FEDERAL UNIVERSITY OYE- EKITI

FACULTY OF SOCIAL SCIENCE

DEPARTMENT OF SOCIOLOGY

PSYCHO-SOCIAL EFFECT OF BROKEN HOMES ON STUDENT ACADEMIC

PERFORMANCE IN SOME SELECTED SECONDARY SCHOOLS IN OYE-EKITI.
Background to the Study

Home being the first contact of every child can either influence adolescents positively or
negatively. It is generally perceived by the society as the unit responsible for providing children
with an environment that serves their physical and emotional needs (Supninder et al., 2016). This
is to say that the kind of home one comes from has a long way to determine the kind of adult he
becomes in the future and kind of behavior, attitude, contribution he throws to the society.

A Family breakdown may provoke mental disturbances in the partner and their children. Marital
crises do not only affect the spouses but usually have a negative impact on the functioning of the
whole family. A conflict situation may lead to psychosomatic and psychological illness, behavior
and personality disturbances, sexual dysfunctions or addictions. The reason why a problem
emerges among spouses is usually a problem caused by one of the partners nearly always affects
also the other and requires conflict solving strategies on both sides. The following factors can
influence the quality and stability of relationships: Personality traits (e.g.: unsolved
psychological conflicts, depression, and lack of self-esteem), style of emotional ties (closeness
versus distance), biographical experience (e.g., age and maturity, divorce of parents), educational
and professional resources, and demographic facts (e.g., age at which marriage is contracted).

Schults (2016) noted that if adolescents from unstable homes are to be compared with those from
stable homes, it would be seen that the former have more social, academic and emotional
problems. Rochlkepartain (2013) opined that the family and its structure play a great role in
students’ academic performance while Levin (2021) stated that parents are probably the actors
with the clearest unidimensional interest in a high level of their students’ 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. Observation shows that broken home has more effect on the
academic performance of students in schools in urban area than in remote villages. Azubuike
(2013) confirmed that students from broken homes in the cities are affected by change of school
due to inadequate financial resources or poverty, poor study habit and low self-concept. Some
parents from broken homes are usually found in low status jobs because they enter work place
early with few skills and little or no experience. They begin parenting in poverty and likely to
remain in poverty which has an effect on academic performance of their children (Dowd, 2017).
When, a marriage breakdown most men and women experience a diminished capacity to parent.
They give less time, provide less discipline, and are less sensitive to their children. Many
researches indicates that fatherless children are far more vulnerable to poverty, violence,
lawbreaking, drugs, and precocious sexual behavior; receive less schooling and are more apt to
fail in school; and suffer other social pathologies (Frank, 2016). There is the tendency for
children from broken homes to associate with others designated as societal deviants with the
result of emulating their negative habits. Poor adjustments occur when children are unable to
adapt or cope with societal norms or best practices (Kasoma, 2022). Children from broken homes
are likely to stay away from school because their parents can no longer monitor them effectively.
Such children may also have identities such as laziness, low academic performance and social
instability because they will not be able to settle down for meaningful achievements. This in
turn, influences their normal adjustment to academic, emotional and social spheres while in
school. The lack of attention from parents therefore, influences the overall development of
children especially, their academic, emotion and social performances. Therefore, this study seeks
to find out the psycho-social effect of broken homes on student academic performance in some
selected secondary schools in Oye-Ekiti.

Statement of the Problem

Apart from inadequate facilities and resources that can have a negative effect on the academic
performance of pupils or students, it has been observed that factors from the home, including
parental support contribute significantly to performance at school as well (Hassan, 2013).
Children, including adolescents need basic things such as love, affection, security, tenderness,
food, clothes, school materials and fees. Those who lack these are often bac kward in school as
they find it difficult to concentrate and study in school. It has also been observed that most
school dropouts are children from families whose parents are not able to provide the necessary
school requirements (Kerby, 2020).

The presence of a broken home environment, characterized by parental separation or divorce,

presents a multifaceted challenge for students in secondary schools. This societal shift has raised
concerns about its potential impact on various aspects of children’s lives including their
academic performance (Smith 2018). In the context of Oye-Ekiti, where family structures have
traditionally been stable, the rising occurrence of broken homes prompt an urgent examination of
its consequences on secondary school students’ academic achievements. The presence of a
broken home-environment introduces a complex set of psycho-social factors that may affect
students in diverse ways (Johnson & Anderson, 2020). These factors encompass emotional
distress, changes in family dynamics, reduced parental involvement, economic stressors and
altered support systems. The interplay of these elements within the lives of secondary school
students in Oye-Ekiti remains a critical concern, as it may significantly influence their academic
outcomes.

In Oye-Ekiti, the increasing prevalence of broken homes, resulting from parental separation or
divorce, raises concerns about secondary school students’ well-being and academic outcomes.
Hence, necessitating the need to understand the specific psychological and emotional challenges
faced by students from broken homes, including feelings of abandonment, anxiety, depression,
anger, and loneliness and how these challenges affect academic performance, potentially
hindering learning, motivation, concentration, and self-esteem. And to also determine if
variations exist in the types and severity of challenges based on factors like gender, age or grade
level.

Several studies (Beatrice, 2017; Adeboye, et. al 2021; Mbah & Umeh, 2022; Ayesha, 2017;
amongst others) have been conducted in the province or other parts of the country but the
passage of time and advancement of today’s world because the rate of the impacts of broken
homes on adolescents should not be ignored. Hence, it is in the light of these backdrops that this
study aims at examining the psycho-social effect of broken homes on student academic
performance in some selected secondary schools in Oye-Ekiti.

Objective of the Study

The general objective of this research is to examine the psycho-social effect of broken homes on
student academic performance in some selected secondary schools in Oye-Ekiti. The specific
objectives are:

i. To assess the impact of broken homes on students’ academic performance in selected

secondary schools in Oye-Ekiti.
ii. To identify the psychological and emotional challenges experienced by students from
broken homes and analyze their relationship with academic performance
 iii. To examine if variations in academic performance among students from broken homes
exist based on gender, age, or grade level.
iv. To propose effective interventions and support systems that can be implemented in
secondary schools to address the psycho-social challenges faced by students from broken
homes.

Research Questions

i. How does the presence of a broken home environment affect students’ academic
performance?
ii. What are the psychological and emotional challenges faced by students from broken
homes in Oye-Ekiti, and how do these challenges influence their academic performance?
iii. Are there differences in the academic performance of students from broken homes based
on gender, age, or grade level in secondary schools in Oye-Ekiti?
iv. What interventions and support systems can be implemented in Oye-Ekiti secondary
school to mitigate the psycho-social effects of broken homes and improve students’
academic performance?

Theoretical Framework

The study will be guided by Social Learning Theory

The social learning theory stipulates that marital conflict results from interaction of couples as
well as the influence of significant others in their life. Their actions or activities are product of
their interaction with the environment as well as the behavior of the individuals/ couples. The
social learning theory as propounded by Bandura (1977) assumes that conflict in marriage is the
responsibilities of both husband and wife. It established that couples in interaction have to be
blamed for any marital conflict that arose in the relationship. It further stated that the root cause
of marital problem may be from friends, peer group, neighbors, colleagues in the same religion
or from in- laws.

According to the theory, when marriage fails to function effectively the cause may be traced
from the parents where parents were models to their children. This is based on the grounds that
people learn through imitation. The tendency is that after imitation and the partner, who acquires
such tries to exhibit the behavior in his or her marriage, there is likelihood that it may not be
accepted by the other partner and may result in conflict. The theoretical framework on which this
study is based is on marital communication theory and social learning theory. This is because the
marital communication theory model is explicit on what could cause marital conflict, which is
inappropriate communication between couples.

This theory emphasizes the role of observational learning, where individuals acquire behaviors,
attitudes, and emotional responses by observing and imitating others. In the context of broken
homes, students may observe and internalize the behaviors and coping mechanisms of their
parents or caregivers. If they witness unhealthy conflict resolution or emotional distress in the
home, they may adopt similar patterns in their own lives, affecting their psycho-social well-
being. The theory also highlights the importance of role models and influential figures in one’s
life. In broken homes, students may lack consistent positive role models, leading to a deficiency
in healthy behavioral and emotional models. This absence of positive role models can contribute
to psycho-social challenges, such as a lack of effective coping strategies or difficult forming
healthy relationships.

Bandura (1977) also emphasizes the role of reinforcement and punishment in shaping behavior.
In the context of broken homes, students may experience varying degrees of emotional
reinforcement or punishment based on their responses to family dynamics. For example, they
might learn to avoid discussing sensitive topics to prevent conflict, which can have psycho-social
implications, including reduced communication skills or emotional suppression. This theory
introduces the concept of self-efficacy, which refers to an individual’s belief in their ability to
achieve goals and cope with challenges. Students from broken homes may experience lower self-
efficacy due to psycho-social stressors they face. These stressors can include parental conflict,
changes in living arrangements, or emotional instability, all of which can impact their confidence
and resilience in academic and social settings.

In conclusion, social learning theory provides a framework for understanding how students from
broken homes may internalize and exhibit behaviors, emotional responses, and coping strategies
based on their observations and experiences within their family environment. It underscores the
influence of modeling, reinforcement, and environmental factors in shaping their psycho-social
outcomes and academic performance.

Significance of the Study

The study is significantly important from the theoretical perspective because it will help to
extend the growing body of literature the psycho-social effect of broken homes on student
academic performance. Specifically, it will help to bridge the gap in literature by examining the
psycho-social effect of broken homes on student academic performance in some selected
secondary schools in Oye-Ekiti through a more comprehensive model.

The result of the study would be of great benefit to guidance counsellors as well as teachers;
unmarried adults, government and policy makers, parents as well as the world of academics The
result of the study would assist teachers and guidance counsellors on the nature of the problem of
students from broken homes which will enable them to design programmes to help these students
adjust better in school and in the larger society. The findings will also assist adolescents to
thoughtfully and honestly work out their philosophy of marriage before they consummate it. The
findings and recommendations of the study will alert educational authorities in various levels of
government to become aware of the problems faced by students from broken homes, so that they
will plan ways of helping them. In addition, it will aid parents to realize the problems they create
for their students when they divorce. Finally, the result of the study would add to the existing
literature on the effect of broken home on students’ academic achievement.

Definition of Terms

Divorce: divorce can be defined as a legal action between married people to terminate their
marriage relationship. It can also be referred to as dissolution of a marriage contract and is
basically, the legal action that ends the marriage before the death of either spouse.

Psycho-Socio: It refers to the interaction between psychological and social factors in a person’s
life. It encompasses how a person’s mental and emotional wellbeing can be influenced by their
social environment and relationships, as well as how their psychological state can, in turn, affect
their social interactions and experience.

Academic Performance: it refers to how well a student or individual performs in an educational

setting, typically in relation to their studies, coursework, and assessments.

Broken Homes: it is a term often used describe a family situation in which parents are no longer
together due to separation, divorce, or other factors, and the children are living with one or both
parents separately.
Secondary School: it refers to an educational institution that follows primary school and
typically serves students in their adolescent years.

Scope of the study

The scope of the study is restricted to examining the psycho-social effect of broken homes on
student academic performance in some selected secondary schools in Oye-Ekiti as well as the
psychological and emotional challenges faced by students from broken homes in Oye-Ekiti, and
how do these challenges influence their academic performance and the possibility of divorce and
differences in the academic performance of students from broken homes based on gender, age, or
grade level in secondary schools in Oye-Ekiti and to proffer support systems can be implemented
in Oye-Ekiti secondary school to mitigate the psycho-social effects of broken homes and
improve students’ academic performance and not the whole Secondary schools in Ekiti State or
in Oye-Ekiti but some major selected schools.

This study will cover five (5) secondary schools in Oye-Ekiti, namely: St. Augustine secondary
school, Oye-Egbo secondary school, Concentric international school, Ilupeju High school, Ekiti
state Government college. Specifically, the study will be delimited to senior secondary schools,
Oye Ekiti, Ekiti State.

Research Methodology

This study would use the qualitative research methodology to meet the desired objectives. As a
result, small population will be required in carrying out the research. This will then be used to
generalize appropriate conclusions of the study. The primary aim of the design is to set up a
research problem to achieve a precise investigation of the empirical relation between the study
variables. An important feature in this design is the possibility of interaction between the
researcher and the subject or object of the research. The design will necessitate the interactions
between secondary school students and the researcher. Precisely, this study design will display
an outlook on the psycho-social effect of broken homes on student academic performance in
some selected secondary schools in Oye-Ekiti. An appropriate survey instrument will be set up
for the purpose of the work with a well-structured design that provides easy and flexible
approach to providing relevant information to support the evaluation of the study hypothesis.
The type of design used in this study will be descriptive survey. In this type of design,
investigations will be carried out in their natural setting without research manipulation of either
the independent or dependent variable. In this present study a survey design is preferred since the
study aims at sampling Secondary school students in Oye- Ekiti.

The research material and other relevant data used for the conduct of this research will be
obtained from primary data. The primary data are original project and they were obtained
through the survey method which involves the use of questionnaires and personal interviews
conducted on some of the secondary school students’ representatives to get some of the
information needed for the research work.

Limitation to the Study

This study will just be limited to secondary school students In Oye-Ekiti as a scope, thereby not
giving a holistic view on the psycho-social effects of broken homes and improve students’
academic performance

Organization of Chapter

Chapter one will cover the introduction which talks about the background to the study, statement
of problem, objectives of the study, research questions, research objectives, research hypotheses,
significance of the study, scope and limitation of the study and definition of terms.

Chapter two will deal with review of related literature on this topic and this is broken down into
appropriate sub-topics.

Chapter three will deal with the methodology the researcher employed which comprises of the
research design for the study, population and sample as well as the instruments used in collecting
the data and data analysis procedure.

Chapter four will look at the analysis and presentation of results of the study. This is done through
the use of tables and figures, statistical presentation and discussion of results from the
questionnaires and interviews and interpretation of the tables.

Chapter five will deal with summary, conclusion, recommendation and suggestions for further
study
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