ABSTRACT
An attempt at knowing the impact of broken home on student’s academic performance accounts for the present study. To embark on this study, the descriptive research design of the survey type was adopted. A sample of 160 respondents was drawn from the students and teachers of four selected schools in Ijebu-North Local Government, Ijebu-Igbo, Ogun-State, Nigeria using the random sampling technique. One instrument was used for the present study. The instrument was a self designed questionnaire drawn for the students and teachers in the schools. In all, 15 questions were asked for each of the respondents to answer. Findings in the study shown that community members perceive themselves as with a role to ensure the welfare of the children from broken marriage although this role vary. There were those who felt they are responsible because they are Africans, and those who thought they have a role to play because of religious teachings. This concurs with the literature reviewed in chapter two as well as other literature referred to in chapter five under discussion. It was also noted that children were not informed by their parents on the prospects of separation. On the bases of the results obtained in the research and the literature reviewed, the following are recommended (i) the community members including teachers, neighbours and all children lovers should make it their responsibility for all the children regardless of being their biological parents, (ii) Schools at all levels should have a strong guidance and counselling unit to help all the children in need of special attention, and (iii)the Ministry of Education and Vocational Training (MoEVT) in collaboration with Universities and religious organizations should work together and develop training programme on love, marriage and care for parents in order to educate the society on the importance of love and family care for healthy families, communities and society in general.
TABLE OF CONTENTS
Pages
Front page ……………………………………………………… ii
Abstract ……………………………………………………… iii-iv
Certification ………………………………………………………. v
Dedication ………………………………………………………. vi
Acknowledgements ….................................................................. vii
Table of Contents …………………………………………….. viii-ix
List of Tables .......................................................................... 17
CHAPTER ONE: Introduction
1.1 Background of the study 1-4
1.2 Statement of the problem 4-6
1.3 Objectives of the study 6
1.4 Research Question 6-7
1.5 Research Hypothesis 7
1.6 Significance of the study 7-8
1.7 Scope of the study 8-9
1.8 Limitations to the Study 9
1.9 Operational Definitions of the Terms 10
CHAPTER TWO: Literature Review
2.0 Introduction 11-13
2.1 Conceptual Framework 13
2.1.1 The Family and the Home 13-15
2.1.2 Types of Broken Homes 15-17
2.1.3 Causes of Broken Homes 17-21
2.1.4 The Effect of Broken Homes on Education 22-24
2.2 Theoretical Framework 24-25
2.2.1 Parental Attachment Theory 25
2.2.2 Good Parenting Theory 25-27
2.3 Empirical Review 27-31
CHAPTER THREE: Methodology
3.1 Design of the Study 32
3.2 Population of the Study 32
3.3 SampleandSampling Procedures 32-33
3.4 Research Instrument 33
3.5 Validity of the Research Instrument 33
3.6 Reliability of the Instrument 33-34
3.7 Administration of the Instrument 34
3.8 Method of Data Collection 34
3.9 Problem Encountered During Data Collection 34-35
3.10 Procedure/Method of Data Analysis 35
CHAPTER FOUR: Results
4.2.1 Research Question 1 37-38
4.2.2 Research Question 2 38-39
4.2.3 Research Question 3 39-40
CHAPTER FIVE: Discussions, Conclusion and Recommendations
5.1 Discussions 41-42
5.2 Conclusion 42-43
5.3 Recommendation 43
References 44-48
Appendix 49-51
