
 sum
of’
F = frequency of each score
X = class mark
n = total number of scores in a distribution

- Simple Percentage
The number of each response divided by the sum total of
all that responded to the item multiplied by hundred.
Formula = ER x 100
ST
Where:
ER = number of each response to an item
ST = sum total of responses to an item

- The t-test
The t-test for independent sample was used
Formula;

Where:
X1 = mean of group 1
X2 = mean of group 2
S21 = variance of group 1
S22 = variance of group 2
n1 = sample size of group 1
n2 = sample size of group 2

48
- Chi-Square
The formula for this statistical method is:
X2 = Σ(fo – fe)2
Fe
Where:
X2 = The value of Chi-square
Σ = sum of
fo = the observed frequency in each cell
fe = the expected frequency in each cell
In calculating the expected frequency, the formula below
is used:
fe = row total x column
Grand total (N)
Note: 0.05 alpha levels were used as the criterion at
which the rejection or acceptance of a null hypothesis is based
for both t-test and chi-square.

49
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND
DISCUSSION OF FINDINGS

4.1 Introduction
The researcher in this chapter presented and analyzed
the data collected from the field using the appropriate
instruments. The hypotheses were treated based on the
nature of problem they addressed and also the corresponding
nature of data. The first two hypotheses which are directly
linked with students academic performance has its data as
students scores collected from the Dean of Studies of each of
the sampled schools. The research questions were answered
through the use of mean and percentages. The means scores
of the first two hypotheses which were directly linked with
academic performance are analyzed via the t-test on the basis
of the variables; intact homes verses foster homes and intact
homes verses single parent home.
The last three hypotheses which talked about parental
attention, motivation and students emotional status were
treated through administered questionnaires hence they are
more of opinion and personal judgment. 400 questionnaires
were administered in all to eight sampled schools based on
the schools population. A total of 356 questionnaires were
collected out of the administered 400.

50
 The chi-square (X2) statistical instrument was used to
test the 3 hypotheses that draw’s data via questionnaire. In
this chapter, only summaries of calculations are presented
while details of calculation can be found in the appendix
section.

4.2 Data Presentation, Analysis and Interpretation

Research Question 1
To what extent do children living with their own married
parents perform academically better than children living with
foster parents?
Table 1
Table of mean achievement score of children living with
their own married parents and children living with foster
parents
N1 X1 N2 X2 Difference
174 66.36 76 45.37 20.99
Note:
N1 = Number of children living with their own
married parents
X1 = Mean score of children living with their own
married parents
N2 = Number of children living with foster parents
X2 = Mean score of children living with foster
Parents

51
 Table 1 reveals that the mean score of 174 children from
intact homes is 66.36 while that of 76 children from foster
parents is 45.37 with mean difference of 20.99 in favour of
children from married parent homes. Detailed calculations are
in appendix C

Research Question 2
To what extent do children who live with single parent
perform academically better than children who live with both
father and mother?
Table 2
Table of mean achievement score of children who live
with both father and mother and their counter-part from
single parent
N1 X1 N2 X2 Difference
174 66.36 150 51.2 15.16

Table 2 shows that the mean achievement score of 174

children from intact home is 66.36 while that of 150 children
from single parent is 51.2 with 15.16 mean differences in
favour of those from intact homes. Detailed calculations are
contained in appendix C.

52
 Research Question 3
To what extent have broken homes affected the level of
attention given to students by their parents?
Table 3
Table of percentage response to item number 13 in
appendix B which answers the above research question

ITEM RESPONSES %
Children who live with SA 271 76%
biological parents are A 49 14%
given parental attention N 0 0%
than children who D 36 10%
live with foster parents SD 0 0%
Total 356 100
Table 3 revealed that 271 respondents out of 356
representing 76% strongly agreed that children who lived with
biological parents are given parental attention that children
who lived with foster parents while 36 respondents
representing 10% merely disagreed.

Research Question 4
To what degree have broken homes affected the level of
academic motivation given by parents to their children?

53
 Table 4
Table of percentage response to item number 15 in
appendix B which answers the above research question

ITEM RESPONSES %
Children from intact homes SA 303 85%
are well motivated to learn A 18 5%
than their counter-part from N 0 0%
broken homes D 25 7%
SD 10 3%
Total 356 100
In table 4 303 respondents out of 356 respondents
representing 85% of the total response strongly agreed that
children from intact homes are well motivated to learn than
their counter-part from broken homes while just 10
respondents representing 3% and 25 respondents
representing 7% strongly disagreed and merely disagreed
respectively with the statement.

Research Question 5
To what degree have broken homes affected the
emotional atmosphere in homes?

54
 Table 5
Table of percentage response to item 18 in appendix B
which answers the above research question

ITEM RESPONSES %
Children that live in intact SA 231 65%
homes usually have freedom A 53 15%
to discuss academic matters N 36 10%
with their parents than children D 36 10%
that live with foster parent(s) SD 0 0%
Total 356 100

Table 5 shows that 231 respondents representing 65% of

the total respondents strongly agreed that children that live in
intact homes usually have freedom to discuss academic
matters with their parents than children that live with foster
parent(s), 53 respondents representing 15% merely agreed
while 36 respondents representing 10% disagreed.

Research Question 6
To what degree do broken homes affect the socio-
economic status of parents?

55
 Table 6
Table of percentage response to item number 16 in
appendix B which answers the above research question

ITEM RESPONSES %
Intact homes have stronger SA 242 68%
financial backings to provide home A 66 19%
amenities such as radio, television, N 19 5%
computer sets etc than broken D 19 5%
homes SD 10 3%
Total 356 100

Table 6 revealed that 242 respondents representing 68%

of the total respondents strongly agreed that intact homes
have stronger financial backings to provide home amenities
such as radio, television, computer sets etc. than broken
homes while 10 respondents representing only 3% strongly
disagreed with same statement.

Research Question 7
To what degree do broken homes affect the emotional
stability of children?

56
 Table 7
Table of percentage response to item 17 in appendix B
which answers the above research question

ITEM RESPONSES %
Children whose parents are SA 314 88%
living together in good term have A 21 6%
stable mind and good learning N 11 3%
mood than children living with D 10 3%
single parent SD 0 0%
Total 356 100
From table 7, it is clear that 314 respondents out of 356,
representing 88% strongly agreed that children whose parents
are living together in good term have stable mind and good
learning mood than children living with single parents, while
only 10 respondents representing only 3% merely disagreed
with 0% strong disagreement.

Hypothesis 1
There is no significant difference between the academic
performance of children living with their own married parents
and children living with foster parents.
Analysis of data to test H01 is put in table 8

57
 Table 8
Table of t-test analysis of data of children from intact
homes and foster parent homes
t-cal t-critical df p interpretation decision
7 1.960 248 0.05 significant rejected

The result in table 8 show that, there is significant

difference between the academic performance of children
living with their own married parents and children living with
foster parents (t-calculated, 7>t-critical, 1.960, df 248 at p
0.05). Therefore the null hypothesis is rejected. This shows
that children living with their own married parents perform
academically better than children living with foster parents.

Hypothesis 2
There is no significant difference between the academic
performance of children living with their father and mother
and their counter-part living with single parent(s).
Analysis of data to test H02 is put in table 9
Table 9
Table of t-test analysis of data of children from both
parent family and their counter-part from single parent family

t-cal t-critical df p interpretation decision

5.3 1.960 322 0.05 significant rejected

58
 The result in table 9 show that, there is significant
difference between the academic performance of children
living with their father and mother and their counter-part
living with single parent(s) (t-calculated, 5.3>t-critical, 1.960,
df 322 at p 0.05). Therefore the null hypothesis is rejected.
This shows that children living with their father and mother
perform academically better than children living with single
parent(s).

Hypothesis 3
There is no significant difference between the level of
parental attention received by children from broken homes
and their counter-part from intact homes.
Analysis of data to test H03 is put in table 10 below.
Table 10
Table of X2 analyses on parental attention received by
children from broken homes and their counter-part from
intact homes

X2-cal crit. value df p interpretation decision

18.14 9.488 4 0.05 significant rejected

Table 10 shows that, there is significant difference

between the level of parental attention received by children
from broken homes and their counter-part from intact homes
(X2-calculated, 18.14>critical value, 9.488, df 4 at p 0.05).

59
Based on the above result, the null hypothesis is therefore
rejected.

Hypothesis 4
There is no significant difference between the level of
academic motivation given by broken homes to their children
and that given by intact homes.
Analysis of data to test H04 is put in table 11.

Table 11
Table of X2 analyses on the level of academic motivation
given by broken homes to their children and that given by
intact homes.

X2-cal crit. value df p interpretation decision

54.06 9.488 4 0.05 significant rejected

In table 11, the result shows that there is significant

difference between the level of academic motivation given by
broken homes to their children and that given by intact
homes. (X2-calculated, 54.06>critical value 9.488, df 4 at p
0.05). The null hypothesis is therefore rejected, meaning that
children from intact homes are well motivated to learn than
children from broken homes.

60
 Hypothesis 5
There is no significant difference between the level of
emotional stability of children from broken homes and their
counter-part from intact homes.
Table 12
Table of X2 analyses on the level of emotional stability of
children from broken homes and their counter-part from
intact homes

X2-cal crit. value df p interpretation decision

54.48 9.488 4 0.05 significant rejected

Table 12 shows that the X2-calculated (54.48) is greater

than the critical value (9.488) df 4 at probability level 0.05,
therefore the null hypothesis is rejected while its alternative is
accepted implying that there is significant difference between
the level of emotional stability of children from broken homes
and their counter-part from intact homes.

4.3 Discussion of Findings

Hypothesis 1
One of the findings of this study reveals that there was a
significant difference between the academic performance of
children living with their own married parents and their
counterpart living with foster parents. The data analyzed is
highly in favour of this finding (t-calculated 7 > t-critical,

61
1.960, df 248 at 0.05 alpha level). This coincide with Adejo
(2004) who upheld that in a family where unusual structure
exist as a result of divorce, bereavement or death of both
parents, the socialization pattern could be seriously affected
resulting into abnormally in adult life of children.
Secondly, it was also found that there is significant
difference between the academic performance of children
living with their father and mother and their counter-part
living with single parent (t-calculated 5.3 > t-critical 1.960 df
322 df at 0.05 alpha level). This finding is also in line with the
opinion of Israel, Beaulieu and Hartless (2001) who
maintained that children in families with different family
structures.
Thirdly, it was found that there is significant difference
between the level of parental attention received by children
from broken homes and their counter-part from intact-homes
(X2 calculated 18.14 > critical value 9.488 df 4 at 0.05 alpha
level). The disparity in the level of parental attention could be
as a result of single parent homes not been able to meet the
basic needs of children as well as supervising the academic
performance of children (Salami 1998).
Fourthly, this study also established that there is
significant difference between the level of academic motivation
given by broken homes to their children and that given by
intact homes (X2 calculated 54.06 > critical value 9.488 at df 4

62
and 0.05 alpha-level). This finding is in agreement with the
opinions of Bichery (1996) and Agbo (1997), who said that
children from broken homes exhibit lower self-esteem, lower
achievement motivation, lower tolerance for delay of
gratification and lower academic achievement.
Finally, this study found that there is significant
difference between the level of emotional stability of children
from intact homes and their counter-part from broken homes
(X2 calculated 54.48 > critical value 9.488 at df 4 and 0.05
alpha-level). This finding is in line with Ichado (1998) who
revealed that, parents constant disagreement affects children
emotionally and could lead to poor performance in school.

63
 CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATION AND
SUGGESTIONS

5.1 Introduction
This research was carried out in Ohimini Local
Government Area of Benue State to appraise the effects of
Broken Homes on Academic Performance of Secondary School
Students. Eighty Senior Secondary Schools in the Local
Government were selected and used as sample. This chapter
is made up of the following components;
5.2 Summary
5.3 Recommendation
5.4 Conclusion
5.5 Limitation of Study
5.6 Suggestion for Further Study

5.2 Summary
The main purpose of this research was to find out the
Effect of Broken Homes on Academic Performance of
Secondary School Students in Ohimini Local Government of
Benue State.
The background of the study was clearly articulated and
the statement of the problem was clearly made along with
purpose of the study. Some research questions and
hypothesis were also drawn to guide the study.

64
 This study also discussed some theories that are related
to the problem on hand and also clarify concepts that enhance
understanding of the problem under review via literature
review. Theories like the frustration-Aggression theory,
Relative Deprivation theory, looking glass self theory and
Maslow’s theory of Motivation were discussed in relation to the
study. The concept of home was explained and the general
role of the home was also discussed. The concept of broken
home, its cause and effects on children’s health and general
academic performance were also discussed under the
conceptual frame-work. Some empirical works previously
carried out in this area were also revealed.
The research design, area of study, population of study,
sample and sampling technique, instrumentation, validation
and reliability of instrument, method of data collection and
analysis to be used were also discussed.
After carrying out the research, data was presented,
analyzed and findings were discussed.
Recommendation, conclusion, limitations and suggestion
for further study shall be offered in due course.

5.3 Recommendations
The following recommendations are made:
- The government and school proprietors should employ
school counselors in all secondary schools to provide the
necessary assistance to children from broken homes.

65
- Parents especially single and foster parents should
adequately supervise children to boost their self-esteem.
- Government and voluntary organizations should identify
children from broken homes and provide scholarship and
other supporting programmes that could enhance their
academic performance.
- Curriculum and programme planners should employ
flexible scheduling when planning school activities so
that single parent that must work may be able to become
more involved in their children schooling.
- Teachers should be enlightened on the need to apply the
knowledge of individual differences especially with regard
to students from broken homes.
- Teachers and other stakeholders in the school system
should avoid stereotyping children from broken homes
since some of the problems faced by these children may
be caused by expectations based on inaccurate and
harmful stereotypes.
- Adolescent from broken homes should be encouraged by
their parents/foster parents and teachers to be involved
in sports, hobbies and other extra-curricular activities
that will keep their mind occupied.

5.4 Conclusion
Broken homes exert a lot of influence on the academic
performance of secondary school students, ranging from poor

66
motivation and parental attention, un-favourable home
environment and emotional instability. Owing to this, there is
the need for all stakeholders, including guidance, foster/single
parents, teachers among others to carrying-along children
from broken homes by identifying their individual problems
and profiling solutions to same.

5.5 Limitations of Study

The researchers could have chosen more aspects to cover
but because of financial constraints and time limit, owing to
the fact that they have to go into the field to collect and
analyze the information within a limited time and coupled
with other problems such as transportation and fear of
distortion in information, sampling was done to reduce the
population to a manageable size.

5.6 Suggestions for Further Study

Since this study is limited to few schools, it is therefore
suggested that this study should be carried out in more
schools and more local government areas in the state and
country as a whole. Some other areas like the following could
be researched on:

 “The effect of broken homes on academic performance of

primary school pupils”.
 “Way of reducing the effect of broken homes on academic
performance of secondary school students”.

67
 “Fathers absent and its implication on the education of
the girl child”.
 “Mothers absent and its implication on the girl child
education”.

68
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76
 APPENDIX A

Department of Vocational &

Technical Education
Benue State University,
P. M. B. 102119, Makurdi
Benue State

Dear Respondents,
The researchers are students of the above named
institution currently undertaking a research on “The Effects of
Broken Home on the Academic Performance of Secondary
School Students in Ohimini Local Government Area of Benue
State”.
In partial fulfilment of the basic requirement for the
award of Bachelor degree, this research work is been
undertaken to ascertain the effects of broken homes on the
academic performance in Ohimini Local Government Area of
Benue State.
The researchers are therefore asking for your cooperation
in filling these questionnaires as honestly as you can.
Information supplied will be treated in confidence and privacy.
Thanks in anticipation of your cooperation.
Yours truly,
OMOHA, Alechenu G.
JACKREECE, Nimi N.

77
 APPENDIX B
BENUE STATE UNIVERSITY MAKURDI
THE EFECTS OF BROKEN HOMES ON ACADEMIC
PERORMANCE OF SECONDARY SCHOOL STUDENTS
STUDENT’S QUESTIONNIRE

INSTRUCTION: This questionnaire is designed to appraise the

effects of Broken Homes on Academic Performance of
Secondary School Students in Ohimini Local Government
Area of Benue State. Please put a tick (√) in the appropriate
place or gap to indicate your response to each item.

SECTION A: PERSONAL INFORMATION ABOUT

STUDENT
1. Name of School: ……………………………… Age: …………...
2. Class: SSS 1 ( ) SSS 2 ( ) SSS 3 ( )
3. Sex: Male ( ) Female ( )
4. Student’s family structure: Single parent family ( )
Foster parent(s) ( ) Intact Homes ( )

SECTION B: INFORMATION ABOUT PARENT(S)/FOSTER

PARENT(S) INCOME
5. Father/foster father’s occupation: Farming ( )
Civil Servant ( ) Artisan ( ) others ( )
6. Mother/foster mother’s occupation: Farming ( )
Civil Servant ( ) Artisan ( ) others ( )

78
7. Do your parent(s)/foster parent(s) pay your school
fee/levies regularly? Yes ( ) No ( )
8. Do your parent(s)/foster parent(s) buy books and other
school materials for your as required? Yes ( ) No ( )
9. How do you go to school? By trekking ( ) by taxi ( )
by parent(s)/foster parent(s) car ( )
10. Do you have television in your home? Yes ( ) No ( )
11. Do you go to farm to work or engage in trading activities
after school hours? Yes ( ) No ( )
12. Do you eat food before going to school? Yes ( ) No ( )

SECTION C: INFORMATION RELATING TO BROKEN

HOMES
INSTRUCTION: Please read the following statement carefully
and indicate the extent to which you agree or disagree with
the statement by ticking (√) the appropriate box.
KEY TO ABBREVIATION
SA = Strongly Agreed
A = Agreed
N = Neutral
D = Disagreed
SD = Strongly disagreed
S/NO ITEM SA A N D SD
13. Children who live with biological
parents are best given parental
attention than children who live
with foster parents

79
14. Stable homes usually have
enough time to monitor
children’s academic progress
than broken homes
15. Children from intact homes are
well motivated to learn than
their counter-part from broken
homes.
16. Intact homes have stronger
financial backings to provide
home amenities such as radio,
television, computer etc. than
broken homes.
17. Children whose parents are
living together in good term
have stable mind and good
learning mood than children
living with single parents.
18. Children that live in intact
homes usually have freedom to
discuss academic matters with
their parents than children that
live with foster parent(s).

80
 APPENDIX C

Raw scores of 174 students who are from intact homes among
the 400 sampled populations for this study.
80 60 55 63 55 81 73 52 23 93
70 89 59 61 91 83 60 66 55 50
69 70 55 83 90 81 40 53 15 72
69 85 91 80 61 80 90 75 85 80
91 66 40 31 71 71 60 71 90 19
40 40 50 35 83 60 80 70 60 55
81 50 95 09 50 86 71 80 75 90
80 90 67 91 66 87 83 72 51 93
59 95 31 37 82 80 50 73 02 92
89 90 91 23 93 20 55 73 70 61
60 81 41 66 72 83 77 55 93 77
57 46 93 96 55 75 66 81 91 55
55 93 77 44 55 69 77 83 77 87
91 55 40 80 90 66 40 56 43 29
66 61 87 60 53 55 93 51 40 74
90 81 71 90 81 73 75 81 89 73
31 02 81 75 37 32 09 85 90 09
81 73 84 31

81
 FREQUENCY TABLE FOR THE SCORES OF 174
STUDENTS FROM INTACT HOMES

CLASS FREQ. CLASS FX X–X X – X2 F(X-X)2

INTERVAL MARK
1 – 10 5 5.5 27.5 - 60.9 3708.8 18544.1
11 – 20 3 15.5 46.5 - 50.9 2590.8 7772.4
21 – 30 3 25.5 76.5 - 40.9 1672.8 5018.4
31 – 40 15 35.5 532.5 - 30.9 954.8 14322.2
41 – 50 9 45.5 409.5 - 20.9 436.8 3931.3
51 – 60 29 55.5 1609.5-10.9 118.8 3445.5
61 – 70 20 65.5 1310 - 0.9 0.8 16.2
71 – 80 34 75.5 2567 9.1 82.8 2815.5
81 – 90 38 85.5 3249 19.1 364.8 13862.1
91 – 100 18 95.5 1719 29.1 846.8 15242.6
TOTAL 174 11547 84971

X = Σfx
n
X = 11547 = 66.36 = 66.4
174
Variance = Σf(X – X)2
n
= 84971 = 488.3
174

82
Raw scores of 150 students from single parent
t homes among the 400 sampled population of study.
39 79 50 42 80 21 56 40 89 40
93 82 44 31 83 67 20 30 60 50
44 35 40 41 90 77 83 40 35 60
55 70 70 66 67 82 77 55 96 81
100 93 67 29 40 93 82 60 30 93
36 10 43 37 23 40 55 60 78 67
10 40 55 62 93 29 08 66 20 17
67 88 93 68 10 82 09 10 67 83
66 93 77 67 66 83 69 93 64 82
66 30 09 29 16 03 08 10 15 17
59 69 77 06 09 56 09 19 69 59
47 48 60 18 57 99 39 83 56 100
59 49 13 16 17 89 11 05 78 99
59 09 37 19 68 50 92 17 27 33
55 09 66 82 79 19 79 46 71 44

83
 FREQUENCY TABLE FOR THE SCORES OF 150
STUDENTS FROM SINGLE PARENT HOMES AMONG THE
400 SAMPLED POPULATIONS FOR THIS STUDY

CLASS FREQ. CLASS FX X–X X – X2 F(X-X)2

INTERVAL MARK
1 – 10 16 5.5 88 - 45.7 2088.6 33415.8
11 – 20 15 15.5 232.5 - 35.7 1274.5 19117.4
21 – 30 9 25.5 229.5 - 15.7 660.5 5944.4
31 – 40 16 35.5 568 - 15.7 246.49 3943.8
41 – 50 13 45.5 591.5 - 5.7 32.49 422.4
51 – 60 18 55.5 999 4.3 18.49 332.8
61 – 70 22 65.5 1441 14.3 204.49 4498.8
71 – 80 11 75.5 830.5 24.3 590.49 6495.4
81 – 90 16 85.5 1368 34.3 1176.49 18823.8
91 – 100 14 95.5 1337 44.3 1962.5 27474.9
TOTAL 150 7685 120469.5

X = 7685 = 51.2
150
Variance = 120469.5 = 803.1
150

84
Raw scores of 76 students from foster homes, among the 400
sampled population for this study.
68 78 67 59 40 05 67 49 39 90
37 70 83 30 39 59 99 50 08 19
60 67 40 35 37 83 69 40 59 70
40 59 60 10 40 30 77 53 10 39
60 65 55 29 50 47 66 59 10 60
69 59 20 03 39 60 27 100 29 30
50 47 30 43 27 60 53 29 70 50
40 43 29 47 69 05

FREQUENCY TABLE FOR THE SCORES OF 76

STUDENTS FROM FOSTER HOMES AMONG THE
400 SAMPLED POPULATIONS FOR THIS STUDY

CLASS FREQ. CLASS FX X–X X – X2 F(X-X)2

INTERVAL MARK
1 – 10 7 5.5 38.5 - 39.9 1592 11144.1
11 – 20 2 15.5 31 - 29.9 894 1788
21 – 30 11 25.5 280.5 - 20 400 4400
31 – 40 12 35.5 426 - 9.9 98 1176
41 – 50 10 45.5 455 0.1 0.01 0
51 – 60 15 55.5 832.5 10.1 102.0 1530.1
61 – 70 12 65.5 786 20.1 404 4848.1
71 – 80 2 75.5 151 30.1 906 1812
81 – 90 3 85.5 256.5 40.1 1608 4824
91 – 100 2 95.5 191 50.1 2510 5020
TOTAL 76 3448 36542.3

85
 X = 3448 = 45.37 = 45.4
76
Variance = 36542.3 = 480.8
76

CALCULATION OF T-TEST
(CHILDREN FROM INTACT HOMES AND THEIR COUNTER-
PART FROM FOSTER PARENTS)

t = 66.4 – 45.5
488.3 + 480.8
174 76
= 21
2.8 + 6.3
21
3
.. tcal = 7
Degree of freedom (df) = n1 + n2 – 2
= 174.3 + 76 – 2
= 248
t-critical at 248 df and 0.05 alpha – level is 1.960.

86
 CHILDREN WHO LIVE WITH BOTH PARENTS AND THEIR
COUNTER-PART FROM SINGLE PARENT

t = 66.4 – 51.2
488.3 + 803.1
174 150
= 15.2
2.8 + 5.4
15.2
2.86
= 5.3
df = 174 + 150 - 2
= 322
t-critical = 1.960

87
 APPENDIX D
CHI-SQUARE VALUE CALCUATION (REF. HYPOTHESIS III)

RESPONSES ITEM 13 ITEM 14 ROW TOTAL

SA 271 285 556
A 49 25 74
N 0 10 10
D 36 36 72
SD 0 0 0
COLUMN TOTAL 356 356 (712) GT

1. 556 x 356 = 278

712
2. 556 x 356 = 278
712
3. 74 x 356 = 37
712
4. 74 x 356 = 37
712
5. 10 x 356 = 5
712
6. 10 x 356 = 5
712
7. 72 x 356 = 36
712

88
8. 72 x 356 = 36
712
9. 0 x 356 = 0
712
10. 0 x 356 = 0
712
FO FE FO – FE (FO – FE)2 (FO – FE)2
FE
271 278 -7 49 0.18
285 278 7 49 0.18
49 37 12 144 3.89
25 37 -12 144 3.89
0 5 -5 25 5
10 5 5 25 5
36 36 0 0 0
0 0 0 0 0
0 0 0 0 0
18.14
X2 = FO - FE = 18.14
FE
df = (r – 1) (c – 1)
df = 2–1x5–1
df = 1x4
df = 4
q 0.05 = 9.488

89
 REF. TABLE 4.2. (REF. HYPOTHESIS IV)

RESPONSES ITEM 15 ITEM 16 ROW TOTAL

SA 303 242 545
A 18 66 84
N 0 19 19
D 25 19 44
SD 10 10 20
COLUMN TOTAL 356 356 (712) GT

1. 545 x 356 = 272.5

712
2. 545 x 356 = 272.5
712
3. 84 x 356 = 42
712
4. 84 x 356 = 42
712
5. 19 x 356 = 9.5
712
6. 19 x 356 = 9.5
712
7. 44 x 356 = 22
712
8. 44 x 356 = 22
712
9. 20 x 356 = 10

90
 712
10. 20 x 356 = 10
712

FO FE FO – FE (FO – FE)2 (FO – FE)2

FE
303 271.5 30.5 930.25 3.41
242 272.5 -30.5 930.25 3.41
18 42 -24 576 13.71
66 42 24 576 13.71
0 9.5 -9.5 90.25 9.5
19 9.5 9.5 90.25 9.5
25 22 3 9 0.41
19 22 -3 9 0.41
10 10 0 0 0
10 10 0 0 0
54.06
X2 = 54.06
df = (r – 1) (c – 1)
df = 2–1x5–1
df = 4
q 0.05 = 9.488

91
 REF. TABLE 4.2. (REF. HYPOTHESIS V)

RESPONSES ITEM 18 ITEM 17 ROW TOTAL

SA 231 314 545
A 53 21 74
N 36 11 47
D 36 19 46
SD 0 0 0
COLUMN TOTAL 356 356 (712) GT

1. 545 x 356 = 272.5

712
2. 545 x 356 = 272.5
712
3. 74 x 356 = 37
712
4. 74 x 356 = 37
712
5. 47 x 356 = 23.5
712
6. 47 x 356 = 23.5
712
7. 46 x 356 = 23
712
8. 46 x 356 = 23
712
9. 0 x 356 = 0

92
 712
10. 0 x 356 = 0
712
FO FE FO – FE (FO – FE)2 (FO – FE)2
FE
231 271.5 -41.5 1722.25 6.32
314 272.5 -41.5 1722.25 6.32
53 37 16 256 6.92
21 37 -16 256 6.65
36 23.5 12.5 156.26 6.65
11 23.5 -12.5 156.25 6.65
36 23 13 169 7.35
10 23 -13 169 7.35
0 0 0 0 0
0 0 0 0 0
54.48
X2 = 54.48
df = 4
q 0.06 = 9.488

93