BROKEN HOME AS A FACTOR THAT AFFECTS THE ACADEMIC

EXCELLENCE OF THE GRADE 8 AND 9 LEVEL STUDENTS IN BAGANGA

NATIONAL HIGH SCHOOL

CHAPTER 1: BACKGROUND OF THE STUDY

THE PROBLEM AND ITS SETTING

The home is a place where physical, mental and social skills of the child generate
and effectively develop. Hence, the hoe background greatly influences and impacts
on the child at the early stage in life. It will then have a great factor that affects on
the academic excellence, if the home background has a leaking valve of
disintegration (broken). (Gones 1969)

As a result of these, home is any child environment of which the child

cannot do without referring to at one time or the other as regards to certain issues.

According to Abiriri (2010), education is seen as an instrument per excellence and

aside from intellectual capacity of the child, the academic performance of the child
is also largely determined by the family background

Therefore, the home is a determining factor in affecting his /her academic

excellence.

Scales and Roelkepartain (2003), are of the opinion that the family and its structure
play a great role in children’s academic excellence.
Levin (2001), also states that parents are probably the actors with the clearest
undimentional interest in a high level of their children’s academic excellence.

Conkline (2006), states that 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 a parent, divorce, separation, and desertion.

The home consists of the child’s vicinity and apartment where they rest their head.
It is abundantly clear that a successful learning and reading requires as conductive
and decent atmosphere.

STATEMENT OF THE PROBLEM

This study aimed to identified if broken homes considered as a factor that affects
the students not to excel academically.

This research also is done to enquire if the student’s poor academic excellence
performance is a result of having broken homes.

The research aimed to answers the following questions:

1. does the students loses interest to go to school because of the absence of their
parents?

2. does the students’ academic performance affected because of the absence of

their parents?

3. does the broken home a hindrance for the students to attain academic
excellence?
4. does broken home the main cause of poor performance of the majority of the
students?

OBJECTIVE OF THE STUDY

The objective of this study is specifically answering the following questions:

* determine if broken home causes the students to loss interest to attend to school.

* determine if absence of parents affects the academic performance of the students.

* examine if broken home considered hindrance for the students attain academic
excellence.

* examine if broken home considered the main cause of poor performance of the
majority of the students.

SIGNIFICANCE OF THE STUDY

The results of this study can be beneficial to the following:

BNHS Students. The study may help them improve their ability to understand how
broken homes may affects their academic excellence performance of students in
Baganga National High School.

BNHS Teachers. The study will help the teachers in Baganga National High
School to have better understanding when it comes to knowing and understanding
the underlying the factors or reasons behind the inconsistency of academic
excellence performance of students in Baganga National High School.
Future Researcher. The study may serve as a reference for future researchers that
will be using the same theory as this study.

Society. The study may help the individuals to realize how broken homes
negatively impact academic performance of students.

SCOPE AND DELIMINATION

This study is aimed to find out if the broken home considered as a factor that
affects the students not to excel academically of Grade 8 and 9 level students in
Baganga National High School particularly in Baganga Davao Oriental.

DEFINITION OF TERMS

The following are the operational definition of technical terms used in this study:

Broken home – this is a home where of the children are left to their own facts of
life due to lack of care affection and control.

Academic excellence – here it refers to how well or how poorly a child can
perform in the school.

Intact home – this is a home where parents and children live in harmony, a home
characterized by love, care, affection, and control.
 CHAPTER II: REVEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE AND STUDIES

According to International Journal of Recent Advances in Multidisciplinary

Research in Research Article.

“The Effect of Broken Homes on the Students’ Academic Achievement in Ohaukwu

Local Government Area of Ebonyi State South East Nigeria”.

*Beatrice Adanna Acilike* (2017)

, The effects broken homes on the academic achievement of students can never be
overemphasized. The study evidenced that broken homes create avenue for social
and psychological problems such as social maladjustments lack of love, insecurity,
truancy, and emotional disturbance which. Affects the student’s concentration in
classroom activities. Broken homes may result from divorce or death on one
partner either the father or the mother in the family. When the family is headed by
a woman, some of the students are sometimes rebellious especially the males. The
age at which the broken homes is mostly felt by students is in secondary school
age. In conclusion, broken homes have drastic effects on students hence, they need
both parents support.

RELATED LITERATURE
Poor academic performance in national examinations have been attributed to many
factors that are mainly family based such as those that are faced with challenging
hard economic times which has made it not possible for them to meet their
responsibilities of ensuring a healthy and literate family. The size of the family in
which the child grows especially if the family does not have adequate resources
will affect the child growth and development due to lack of quality feeding, lack of
proper medical care, and more so a child will not be given the required attention on
his/her lose of focus. The issue of homework, payment of school fees, providing
security is all within the confines of the family to provide to the children. Family
financial resources, which are associated with parent’s education attainment and
occupation, often imply increased learning opportunities both at home and at
school. In general, the socio- economic background of the family impacts
negatively on the academic performance of the child.

A lot of studies show that there is a big effect of the nature of the family
background on the academic performance of children in school. The family
background plays a big rule on the academic performance of children at all levels
of education in school system. It is generally accepted that the quality of family
interactions has important associations with the children’s academic motivation
and achievement. For instance, Ryan (2000) shows that there is a significant effect
of family background variables, parent support and teacher support on a child’s
educational attainment. According to (Morgan et al, 2009), stresses that children
from low socio-economic status households and communities develop academic
skills more slowly compared to their counterparts from higher sociology economic
status (economic struggling families) deprives children of what is necessary to
support their growth and welfare. Initial academic skills are correlated with home
environment and chronic stress negatively affect a child’s academic performance.
Parents from low socio- economic background are less likely to have the financial
resources or time availability to provide children with academic support.

An American, Kean, (20005) suggested that more highly educated parents actively
encourage their children to develop higher expectations of their own. He further
pointed out that students perform better in school if there parents as well as mother
are actively involved in their educations. The home environments provides
environment for learning and is in element of the and the basics for student’s life
that can affect academic performance. Providing opportunities to learn outside the
school helps to facilitates student’s success in the school environment as reported
by the University of Minnesota extension.

Globally, Hargreaves (2002), reported that in Germany students with parents who
are involved in their school tend to have fewer problems, and better academic
performance and at more likely to complete high school that students who are not
involved in their school. Good grades require positive effects of parental
involvement that have to be demonstrated at both elementary and secondary levels
across several studies with the largest effect often occurring at elementary level
where numeracy, literacy as well as values of human development are very
essential.
Atieno (2012) emphasizes that the quest for provision of quality education
continuous to matter that continues to be cherished by both consumers and
providers of education in Kenya and the entire development world.

Parent’s education and family interaction pattern during childhood also might be
linked more directly to children’s developing academic success and achievements
that include among other oriented attitudes, general social learning and cognitive
framework (Bandura 1969). Bandura started that behavior is shaped in part through
observational and direct learning experiences. Learning takes a course of
interactive actions and reactions which implies that it is learning by copying from
parents and that everything children do is by and through socialization. It is
important to note that education process and success positively impacted by
favorable home learning opportunities such as parents encouraging that their
children have the right feeding, have security, and are happy and calm.

The further reported that creating a positive physical and mental atmosphere in the
home helps to prepare students to be ready and able to learn. A parent child
relationship characterized by nurturing, acceptance and encouragement as well as
parent’s responsiveness to the child needs correlates with positive academic
performance. The relationship family socio-economic status and academic
performance has been well established in sociological research. Kevin Marjori
banks and Mboya (2000) used such combination of family structures to examine
differences in the academic goal orientation of African students in South Africa.
The findings indicated that while measures of refined family influences are related
to goal orientations, there continue to be unmediated differences for students from
social status background and from urban rural location in an examination of
differences in the academic performance.

In Uganda’s case, (1995), identified the influence of parents’ attitude, social

economic background, cultural attitudes which affect the performance of students
which affect the performance of students in Uganda. She pointed out the role of
parents like catering for children’s school needs like textbooks, exercise books,
uniforms and paying fees that are vital towards their children’s academic
performance. In the early years parent are their children’s first teachers exploring
nature, reading together, cooking together, and counting together. When young
children begin formal schooling the parent’s job is to show how the schooling can
be extended.

It is widely believed that the home has a great influence on student’s

psychological, emotional, social and economic state. In the view of (Ajira et al,
2007), the state of the home affects the individual since the parents are the first
socializing agents in an individual’s life. This is because the family background
and the context of the child affect her reaction to life situations and his level of
performance.

Uwaifo (2008) assets that parents and the individual experience at home play a
tremendous role in making the child what he or she is involvement of the parents
will make students achieve more, exhibit more, positive attitudes and behavior and
feel more comfortable in the environment. Parents being the first teachers and the
caretakers of the home environment shapes the child’s initial views of learning,
parent beliefs, expectations and attitudes about education affect their children’s
conception of the place of education in their values.

Emeke (2004) has attributed the causes of poor performance to the combination of
personal and institutional factors. Personal factors related to individuals are family
or parental influences, societal influences, institutional influences and school
related, students, teachers related factors, accommodation and living conditions.

Wise man et al (2000) have examined the causes of poor academic performance
among secondary school students. Some of these factors identified include
intellectual ability, poor study habits, achievements, motivation, lack of vocational
goals, low self- content, low socio-economic status of the family, poor family
structures and anxiety. The consequences of this include indiscipline in schools
and low levels of educational standards. Lack of and priority attrition being paid to
our schools and education of our students with disabilities in the past constituted
reasons for their poor academic performance (Jimon 2000). He further said that the
combination of poverty and disability in life of secondary school students has
imposed serious hardships and their devastating psychological effects on students.
The physical disability requires some level of resources for one to catch up with
the social and economic endeavors as well as achieving the standards of academic
expectations in society.

According to Okedije (2003), the education opportunities of the children are

clearly related to the socio-economic background of the parents, children of elite
have better education opportunities than the children of non-elite parents, students
of elite groups since they possess the academic qualifications, consequently, it
imperative that the principle inheritance for them is sound education. Many
students found themselves rejected and dejected by adults just because their
parents are unable to support them adequately. The school system is failing to plan
curriculum to provide them with alternative schools or equip them with practical
schools.

Ajila et al (2007), states that the home affects the individual since the parents are
the first socializing agents. This is because the family background and the context
of the child affect his or her reaction to the real- life situations and his level of
performance. The influence of family background on the student’s academic
performance. Levin (2001), states that parents are probably the actors with the
clearest dimensional interest in a high level of their children are in academic
performance. To some extent there is simple evidence to show that marital
instability brings about stress, tension lack of motivation and frustration.
Obviously, these manifestations act negatively on a child’s academic performance.

Johnson (2005) assets that children from divorced families often fail and are at a
risk emotionally. However, this may not be completely applicable in all instances
of broken homes. Some children irrespective of home background or structure may
work hard and become successful in life. Moreover (Ayodele, 2006), stated that the
environment where a child find himself or herself goes along way in determining
his learning ability and ultimately his academic performance in school.

Bliss (2004) is of the view that many students from low socio-economic homes
respond incomprehensively to classroom teaching because their home environment
has not exposed them to the kinds of material used in school if home environment
is not intellectual stimulating some students find it difficult to cope up in school
and may eventually drop out of school. Furthermore, the home has been identified
as an overwhelming factor affecting students’ performance academically. It would
appear then, that broken home may present a very real danger to the emotional,
personality and mental adjustment of students’ academic performance.

According to Fraser, (2001), psychological home conditions arise mainly from

illegitimacy of children, the label of adopted child, broken home divorced and
parental deprivation. Such abnormal conditions of the child. He asserts that life in
single parent family or broken homes can be stressful for both the child and the
parent. Such families are faced with challenges of inadequate financial resources.

Schultz (2006) noticed that if adolescent from unstable homes are to be compared
with those from stable homes it would be seen that those from unstable homes
have more social academic and emotional problems. (Roehikepartain et al, 2003),
are of the opinion that the family and its structure play a great role in children’s
academic performance.

Omolewa (2000) affirmed that academic performance of the child could be traced
to the home he comes from. Synder et al (2000) claimed that the family
environment is the most powerful influence in determining the child’s academic
performance. It is obvious that substantial influence on a child’s academic
performance.
According to Abirri (2010), education is seen as an instruments per excellence for
development and as such it is the engine that promotes development. Aside from
the intellectual capacity of the child, the academic performance of the child is also
largely determined by the family background. Obeyan (2003) states that the family
is the bedrock of any society. It is also the foundation of academic achievements of
the child. (Uwifo 2008), further affirmed that the recent wave of moral
descendance and all sorts of anti-social behavior could be traced to poor home
background.

Petit (2008), pointed out psychological needs are a potential source of individuals
personality and academic performance achievement. He claimed that academic
success is achieved only if family background sources can be assessed to maximize
the association between family influence and outcomes. It is believed that families
with high social economic status often have more success in preparing their
children for school because they always have access to wide range of resources at
their disposal to promote, uplift and support their children.

According to Ardedi (2001), Eunice (20004), it becomes imperative that study on

the relationship between family background and students’ academic performance
should be investigated, in view of the fact that the youth are the leaders of
tomorrow their academic and emotional well-being if given appropriate attention
will go a long way in ensuring that their potentials are harnessed and put into used
for national development. Research indicates that psychological needs are potential
source of individual’s personality and academic performance achievements. He
claimed that academic success is achieved only if family background resources can
be access to maximize the association between family influence that children from
low socio-economic status households and communities develop academic skills
more slowly compared to children from higher socio-economic status groups.
(Morgan et al, 2009), suggested that initial academic skills are correlated with the
home environment. This is because low literacy environments and chronic stress
negatively affects a child’s pre- academic skills. The school systems in low socio-
economic status communities are often under resourced negatively affecting
students’ academic progress.

Harighurst (2002), pointed out that inadequate education and increased drop out
rates affect children’s academic achievements, perpetuating the low economic
status of the family. According to him, parents from low socio-economic status
communities may be unable to afford resources such as books, computers, and
school fess for their children. Similarly, (Coleman, 2009) states that parent’s
involvements in learning activities has substantial emotional and intellectual
benefits for children. He observed that because supportive and strong families are
significant for school success, teachers confront increasing challenges as many
children experience severe family disruption and upheaval.

According to Ogulu (2004), the high socio-economic status pat\rents are able to
provide their children with books and toys to encourage them in their various
learning activities at home. Parents faced major challenges when it comes
providing optimal care and education for their children. However, the challenges
are more accurately devastating among the poor incomes families that struggle to
provide the basic needs to sustain the family.
Families with low economic status often lack financial, social and educational
support that characterized families with high socio-economic status due to their
poverty levels. These groups of families may have adequate or limited access to
community resources that can promote and support children’s development and
school readiness.

Wolpin (2006), used the exogenous variation in family background to determine

the causal relationship between family background and the child’s academic
performance. Although the school is the responsible for the experiences that make
up the child’s life during school periods, parents and the individual experiences at
home play a tremendous role in building the personality of the child and make the
child what he is, thus (Ichado, 2008), concluded that the environment in which
children come from can greatly influence his/her performance at school.

The family lays the psychological, moral and spiritual foundations of the child’s
while the mother’s significant roles cannot be overemphasized. Studies on a further
child relationship suggest that the presence of the father at home influence
significantly the development of the child.

Conkline (2006), states that 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 a parent, divorce,
separation, desertion, illegitimacy. In this case a family was never completed and this analysis
becomes more necessary because life in a single parent family can be stressful for both the child
and the parent, such are families are faced with the challenges of diminished financial resources
(children’s defense fund 2004).

Birtch et al (2006), analysis that the relationship between parental involvement and students’
academic achievement is stronger when academic achievement is represented by a more global
indicator of academic achievement rather than by academic subject indicators.
Family background tends to a negatively association with the academic success
whereas parental engagement like volunteering in most cases should be positive
correlations. Similarly, the relations between families and academic achievements
also need to consider children’s family structure. A mother does homework with
her children and it is generally acknowledgement that family environment is the
most powerful influence in determining the child’s academic motivation and
achievement.

The social position of any family determines the ability of the parents to cater for
their children in many areas of life that includes food, shelter and clothing as well
as education requirements.

Family structure

Analysis of the relation between families and academic achievement also needs
to consider children’s academic family structures. The absence of one parent in the
student’s life, because of divorce, separation, abandonment can affect student’s
academic achievement levels (Dronkers, 2003). Nzewunwah (1995) said that there
is a significant difference between students from single parents’ families and those
from two parent families in terms of attitude to examination malpractices, attitude
to studies and academic performance. This finding could be explained by the fact
that life in a single parent family can be traumatic and children brought up in such
family structure often suffer emotional problems such as lack of warmth, love and
disciplinary problems, which may hinder their academic performance. On the other
hand, children raised in two parent family structure are often stable emotionally
and they suffer less emotional problems there by making them less anxious in the
pursuit of their academic work.

Home Environment
Even though family background does have a strong relationship to achievement, it
may be how parents bring up their children and not the parents’ occupation,
income or education that really make the difference.

(K.R. White, 1982, p. 471). Families influence is very important in socializing

children. Children need their family’s support and psychological stimulation of the
children’s academic development by parents and other person in the home
environment.

Students’ home environments such as reading materials are available in their house
and place for doing homework. Some researchers suggest that hoe environment
influences not only academic readiness for school, but also the level of
achievement throughout students’ careers (Cooper et al., 1998).

As Ichado (1998) concluded that the environment in which the students comes
from can greatly influence his or her performance at school

Academic performance of the children from broken homes

Academic performance is an objective score of attainment after a specified

instructional program. Academic excellence can be influenced by many factors,
but the impact family relationships play on a child’s scholastic achievement
alongside the development of the cannot be overemphasized.

The family structure a child emanates from can seriously affect the academic
performance of individual. It has been proven that children from stable homes do
better in their various schools due to their emotional stability / balance in family
than those from unstable or broken homes. A child who is brought up in a stable
home is well fed and provided all he/she needed will definitely perform well in his
academics in school.

Summary of the literature

The literature reviewed on the family social economic background or status and the
academic excellence achievement of the students. The view that is the net
conditions prevailing in the broken homes that is responsible for student’s low
performance.

The families affect children’s learning behaviors and academic achievement in

important ways, as they are the primary and most significant environments that the
children are exposed to. Coleman’s report (1966) shows that families may play
even more important roles in students’ academic achievement than schools and
communities. Since then, the line of empirical research on family background and
children’s’ achievement has found that the family social economic status may
affect children’s academic achievements more than the impact of schools. Because
of the limitation of family resources, parents of poor families usually are not able
to invest sufficiency in their children’s academic achievement (Becker 1964).
Gross (1993) showed that students cognitive skills are positively related to their
parents’ socioeconomic status. Families with higher social economic status can
make use of their advantages to gain access to better education opportunities for
their children, to enhance their possibilities of obtaining higher education. (Pong et
al. 2005). It has been said that the status of the family determines the type of
influences and the level of educational attainment of children that are brought up in
a various home.
CONCEPTUAL/THEORETICAL FRAMEWORK

INDEPENDENT BROKEN HOME AS A

FACTOR THAT AFFECTS
VARIABLE THE ACADEMIC
EXCELLENCE

DEPENDENT GRADE 8 AND 9 LEVEL

STUDENTS IN BAGANGA
VARIABLE NATIONAL HIGH SCHOOL
 CHAPTER III: METHODS

METHOD

This chapter discussed the method that the researcher used in conducting
research. The researcher used a non – researchable questionnaire and
random sapling technique to gather data.

RESEARCH DESIGN

The research design employed in this present study is the non-researchable

questions. This type of design that the researcher used is preferred in this study
because the studies is sought to find out the factors affects of broken homes which
is the independent variable on the academic excellence of the Grade 8 and 9 level
students in Baganga National High School which is the dependent variable.

DATA GATHERING PROCEDURES

The items were selected for the questionnaire were analyzed typed out and printed
clearly to the computer. The students were required to fill out the questionnaire
that presented for them in the presence of the researcher who explained any
questions which happened not to be clear to any students who are the respondents
to this study.

Since it was important that the answer to be corrected and complete.

RESEARCH LOCALE

The study was conducted in Baganga National High School particularly in areas of
Baganga Davao Oriental.

RESEARCH INSTRUMENTS

The researcher used a non - researchable questions in collecting data for this study
to gather information or ideas from the participants of the broken home students’
academic excellence. The questionnaire focuses on the factors of the broken home
could affects the academic excellence of the students.

The researcher used 20 respondents, the respondents selected students who were
experience in this kind of study.

CHAPTER IV: PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA
The gathered scored, and statistically treated are presented and interpreted in this
chapter. The presentation and analysis of finding are discussed in the order
presented in the statement of the problem. Implications derived from the study are
also presented in this chapter. The result was based on the answer to the
questionnaires distributed to the respondents done from the different individuals’
students here in Baganga National High School.

PRESENTATION

QUESTIONS YES NO

1. Does the absence of your parent causes you not to attend 1 19

classes?
2. do you consider your family as your motivation 18 2
academically excel in school?
3. do you experience disinterest to attend classes? 10 10
4. do you prefer to stay at home with yourself than to attend 2 18
the classes?
5. did you experience consecutive absences like 4,5,6 so on? 6 14
6. did you experience to have a failing grades? 17 3
7. did you have experience to have majority of line of 7 18 2
grades?
8. did you experience to have frequent tardiness? 15 5
9. are these any school activities you hesitated to join because 12 8
of having no physical presence and support of your parent?
10. if you have the full support and guidance from your 18 2
parents, do you think you can attain high grades in all of your
academic subjects?
11. if you have the full support and hand on guidance from 10 10
your parents like helping out with your assignment and projects, do
you think you can make it to honor students?
 12. do you believe the physical presence and support from 19 1
your parents to give your motivation to strive harder to attain
academic excellence?
13. do you the lack of support and guidance from your 6 14
parents considered the main causes for you not to excel
academically in school?
14. do you lose focus or concentration in your classes 7 13
because of not being able to eat properly due to not having parents
to look for you?

ANALYSIS

In 20 respondents of the study and 14 questions, 159 says yes, which indicates the
56.8% that the students’ academic excellence does affected by the broken home
not to excel in academically.

INTERPRETATION OF DATA

In question no. 1, 19 out of 20 respondents says yes, that the absence of their
parent is not caused to attend classes and 1 out 20 says no.

In question no. 2, 18 out of 20 respondents says yes, that they consider their family
as their motivation to academically excel in school and 2 out of 20 says no.

In question no. 3, 10 out of 20 respondents says yes that they experience disinterest
to attend school, and 10 out of 20 says no.

In question no. 4, 2 out of 20 respondents says yes that they preferred to stay at
home with their self than to attend the class, and 18 out 20 says no.
In question no. 5, 6 out 20 respondents says yes, that they experience consecutive
absences like 4,5,6 so on, and 14 out of 20 says no.

In question no. 6, 17 out of 20 respondents says yes, that they experience to have
failing grades, and 3 out of 20 says no.

In questions no. 7, 18 out 20 respondents says yes, that they experience to have a
majority of line of 7 grades, and 2 out 20 says no.

In question no. 8, 15 out of 20 respondents says yes, that they experience to have
frequent tardiness, and 5 out 20 says no.

In question no, 9, 12 out 20 respondents says yes, that they hesitated to join any
school activities because of having no physical presence and support of their
parents and 8 out 20 says no.

In question no. 10, 18 out of 20 respondents says yes, that if they have full support
and guidance from their parent, surely they can attain high grades in all of their
academic subjects, and 2 out of 20 says no.

In question no. 11, 10 out of 20 respondents says yes, that if they have full support
and hands on guidance from their parents like helping out with their assignment
and projects they can make it to honor students, and 10 out of 20 says no.

In question no. 12, 19 out of 20 respondents says yes, that they believe the physical
presence and support from their parents is give them motivation to strive harder to
attain academic excellence, and 1 out of 20 says no.

In question no. 13, 6 out of 20 respondents says yes, that the lack of support and
guidance from their parents considered the main causes not to excel academically
in school, and 14 out of 20 says no.
In question no. 14, 7 out of 20 respondents says yes, that they lose focus or
concentration in classes because of not being able to eat properly due to not having
parents to look for them, and 13 out of 20 says no.

CHAPTER V: SUMMARY, COCLUSION AND

RECOMMENDATION

INTRUDUCTION

This study contains of summary, conclusions, and recommendations of data

SUMMARY

The study came out of the results of the academic excellence of the Grade 8 and 9
level of the student’s does affected of the broken home not to excel in
academically, but as the results also of the study that the poor performance of the
grade 8 and 9 level does not considered the main causes of broken home and the
lose of their interest to go to school.

CONCLUSION

 The study concluded that the absence of the parents doesn’t loses the interest
of the students to go to school.
 The study concluded that the absence of the parents does affected the
student’s academic performance in school.
 The study concluded that the students’ academic excellence does the
hindrance of broken home.
  The study concluded that the poor performance of the students does not the
main caused of broken home.

RECOMMENDATION

The following are the recommendations of the study

To the researcher
The research finding will be significant to the researcher who can used it as
a launch for other researches/ studies.
To the government
Through this study the government will have an idea on what’s happening
now a days to the students that came from by broken home.
To the students
Through this study it will enlightens them on how to fight and handle any
issues on their family background and how they respond on academically in
school.
BIBLIOGRAPHY

http://nairaproject.com/ – INFLUENCE BROKEN HOMES ON STUDENTS

ACADEMIC PERFORMANCE.

https://.www.reviewrl.blospot.com. – review of related literature.

https://www.allresearchjournal.com. – Broken Family – International Journal of

Applied Research.

https://www.termpaperwarehouse.com/ - Broken Family – term paper.

https://www.academia.edu/ - the impact of broken homes on the academic

performance of students.

https://m.grin.com/ - document. The family effect on academic performance in

school. A case study.

https://www.iology.springeropen.com. How does family background affect

children’s educational achievement?
 TABLE OF CONTENTS

CHAPTER I: THE PROBLEM AND THE BACKGROUND OF THE STUDY

a. Introduction , background of the study

b. Statement of the problem
c. Scope and delimitation
 d. Significance of the study

CHAPTER 2: THEORETICAL FRAMEWORK

a. RRL
b. Conceptual/theoretical of the study
c. Hypothesis of the study
d. Definition of terms

CHAPTER 3: RESEARCH METHOLOGY

a. Research design
b. Respondent of the study
c. Research instrument

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF

THE DATA

a. Presentation of data
b. Analysis
c. Interpretation

CHAPTER 5: CONCLUSION AND RECOMMENDATION

a. Conclusion
b. Recommendation