CHAPTER1

BACKGROUNDOFTHESTUDY
Fami
l
yisanessent
ialf
act
orf
orahuman’
swhol
e-bei
ng,ev
ery
thi
ngaboutaman,hi
s
backgr
ound,
att
it
ude,
all
ofhi
sachi
evement
s,hi
shonoranddi
gni
ty,
rel
i
esont
hest
ruct
ureoft
he
f
ami
l
yamanl
i
vesi
nwi
thaf
ami
l
yiscomposedofaf
atherandmot
herandt
hei
rof
fspr
ing,
bondedbyt
hei
rlov
eforeachot
her
.

Abr
okenf
ami
l
yisdef
inedasaf
ami
l
ythathasspl
i
torsepar
atedduet
ovar
iet
yofr
easons.
Thi
sleadst
ochi
l
drenbei
ngr
aisedbysi
ngl
epar
ent
s,st
eppar
ent
s,orot
her
snotr
elat
edt
othe
bi
ologi
cal
par
ent
s.

Her
einourmoder
nageaf
ami
l
ycoul
dbet
wot
hings,compl
eteorbr
oken.Abr
oken
f
ami
l
yisbel
i
evedt
obeacauseofachi
l
d’smi
sleadi
nli
fe,somepeopl
egi
vei
tast
hemai
n
r
easonoft
her
ebel
l
iousanduncl
earact
sofchi
l
dren.School
,anot
herf
act
orwhi
chmel
duson
becomi
ng successf
ul,buthow wi
l
litmakeussuccessf
uli
fwecan’
tfocus,wecan’
tdo
school
i
ngl
i
keot
her
sbecausewemi
ndt
hepr
obl
emsweencount
eri
nourhomes

STATEMENTSOFTHEPROBLEM
Thi
sstudyaimstodeter
mi net
heeff
ectsofbrokenFamil
ytotheacademicperf
ormanceof
thejuni
orhighschool
andseniorhi
ghschoolst
udentsofDamasoC.FurigayJr.Nat
ional
high
schoolSpecif
ical
l
yit soughttoanswer
sthefoll
owingquest
ion.

1,Howwi l
ltheacademi
cper
for
manceoft
heJHSandSHSst
udent
stobeaf
fect
edwhent
hei
r
famil
yisbroken?

2,
Doeshav
ingabr
okenf
ami
l
yaf
fectt
heacademi
cper
for
manceoft
hest
udent
s?

3,Doyousti
ll
wishorhopet
omakey
ourf
ami
l
ycompl
eteagai
norar
eyoucont
ent
edwi
thwhat
youhaver
ightnow?

SI
GNI
FICANCEOFTHESTUDY
Abrokenf
amilyi
safami
lyt
hatspil
torseparat
edduetoavari
etyofr
easons.Thi
sleadst
o
chi
l
drenbei
ngrai
sedbysi
ngl
eparent
s.Steppar
entsorot
hernotr
elat
edtothebiol
ogi
cal
par
ents.

Thi
sstudyai
mstofi
ndouttheef
fect
sofbrokenfami
l
ytotheacademicper
for
manceoft
he
j
uni
orandseni
orhi
ghstudent
satDamasoC.Furi
gayJr
.nat
ional
highschool
.
STUDENTS-Thisstudywil
l hel
pthestudentswhohaveabr okenfami
lytobeawar ei
ntheir
sit
uati
onandhowitaffectsthei
rbehavi
or.Thebenefi
tsthi
sstudyoff
erstothestudent
sisthat
thetheywil
lbeawareoftheircur
rentsi
tuat
ionandreal
izehowstrongtheyarebecausethey
havesurvi
ved.

PARENTS-Thisstudywil
lbenefi
tal
sothepar
entst
omaket hem r
eal
i
zethathav
ingacomplete
famil
yisthemostimport
antfoundat
ioni
noursoci
etyandhavi
ngabrokenfami
lycanaf
fect
thei
rchi
ld’
sbehaviori
nal
linst
ances.

TEACHER-Thi
sstudywil
lhel
ptheteachert
oknowhowt oapproachortr
eatt
hei
rst
udent
swel
l
whosuff
eronthi
spart
icul
armatt
erandhelpthem i
nthosesi
tuati
ons.

COMMUNI TY–Theysaythatt
hey
out
hist
hehopeofourf
utur
ether
efor
eift
heyout
hinour
soci
etyi
sdoingwel
lwhi
chmeanswecanhav
eahealt
hyandacti
vecommunit
y.

SCOPEANDDELI
MITATI
ONOFTHESTUDY
Themainfocusofthi
sstudyisall
abouttheeffect
sofbrokenfamilyt
ojuniorandsenior
hi
ghschool
student
’sacademicperf
ormanceatDamasoC.Fur i
gayJr.Nati
onalhighschool
onl
y.
Wehaveinter
viewthesi
xteen(16)st
udentsthataff
ect
edt hebrokenf
ami l
y.

DEFI
NITI
ONOFTERMS
Thest udyconductedabouttheeff
ectsofabrokenf
amilyt
otheacademi cperf
ormance.
Theresearchercameupwi ththefol
lowingdef
ini
ti
onofter
ms.0ppppppp1qseparat
ed;i
tisref
er
tot
her espondentthathasabrokenfami l
y.

RELATIONSHIP–Thewayinwhicht
woormoreconcept
s,obj
ect
,orpeopl
eareconnect
edor
thest
ateofbei
ngconnect
ed;
itr
efer
stot
hei
nti
mateconnecti
onsofachil
dtohi
s/herpar
ent
s.

ACADEMICPERFORMANCE–i stheext
enttowhichstudentt
eacherorconst
it
uti
onhasachiev
e
thei
rshor
torlongt
erm educat
ionatgoal
s;exer
ciseofastudentconcer
ningt
heiracademi
c
perf
ormance

I
NADEQUACY–isthest
ateofquali
tyofbeinginadequat
eorl ackofquant
it
yorqual
i
tyr
equi
red;
i
tist
hei
mport
anceoffi
nanci
alsandavai
labil
it
yofmut ualsupport
.

DESERTI
ON–t heact
ionoft
hedeser
ti
ngaper
son,
cause,
oror
gani
zat
ion;
ist
hef
actofmer
it
ing
appr
eci
ati
onorpuni
shment.

I
LLEGITI
MACY-thestat
eofbei
ngbor
ntopar
ent
snotl
awful
lymar
ri
edt
oeachot
her
;the
pr
ocessofi
l
legal
rel
ati
onshi
pbet
weenpar
ent
sandchi
l
dren.
 CHAPTERI
I

THEORI
TICALFRAMEWORK

I
nprepari
ngthi
sstudytheresearchersearnestl
ysear chfordi
f f
erentarticl
es,
books,andother
t
ypeofmediarefer
ences.Thischapterincl
udest heideas,fi
nishedt hesis,
orconcl
usions,
methodol
ogi
esandot her
s.Thoset hatwereincl
udedi nt
hischapt erhelpsinfamil
i
ari
zing
i
nformati
ont
hatarerelev
antandsi mil
artothepr esentstudy.

REVI
EW RELATEDLI
TERATURE

(Nwachi 2000)St at
et hat‘thefamilyisasocialgroupchar acterizedbycommonr esi
dence
economi ccooper at
ionandpr oducti
on.Iti
ncludesadul tofbot hsexesatl easttwot owho
mai nt
ainasoci al
lyappr ovedrelat
ionshipwithoneormor echi l
dr enoradopt edofthesexuall
y
co-habiti
ngadul t
s.Thef ami l
yhasr ecogni
zedf unctionofprocr eati
on,educat i
onand
social
izati
ondur i
ngt hechi l
dformat i
veyears.Thef amilyi
sr esponsibleforthecar e,pr
otect
ion
andeducat ionitlay
st of oundati
onuponwhi chtheent i
reenv i
ronment ali
nfluencessuchast he
school peergroup,churchandi t
sent i
recommuni tybuildof

Omor uyi
.(
2014)Poi ntedoutt hatfami l
yisthechi l
d’sf ir
stplaceofcont actwi t
ht hewor l
d.The
chi
ldasar esult
,acqui r
esiniti
aleducat i
onandsoci alizati
onfrom par entsandot hersignificant
personsint hefami l
y.Thef ami l
ylaysthepsy chological,moral,andspi r
it
ual f
oundat i
oni nt he
overal
ldev elopmentoft hechi l
d.St r
ucturall
y,fami l
y/homesi sei t
herbr okenorint act
.Abr oken
homei nthiscont extisonet hatisnotst ructural
lyintact,asar esultofdivorce,separat i
on, deat
h
ofoneofpar entandi l
legit
imacy .psychologicalhomecondi tionsar i
semai nlyfrom il
legiti
macy
ofchil
dren, t
helabel ofadopt edchi l
d,brokenhomes, divor
ceandpar entaldeprivati
on.Such
abnormal conditi
onsoft hehome, areli
kelytohav eadet ri
ment aleff
ectinschool performance
ofthechil
dheasser t
s

Kell
y(2004)concludeddi
vor
cemayhav
eamor
esev
ereandendur
ingi
mpactonson(
mal
ethan
daughter
s(female).

Wall
erainandKell
y(2004)stat
edthattheabsenceoffat
herisof
tenvi
ewedaspart
ial
lyhar
mful
tosel
festeem l
ookingattheabov
ecr i
tical
l
yonewillbecorr
ectt
osaythatachi
l
dthathasno
sel
festeem wi
llnotbeabletoper
form wellinhi
sacademicworkandassuchhewil
lnotbeabl
e
toper
form wel
linschool.

Burdon( 1991)hasthistosay‘ suchchi

ldr
enwithoutpropertraini
ngduetobreakageofthei
r
famil
iesormar ri
agear etr
ainedatt hemercyofotherpeople,turnoutt
obetruantsfr
om thi
s
asserti
on,iti
sclearthatsurrogatemotherscannotmonitortheeducationpr
ogressofchil
dren
entr
ustedt othei
rcare.Theycannothelpinteachingthem athomesi ncemanyar eusual
lynot
educated.

(AnnaGreen,2015)Abrokenfamil
ycannegativ
elyaf
fectalldomai nsofy ourchi
ld’
s
devel
opment.Theef f
ect
sofabr okenfamil
yonachil
d’sdev elopmentdependonnumer ous
fact
ors,
incl
udingtheageofthechildatt
hetimeofparents’separati
on,andont heper
sonali
ty
andfamilyr
elati
onshi
ps.Alt
houghinfant
sandyoungchildrenmayexper iencefewnegativ
e
development
alef
fect
s,ol
derchi
ldr
enandteenager
smayexper
iencesomepr
obl
emsi
nthei
r
social,
emoti
onal
andeducati
onalf
unct
ioni
ng.

(Cri
sostomo, 2012)RomeoEnr iquez,t
hepr esidentofPPA( Phi l
ippinePsychiatr
icAssociat i
on),
saidthathavi
ngady sf
uncti
onal f
amilyi
st heusual problem thatFili
pinosfacetoday.Ther eare
manypr oblemst hatweface,work,str
ess, r
elationshipsbutt hef amil
yisthewor sethingt hata
Fil
i
pinowi l
lhaveapr obl
em with.Everyyear,mor eandmor eFi l
ipinosseekadoct or
’shelpand
mor ementalill
nessarebeingrecordedamongFi l
ipinos.Treatmentf orthesekindsofsi tuati
on
i
sv eryexpensiveandtherefor
enotev eryoner eceivespropermedi cati
on(Crisostomo, 2012).

 
 AccordingtoEszewu( 1990)‘thefami l
yhast hepotent
ialofexercisingastr
onginfluenceov er
theli
feofthechildinschool andlongaf terhelef
tschool.Hewant sont osaythatthechild’
s
ment alandemotionaldevel
opment swhichar efact
orsforschool educati
oncouldbegr eatl
y
i
nf l
uencedbynat ureofthefami l
yintowhi chthechi
ldisborn.Achi ldwhoisbroughtupi n
stablehomeiswel lfedandpr ovi
dedal lheneededwi l
ldefi
nit
elyper for
m welli
nhisacademi cs
i
nschool .Thestatusofthefami l
ydet er
mi nesthetypeofinfl
uencesandt helevelofeducational
attai
nmentofchildrenthatarebroughtupi nvari
oushomes.

(Izake, 1963)Stat edthatmostoft hem wer ev eryunsuccessf ulbecauseofsepar ati

onof
house&hesai dbr okenhousecanbeasar esultofdivorceof  
separationbydeat hoft he
coupl e.Theprobl em ofbr okenhomesar euniversalphenomenal whichaf f
ectbothdev el
opedas
wel last heunderdev elopcount ry.3ett hecour sesandef fectstil
lpersistwithvar
yingdegr eei
n
thev ariouspartoft hewor l
dani deal atmospher e&4hildrenshoul dhappi l
ybewi t
ht here
par ents&chil
drenappr eciatedthel ov eoftheirparenttowar dsthem&oneoft hetaskst hat
shoul dbef ulf
il
ledbypar ents&ist oeducat etheirchil
drenbecauset heeducat i
onofchi l
dren
doesnot  st
artfrom school .Thi
si s becauseliveschool i
ngofst udent sstartedfr
om home.A
homei st hewallsoft hehousebutt hepeoplewhol i
veoni tmakeahome.Ahouseonl ybecome
ahome&wheni fcompl ete.Ahomeal sobecameahousewheni snotbr oken.

(Gr
udunSchult
z,20016)Hebel
iev
ethat“
Whenitcomest
oeducat
ional
achi
evement,
”thestudy
says,
“chi
l
drenli
v i
ngwitht
hei
rownmar r
iedpar
ent
sdosi
gni
fi
cant
lybett
ert
hanotherchi
ldr
en.”

Agulana(2000)poi
ntedoutthatthefamilyl
aysthepsychol
ogical,moral
,andspi
ri
tual
foundat
ionintheoveral
ldevel
opmentoft hechi
ld.Str
uctur
all
y,famil
y/homesiseit
herbr
okenor
i
ntact.Abrokenhomei nthi
scontextisonethatisnotst
ructur
allyi
ntact,
asaresul
tofdi
vorce,
separat
ion,deat
hofoneofpar entandil
legi
ti
macy .

AccordingtoFr azer(
2004),
psychol
ogicalhomecondi
ti
onsar
isemai nl
yfrom i
ll
egiti
macyof
chi
ldren,t
hel abelofadopt
edchil
d,brokenhomes,di
vor
ceandparentaldepr
ivat
ion.Such
abnormal conditi
onsofthehome,areli
kelytohav
eadetri
mental
effectonschool perf
ormance
ofthechildheasser t
s

Chador(2008)notesthattheenvironmenti
nwhichthest udent
scomef rom cangreatl
y
i
nfluencehi
sper f
ormancei nschool.Theef
fect
sofbr okenhomesmayi mpactgr eat
lyonthe
i
nternalor
ganizati
onofthef amil
yandbyextension;
effectachil
d’semotion,per
sonali
tyand
academicachievement.Bear i
ngi
nmi ndtherol
eofthef amil
yinachil
d’seducati
on,thefai
lur
e
ofthefamil
yt operf
ormi tsduti
escouldhinderthechi
ld’
sacademi cachiev
ement.Anynati
on
thati
sdesirousofadv anci
ngtechnologi
callywil
lnodoubtensurethatthefut
ureofherf
uture
l
eaders(theadolescents)iswel
lguided,protect
edandguaranteed.

Essays,UK.(November2018)St atedthati
tispossi
bleforasolowomanormant osati
sfyall
of
achil
d’sparentalneeds?I t
’sanimportantquest
ionthesedaysbecausether
earemoreand
moresuchf amili
es.Thel argestnumber,ofcourse,
isthoseheadedbywomenwhoar e
separ
ated.Andr elat
ivelysmallbutgrowingofwomenar echoosingtorai
seachil
d–theirown
oranadoptedchi l
d-withoutthehelpofapar t
ner.

CHAPTERI
II
METHODOLOGY

Thischapterdeal
smainl
ywiththemethodol
ogyorstr
ategi
esi
nwhi
chtheresear
cher
sused
i
ncoll
ecti
ngv al
idandrel
i
ablei
nformati
onanddatafort
hestudywhi
chi
ncl
udes:

 Respondent
s

 Resear
chDesi
gn

 Dat
aGat
her
ingI
nst
rument
s

 Dat
aGat
her
ingPr
ocedur
es

 Sampl
eandSampl
i
ngPr
ocedur
es

RESPONDENTS
Therespondent
sofourstudyaretheJHSandSHSst udent
sofDamasoC.Furi
gayJr.
Nati
onalhighschoolinbar
angayCalugusan,Lamitancit
y.Therewil
lbe16subj
ect
s,thr
ee(3)
fr
om Grade7, t
hree(3)f
rom Grade8,t
wo( 2)from theGrade9, t
wo(2)fr
om t
heGrade
10,
four(
4)from gr
ade11andt wo(2)fr
om grade12.

RESEARCHDESI
GN
Intoday’
sgenerationther
earemanyst udent
sthatishavi
ngahar dti
meduet ofami
ly
problem oneofthatishavingabrokenfamily
.Thisst
udywi l
li
nvest
igatetheef
fect
sofhavi
nga
brokenfami l
ytoastudent’
sper f
ormanceinclassoftheJHSandSHSst udent
sofDamasoC.
Furi
gayJr .Nati
onalhighschoo,i
nBarangayCalugusan,Lamit
ancit
y.
DATAGATHERI
NGI
NSTRUMENTS
Ther esearcherpr
eparesasurveyquesti
onnair
ethatcont
ainstheanaly
sisoftheeffect
sof
havi
ngabr okenf ami
lyt
oast udent’
sperfor
manceofJHSandSHSi nDamasoC.Fur i
gayJr.
Nati
onalhighschoolandhowt hestudentsover
comei t
.TheSurveyquesti
onnair
ewasdone
i
nsidetheclassroom.Thereweresurveyquesti
onnai
rethati
sbeinggiventotherespondents.
Thetablebelowshowst hesurveyquesti
onnai
re

1.
Beingpartofabrokenf
amily
,doesi
t
af
fectyouracademicper
for
mance?

2.
Doyourpar
ent
scar
efory
ourpr
ogr
ess
i
nschool
?

3.
Asastudent,
iti
seasyt
obepar
tofa
br
okenf
ami l
y?

4.Doyourpar
ent
spayy
ourschool
fees
onti
me?

5.Doeslackofsecur
it
yfr
om home
aff
ectsstudent
stobeperf
orm poor
lyi
n
school
?

6.Doesyourpar
ent’
ssuppor
tenoughf
or
yourneedsi
nschool?

7.Doyouper
form proper
lyinyourqui
z,
dramaanddebat
ei nyourschool?

8.Doesbei
ngpartofabr
okenf
ami
l
y
i
nspir
esyoufory
ourfut
ure?

9.Ishav
ingyourselfi
nspi
rey
out
odo
academicact
ivi
ties?

10.Doyourpar
ent
/shel
pyoudoi
ngy
our
school
works?

DATAGATHERI
NGPROCEDURE
Tocollectandgat
her,t
heresearcherwi
llpur
elybaseontheintervi
ewwit
hthemosti
mpor t
ant
sourcesofthe16JuniorHighSchoolandSeniorHighSchoolstudent
sofDamasoC.Fur
igay
Jr.
Nationalhi
ghschoolatBarangayCal
ugusan,Lamitanci
ty.

Ther
espondent
swer
eint
erv
iewedi
nthei
rrespect
edpl
aces(
insi
det
hecl
assr
oom)
.

SAMPLEANDSAMPLI
NGPROCEDURES
TheresearcherusedSur
veyResear
chDesi
gninthi
sst
udy.Juni
orHi
ghSchool
andSeni
or
hi
ghschoolstudentsofDamasoC.Furi
gaydur
ingt
heperi
odofdatagat
her
ingwer
egi
vena
sur
veyquesti
onnaire.

Atot
alofsixt
een(16)JuniorHi
ghSchoolandSeni
orHi
ghSchoolSt
udentsweregivena
sur
veyquest
ionnair
e.All
sixt
een(16)r
espondent
swereenr
oll
edfort
heschoolyear2022-2023.
Thesummaryoft hesubj
ectswasshowninTable1.

SUBJECT/
RESPONDENTS NUMBEROFRESPONDENTS
GRADE7 3
GRADE8 3
GRADE9 2
GRADE10 2
GRADE11 4
GRADE12 2
 CHAPTERI
V
PRESENTATI
ON,
ANALYSI
SANDI
NTERPRETATI
ONOFTHE
DATA
Thi
schapt erdi
scussest
hepresentat
ionandanaly
sisofdatabasedont
hesur
vey
quest
ionnai
reabouttheofthebrokenfamil
ytotheacademicperfor
manceamongtheJHSand
SHSstudentsofDamasoC.FurigayJr.Nati
onalhi
ghschool.

Percentage( %)wereemployedasthestati
sti
cal
toolsf
oranal
yzi
ngdata.Theresultoft
he
anal
ysi
sispr esentedi
npercentageter
msmer geforrat
ing5-
1.Thedataf
ortheresearchwork
wasobtainedthroughthesurveyquest
ionnai
res.

Ther
esul
tispr
esent
edaccor
dingt
other
esear
chquest
ionr
aisedear
li
ershowi
ngt
het
abl
e
bel
ow.

PRESENTATI
ONOFDATA
QUESTIONNAREABOUTHOW BROKENFAMI
LYAFFECTTHESTUDENT’
SACADEMI
C
PERFORMANCE?

Tabl
e2.
0
5-
alway
s 4-
oft
en 3-
somet
imes 2-
rar
ely 1-
nev
er

QUESTI
ONS 5 4 3 2 1
1.
Beingpartofabr
okenf
ami
l
y,doesi
taf
fecty
ouracademi
c
per
formance?

2.
Doy
ourpar
ent
scar
efory
ourpr
ogr
essi
nschool
?

3.
Asast
udent
,iti
seasyt
obepar
tofabr
okenf
ami
l
y?

4.Doy
ourpar
ent
spayy
ourschool
feesont
ime?

5.Doeslackofsecur
it
yfr
om homeaf
fect
sst
udent
stobe
perf
orm poor
lyi
nschool?

6.Doesyourpar
ent
’ssuppor
tenoughf
ory
ourneedsi
n
school
?

7.Doy ouper
for
m pr
oper
lyi
nyourqui
z,dr
amaanddebat
ein
yourschool
?

8.Doesbei
ngpar
tofabr
okenf
ami
l
yinspi
resy
ouf
ory
our
 f
utur
e?

9.I
shav
ingy
our
sel
finspi
rey
out
odoacademi
cact
ivi
ti
es?

10.Doy
ourpar
ent
/shel
pyoudoi
ngy
ourschool
wor
ks?

pr esentsthef requencyr atingoft hest udent st hataffectst heiracademi cper formanceas

beingpar tofabr okenf ami ly.56%oft her espondent sstatedt hatbei ngpar toft hebr oken
fami l
ydoesn’ taffectt heiracademi cper f
or mance.38%oft her espondent sagr eedt hat
somet i
mesasast udenti t
’snoteasyt obepar tofabr okenf ami l
y.Ev ent hought heypar tofa
brokenf ami l
y63%oft her espondent sst atedt hattheirpar entsst i
llcar efort heirpr ogr essin
school .81%oft her espondent sst atedt hatt hei
rpar ent/parent salway spayt heirschool feeson
ti
me.50%oft her espondent sagreedt hatl ackofsecur i
tyf rom homeaf f
ectsst udent st obe
perform poor l
yinschool .81%oft her espondent sstatedt hatt heirpar ent’
ssuppor tenoughf or
theirneedi nschool .50%oft herespondent sper f
orm pr operlyint heirquiz, dramaanddebat ein
theirschool.63%oft her espondent sst atedt hatbeingpar toft hebr okenf ami lyi nspiresthem
fortheirfuture.63%oft her espondent sagr eedt hathavingt hemsel vesi nspirest hem t odo
academi cact ivi
ti
es.Andl astly50%oft her espondent sagr eedt hatt heirparent snev erhel p
them dot heirschool wor ks

CHAPTERV
SUMMARY,
CONCLUSI
ONANDRECOMMENDATI
ON
Tohavecl
ear
erf
indi
ngsaboutt
hisst
udy
,ther
esear
chersummar
izedt
hei
nter
pret
ati
onsmade
andgat
her
ed.

ASUMMARYOFFI
NDI
NGS
Thisstudywasconduct edtodeterminetheeff
ectsofhavi
ngabr okenf amilytoastudent
’s
academi cperformanceofDamasoC.Fur i
gayJr.Nati
onalHi
ghSchool JuniorandSeni or
High
School st
udent .Ther
esearcherobj
ecti
veistoknowt heeff
ectsofbrokenf amilytothe
academi cperformance,oftheJHSandSHSSt udentsofDamasoC.Fur igayJr.Nat i
onalhi
gh
school.Thefindingwasbasedont heinformati
ongivenbytherespondentsf r
om thesurvey
questi
onaires.

CONCLUSI
ON
Notallstudent
shav et hesameex periencet hatiswhyi noursur veythefi
ndi ngsdon’ thave
thesameef fectonstudent ’
sacademi cper f
ormance.Mostoft hestudentsdon’taffecttheir
academicper f
ormancef orhav ingabr okenf ami l
y.Eventhout heirparent
saresepar at
edmost
oftherespondentsst i
l
lhav eenoughf inancial supportfr
om thei rpar
ents.Andtheir
parent/
parentssti
llcarefortheirprogressi nschool.Butthel ackofsecur i
tyf
rom homeaf fect
s
thestudentperfor
mancei ncl ass.Accordingt oourf indi
ngsbei ngpartofabr okenf ami l
yisnot
ahindrancetoperform wel l
inschool buti nsteadmostoft her espondentsuset heirsituati
onto
i
nspirethemselvestodowel linschool t
ohav eabet terf
uture.

RECOMMENDATI
ON
Gl
eanedf
rom t
hediscl
osedsummar
yoff
indi
ngsanddr
awnconcl
usi
ons,
thef
oll
owi
ng
r
ecommendat
ionsareoff
ered:

TEACHERS: Thet
eacher
sshouldbemor econsiderateespeci
all
ytothest
udent
swhocome
fr
om abrokenfamil
yandtohelpthei
rboosttheirsel
f-est
eem andtohel
pthem encour
aget
odo
goodort
oexcel i
nschooldespi
teofthei
rfamilyproblems.

STUDENTS:Thestudent
swhocomef r
om abrokenf
ami
lyareencouraget
hrought
hisst
udyt
o
becomeagoodstudentandtoinspi
rethem t
obemoreproduct
iveandposi
ti
vewit
hthe
emoti
onalst
resst
hattheyhaveencounter
.

SCHOOLADMI NISTRATORS:Theyshouldbeconsiderat
eespecial
l
ytothosestudent
swho
comef r
om abrokenfamil
ywhentheycan/tpayontimewi t
hschoolf
ees.Theyshouldgi
ve
assessmentt
ost udent
sfr
om separ
atedparent
ssot hatbul
lyi
ngcoul
dbeav oi
ded.

PARENTS/ GUARDIANS:Brokenfamil
ycouldnotbeprevented,that
’swhytheyshoul
dbe
responsi
bleenoughtoguidethei
rchi
ldr
eninunder
standingtheirsi
tuat
ioninor
derfort
hem t
o
overcometheemot i
onalstr
essandforthem t
oacceptthei
rsituati
on.

BI
BLI
OGRAPHY
Gr
een,
A.(
2015)
.Theef
fectofabr
okenf
ami
l
y. 
magazi
nedesk.

I
sakenHIand06(
1963)Counsel
erspl
acei
nthegui
dancepr
ocess.

sci
ent
if
ic-
jour
n

Agul
ana,G.
G.(1999)
.Fami
lyst
ructureandprev
alenceofbehav
iour
alpr
obl
emsamongNi
ger
ian
adol
escent
s.TheCounsel
or17(1)
, 154-
161.

Ayodel
e,S.O.(2006).Educati
onalOpportunit
iesf
orNigeri
anlear
ners;
Howdowef arethusfar
?
Apaperpresentedatthewor kshoporganizedbyNetworkforGenderf
orsensi
ti
veEducati
onal
ManagementinAf r
icaandt heBrit
ishConsul i
nNiger
ia

Schult
z,G.(
2006)
.Theeff
eBrokenFamilySt
ruct
ureLeadst
oEducat
ional
Dif
fi
cul
ti
esf
or
Chil
drenctofabr
okenfamil
y.
 Li
feSi
teNews.
com.

sci
ent
if
ic-
jour
nal
-ar
t

Car
l,J.
G&Bor
ko,
W.K.(
2008)
.Ef
fect
sofat
ti
tudi
nal
ret
rai
ningonst
rat
egy
-based

Cr
isost
omo,
S.(
2012)
.'Fami
l
yti
esusual
causeofment
ali
l
lnessamongPi
noy
s

Ezewu(
1990)Soci
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kej
aLongman’
sNi
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Essay
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Nov
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.Rev
iewOfRel
atedLi
ter
atur
eAndSt
udi
esPsy
chol
ogyEssay

Omoruyi
,
I.
(2014).I
NFLUENCEOFBROKENHOMESONACADEMI CPERFORMANCEAND
PERSONALITYDEVELOPMENTOFTHEADOLESCENTSI NLAGOSSTATEMETROPOLI
S..
Eur
opeanJournalofEducat
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elopmentPsy
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Nwachi
(2000)Fami
l
yandEducat
ionOni
tshaPaci
fi
cCol
l
egePr
essLi
mit
ed.

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gn,
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1991)
:Educat
ional
Resear
chBasi
sIssuesandMet
hodol
ogy

Wal
l
erst
eenandKel
l
y(2004)
:cul
l
edf
rom I
nter
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