Topics: Scientific method, Family, Hypothesis Pages: 7 (1468 words) Published: November 21, 2014



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The family is the child's first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family. Agulana (2009) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Structurally, family/homes is either broken or intact. A broken home in this context, is one that is not structurally intact, as a result of divorce, separation, death of one parent and illegitimacy. According to Frazer (2001), psychological home conditions arise mainly from illegitimacy of children, the label of adopted child, broken home, divorce and parental deprivation. Such abnormal conditions of the home, are likely to have a detrimental effect on school performance of the child he asserts. Life, in a single parent family or broken home can be stressful for both the child and the parent. Such families are faced with challenges of inadequate financial resources (children defense fund, 2004). Schultz (2006) 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. Scales and Roehlkepartain (2003), are of the opinion that the family and its structure play a great role in children's academic performance. Levin (2009), also states that parents are probably the actors with the clearest undimentional interest in a high level of their children's 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. Johnson (2005) asserts that children of unmarried parents/separated families often fail and are at risk emotionally. However, this may not be completely applicable in all instances of broken homes. Some children irrespective of home background or structure may work hard and become successful in life. Moreover, Ayodele (2006) stated that the environment where a child finds himself/herself goes a long way in determining his learning ability and ultimately his academic performance in school.

There is a global awareness of the importance of the home environment on students' academic achievement. In Nigeria, most homes are not intact as a result of issues of incompactibility of the couples, death of a parent and the quest for oversea trips to make more money, and at times marital infidelity. This has resulted in the separation of couples and children. In some states in the federation, this is quite prevalent, in that most young ladies abandon their homes, and embark on oversea trips with a view to making money. Some men who travel abroad, abandon their homes and would not communicate with families back home, so children from such homes are in a dilemma, especially in terms of adjustment. Ichado (1998) notes that the environment in which the students come from can greatly influence his performance in school. Ajila and Olutola (2007), Nzewuawah (1995) are of a similar opinion that the home environment has been recognized as having a relationship with the academic achievement of students. The effects of broken homes may impact greatly on the internal organization of the family and by extension, affect a child's emotion, personality and academic achievement. Bearing in mind the role of the family in a child's education, the failure of the family to perform its duties could hinder the child's academic achievement. Any nation that is desirous of advancing technologically will no doubt ensure that the future of her future...

References: Agulana, G.G. (2009). Family structure and prevalence of behavioural problems among Nigerian adolescents,. The Counsellor, 17(1), 154-161.
Ajila, C. & Olutola, A. (2007). Impact of Parents ' socio-economic status on University student 's academic performance: Ife Journal of Educational studies. 7(1), 31-39.
Ayodele S.O. (2006). Educational opportunities for Nigerian learner; How do we fare thus far? A paper presented at the workshop organized by Network for Gender Sensitive Educational Management in Africa and the British Counsul in Nigeria.
Bielinski, T., & Davidson, M.I. (2001). A sex difference by item difficulty interaction in multiple choice item administered to national probability samples. Journal of Educational Measurement, 38, 51-77.
Bliss, I. (2004). Social class differences in conception of the use of Toys. London: Macquibben Kee, 45-47.
Frazer, W.J. (2001). Family structure, Parental Practices and High School Completion. American Sociology Review, (56), 309-320.
Friedman, I. (2005). The space factor in Mathematics Gender Difference? Review of Educational Research 6(1), 22-50.
Nzewuawah, P.N. (2005). The effects of single-parenthood on the Academic Performance of students. Unpublished M.Ed. Project. University of Lagos.
Schultz, G. (2006). Broken family structure leads to Educational Difficulties for children. Journal of Educational Psychology. 27, 70-80.
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