Effects of Broken Homes on Academic Performance of Secondary School Students in Nigeria
Content Structure of Effects of Broken Homes on Academic Performance of Secondary School Students in Nigeria
- The abstract contains the research problem, the objectives, methodology, results, and recommendations
- Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
- Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
- Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
- Chapter four contains the data analysis and the discussion of the findings
- Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
- References: The references are in APA
Abstract of Effects of Broken Homes on Academic Performance of Secondary School Students in Nigeria
The study examined the effects of broken home on academic performances of secondary student schools in Nigeria. Descriptive survey research design was adopted with the sample consisting of 200 students and teachers drawn from ten randomly selected secondary schools in Esan West Local Government Area, Edo State, Nigeria. One validated instrument (Effect of Broken Homes on Academic Performance of Secondary School Questionnaire (EBASSQ) was used for data collection and the data collected were analyzed using descriptive statistic. three null hypotheses were answered. The results showed that there were no significant effects on secondary school students in term of broken home. There were no significant differences in the academic performances of secondary school students from broken homes and unbroken homes. There is no significant effect on the academic performance of secondary school students in term of socialization of the home. 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.