BROKEN HOMES AND ACADEMIC PERFORMANCE OF ADOLESCENTS IN SECONDARY SCHOOLS IN IBADAN NIGERIA

Abstract

Author(s): Philias Olatunde YARA, Blessing Abisola TUNDE-YARA

The study examined the effects of broken home on academic performances of adolescents of secondary schools in Ibadan. Descriptive survey research design was adopted with the sample consisting of 200 students drawn from four randomly selected secondary schools in Ibadan North Local Government Area, Ibadan, Oyo State, Nigeria. One validated instrument (Effect of Broken Homes on Academic Performance of Secondary School Adolescents’ Questionnaire (EBASQ)) was used for data collection and the data collected were analysed using the Spearman Correlation Coefficient. Four null hypotheses were answered. The results showed that there were significant differences between the family type/family structure and academic performances of students from broken homes (r=0.25, p<0.05). There were significant differences in the academic performances of adolescents from broken and intact home based on religion (r=0.081, p<0.05); male and female adolescents from broken and intact or two-parent homes (r=0.0.070, p<0.05); junior and senior students (r=0.41, p<0.05). It is recommended that school counsellors should be employed in all schools where they should provide necessary assistance to students especially those that are from single-parent families or broken homes to enable them overcome their emotional concerns. Implications of the findings for the parents and the school counsellors were highlighted.

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