Mobuogwu-Osaji Ngozi Julia, Banabas Esther Singayina & Kazi Mahcitk Margret
Abstract
The study adopted correlational design to investigate the relationship between Broken Homes and Academic Performance. It was guided by three research questions and three null hypotheses. The population included two thousand two hundred (2,200) JSS III students in public Junior Secondary Schools in Kabusa; this comprised of 1,018 males and 1,182 females. The sample was 327 male and female JSS III students that were proportionately selected from all public Junior secondary schools in Kabusa Educational zone. A self-design questionnaire on impact of broken home, and academic performance scale were used for this study. The data collected were analysed using descriptive and inferential statistics. Pearson Product Moment Correlation PPMC was used to test the hypotheses at 0.05 level of significance. The results of the analysis showed that significant relationships exist between separation as a component of broken-home and academic performance, divorce as a component of broken-home and academic performance and death as a component of broken-home and academic performance. It was recommended that the government should create academic and counselling units in schools so that personal social counselling can be rendered to students from broken homes, with a view to remedying the challenges faced by these students.