1.

TITLE:
THE INFLUENCE OF BROKEN HOMES ON THE ACADEMIC ACHIEVEMENT OF
PRIMARY AND SECONDARY SCHOOL STUDENTS
2.INTRODUCTION
Peace and conflict studies is both a pedagogical activity, in which teachers transmit
knowledge to students; and a research activity, in which researchers create new knowledge about
the sources of conflict. Peace and conflict studies entails understanding the concept of peace
which is defined as political condition that ensures justice and social stability through formal and
informal institutions, practices, and norms.
Education has always been an important institution in most cultures and at all times,
according to Agogo (2006), who cited Aliu (2001) who defined education as “the mechanism by
which a society passes its knowledge, culture, and values from one generation to the next.” 1 It
was also emphasized that education is an individual’s eye, and that it is the process through
which a person learns facts, gets skills, and develops the abilities and attitudes required for
workplace survival.
According to Tenibiaje&Tenibiafe (2011), home is the first special agency that a kid
belongs to and comes into touch with, and this has a significant impact on the child’s physical,
mental, and moral development. This is due to the fact that the socialization process is dependent
on both parents, who perform modern roles in raising the child (Igbinosa, 2004). According to
Ajila&Olutola (2000), the state of the house influences the kid since parents are the first
socializing agents in a child’s life. This is due to the fact that a child’s familial background
influences his reaction to life situations and performance. This indicates that the house can be
viewed as an agency that plays the most important socio-cultural, socio-economic,
psychological, and other dynamic roles in the history of individuals and society as a whole.
The family is the child’s initial social organization. As a result, the children receive early
education and socialization from their parents and other prominent family members. The family
provides the psychological, moral, and spiritual framework for the child’s overall growth. When
and where there is harmony within the family, the child grows up in a happy home. In happy
families, family members cohabit in a healthy and peaceful manner, which breeds healthy and
happy children. Chances are that some homes are shattered, which means that the members are
not living/staying together as a result of death, separation, divorce, or the like. In this sense, a
broken household is one with a single parent as a result of divorce, separation, or the death of
one of the parents.
According to Hammond, as reported by Alhassan, (2008), students from broken homes
demonstrate many negative indicators such as distractibility, acting out, and withholding time
from others, all of which have a significant impact on their academic performance in school.
1
Awoniyi,T.A (1976): Principles and practice of Education.Great Britain: Hodder and Stoughton Ltd.
According to Kenkel, as stated by Alhassan (2008), a child in an incomplete family is socially
and mentally deprived of a father-figure to emulate directly or to seek a model of the opposite
sex. “In terms of additional long-term effects on children, parental disturbance has been linked to
lower socioeconomic and academic success.” According to Wiseman, as cited by Abbas (2010),
Broken households can be deduced/inferred to have an impact on the development of children in
many facets of their lives. As a result, children from shattered households may be emotionally
unstable and psychologically sad.
A broken household is analogous to being estranged from one’s mother or father and
losing a chunk of one’s body (Igbinosa, 2014). Life in a broken home can be challenging for both
the child and the parent, and such families frequently face financial difficulties. When children
from broken homes are compared to those from intact homes, the former have more social,
academic, and emotional issues, according to Schutts (2006). The family and its structure,
according to Rochlkepart (2003), have a significant impact on children’s academic performance.
Ayodele (2007) asserts that a child’s environment has a substantial impact on his learning ability
and, ultimately, his academic progress in school.
SIGNIFICANCE AND BACKGROUND OF THE STUDY
Family discord mostly harms children, who require the care, love, support, and devotion
of both parents. It also has an impact on children’s social lives – physically, socially,
and psychologically – as well as their health and personality. As a result, whether family
dissolution is desired or undesirable, children have developmental issues. Physical, social, and
psychological difficulties, in turn, persist until school age and have a significant impact on
children’s academic achievement.So this lead me to have a study on broken homes that effect
children in academic studies.
3.OBJECTIVES OF THE STUDY
Aims: This study seeks to determine students perceived influence of broken homes on
their academic achievement inprimary and high school classes at Amala Mary Rani Public
school in Kerala.
Place and Duration of Study: This study was carried out in Amala Mary Rani Public school,
Kerala conducted between October last 2023 and November 2023.
Methodology: The design for this study is the descriptive survey research design. The sample
size
1 As a student I achieve mutual understanding of academic
concepts taught
Disagree
2 I enjoy argument with my peers as it relates to divorce issues
at home
Disagree
3 As a student broken home threaten my level of achievement in
school
Disagree
4 As a result of a broken home, I am able to connect with people
Disagree
5 I am easily influenced by bad habits due to my home
background
Agree
6 I am easily afraid of risks and risky behaviour due to my home
background
Disagree
7 Coming from a broken home makes me insensitive
Agree
8 As a student from a single parent home, I perform poorly on
take home assignment
Agree
9 As a student from a single parent home, I perform effectively
on home assignment
Disagree
10 I lack the zeal to participate in class activity
Agree
11 As a student from a single parent home I cannot cope with the
lessons effectively
Disagree
12 Due to the single parent home, I am always punctual to class
Agree
13 My home background makes me optimistic most of the times
Disagree
14 Based on my home background I have difficulty in
comprehending lessons
Disagree
15 My home background makes me focused
Disagree
16 I have a positive attitude towards myself against others
Agree
17 Based on my family background, there is increase in my level
of indiscipline
Disagree
18 I am independent as a result of my family background
Agree
19 My family background influences my decisions and intentions
towards life
Agree
20 I am temperamental due to my family background
Agree
21 I manage emotion well due to my family background
Agree
04.HYPOTHESIS
5.SCOPE OF THE STUDY
6.LIMITATIONS OF THE STUDY
7.STATEMENT OF THE RESEARCH PROBLEM
8.LITERATURE OF THE REVIEW
9. CONCEPTUALISATION OF THE TERMS USED IN THE STUDY
10. SELECTION OF THE SAMPLES
11. METHODS OF DATA COLLECTION
12. ANALYSIS OF THE DATA
13.INTERPRETATION OF RESULTS
14.CONCLUSIONS AND SUGGESTIONS
Broken homes exert a lot of influence on the accademic performance of secondary school
students,ranging from poor motivation and parental attention un favourable home environment
and emotionally instability. Owing to this, there isthe need for all stakeholders, including
guidance,

, u n - f a v o u r a b l e h o m e environment and emotional instability. Owing to this, there

isthe need for all stakeholders, including guidance,
foster/singlep a r e n t s , t e a c h e r s a m o n g o t h e r s t o c a r r y i n g - a l o n g c h i l d r e n from
broken homes by identifying their individual problems and profiling solutions to same.
5.5Limitations of Study
The researchers could have chosen more aspects to coverbut becauseof financial
constraints and time limit, owing to t h e f a c t t h a t t h e y h a v e t o g o i n t o
t h e f i e l d t o c o l l e c t a n d analyze the information within alimited time
andcoupledw i t h o t h e r p r o b l e m s s u c h a s t r a n s p o r t a t i o n a n d f e a r
o f d i s t o r t i o n i n i n f o r m a t i o n , s a m p l i n g w a s d o n e t o r e d u c e t h e population to a
manageable size.5 . 6 S u g g e s t i o n s f o r F u r t h e r S t u d y Since this study is
limited to few schools, it
istherefores u g g e s t e d t h a t t h i s s t u d y s h o u l d b e c a r r i e d o u t i n m o
r e s c h o o l s a n d m o r e l o c a l g o v e r n m e n t a r e a s i n t h e s t a t e a n d country as
:a whole. Some other areas like the following couldbe researched on

“The effect of broken homes on academic performance of primary school pupils”.

“Way of reducing the effect of broken homes on academicperformance of secondary school
students”.

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
“Fathers absent and its implication on the education of the girl child”.

“ M o t h e r s a b s e n t a n d i t s i m p l i c a t i o n o n t h e g i r l c h i l d education”.

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