THE EFFECT OF A BROKEN HOME ON STUDENT PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES IN SECONDARY SCHOOLS IN UYO LGA
The impact of a broken home on students’ participation in extracurricular activities in secondary school in Uyo LGA was investigated in this study. The study’s total population is 200 staff from selected secondary schools in Uyo, Akwa Ibom state.
The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research design. The study included 133 respondents who were principals, vice principals, administrative, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
1.1The Study’s Background
A family is the fundamental unit of a society. This is the most crucial aspect of a country. A family lives in a house. It is similar to the word ‘house,’ but a house refers to the material structure, whereas ‘home’ refers to the intangible things that bind family members together. The mother, father, and children are held together by their unfathomable love and care.
The family is an important factor in a person’s overall well-being; everything about a man, his background, attitude, all of his accomplishments, honor, and dignity are dependent on the structure of the family he lives in. A family is made up of a father, a mother, and their children, who are united by their love for one another.
A broken home is a term used to describe a household, usually in relation to parenting, in which the family unit does not function properly in accordance with accepted societal norms. The concept of broken homes contributed to the country’s declining educational standards. This research work dealt with the impact of broken homes on student participation in extracurricular activities in secondary schools in Uyo LGA based on this premise.
A broken home can also be compared to being separated from one’s mother or father and losing a part of one’s body (Landuccias cited by Igbinosa, 2014). Life in a broken home can be stressful for both the child and the parent, and such families often face financial challenges. Schutts (2006) observed that when children from broken homes are compared to those from intact homes, the former have more social, academic, and emotional problems.
According to Rochlkepart (2003), the family and its structure have a significant impact on children’s academic performance and extracurricular activities. According to Ayodele (2007), a child’s environment influences whether or not he participates in extracurricular activities at school. Participating in sports, quizzes, and other activities will be stressful for him or her.
Broken families can cause stress, tension, a lack of motivation, and frustration, all of which can have a negative impact on students. According to Johnson (Igbinosa, 2014), children of unmarried parents or separated families frequently fail and are emotionally vulnerable. This, however, may not be entirely applicable in all cases of broken homes.
Some children, regardless of their family background or structure, can work hard and achieve success in life. Poor academic performance has become more prevalent, pronounced, and unusual in educational institutions over the years. This has caused widespread concern among parents, teachers, counselors, educational administrators, and government officials.
While broken homes are primarily a problem for couples, they are also a national issue. As a result, the impact of broken homes on student participation in extracurricular activities is the primary focus of this research. The researcher wishes to ascertain the impact of a broken home on secondary school students’ participation in extracurricular activities.
Broken homes can cause emotional and social stress, which can lead to difficulties such as being unable to resume classes on time, being unable to purchase necessary learning materials, failing to pay dues and levies, a lack of guidance and counselling, monitoring and supervision, insecurity, a lack of freedom from oppression, and denial of early education.
The presence of a broken home condition may have an adverse effect on student concentration on their studies and regular attendance in school; it may also result in exam failures and not participating in extracurricular activities in school as the students is unable to take advantage of opportunities at school and at home;
for these students to be in school with various psychological home conditions will undoubtedly be in a state of mind of disequilibrium. Against this backdrop, the researcher investigated the impact of broken homes on students’ participation in extracurricular activities.
The study’s objective
The study’s objectives are as follows:
To determine the impact of a broken home on secondary school students’ participation in extracurricular activities.
To determine the impact of a broken home on secondary students’ academic performance.
To investigate the impact of broken homes on a secondary school student’s personal development.
Hypotheses for research
The researcher developed the following research hypotheses in order to successfully complete the study:
H0: There is no effect of a broken home on secondary school students’ participation in extracurricular activities.
H1: There is an effect of a broken home on secondary school students’ participation in extracurricular activities.
H02: There is no effect of broken homes on a student’s personal development in secondary school.
H2: There is an effect of broken homes on a student’s personal development in secondary school.
The study’s importance
This is done in order to suggest solutions for minimizing and overcoming the problem.
As all educators are aware, the home plays an important role in the development of a child’s personality and socialization; broken homes are identified as one of the factors that undermine the socialization process at home, affecting student performance.
If the concern of education is to look after the child’s socialization process as well as his intellectual development, then this research work would be very important to parents and educators who believe that the absence of one or both parents affects children’s academic performance.
The role of the family in finding solutions to ensure stability in the homes for the benefit of growing children and society at large is critical here.
The study’s scope and limitations
The study’s scope includes the effect of a broken home on students’ participation in extracurricular activities in secondary school in Uyo LGA. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
BROKENHOME: A family in which one parent is missing, usually as a result of divorce or desertion: The term “broken home” first appeared in English in the mid-1800s to describe the absence of one parent due to any unfortunate circumstance, such as prolonged illness, incarceration, or extreme poverty.
STUDENT: A learner or someone who attends an educational institution is referred to as a student.
EXTRACURRICULAR: An extracurricular activity, also known as an extra academic activity, is a student-led activity that takes place outside of the normal curriculum of a school, college, or university. Such activities are typically voluntary, social, and charitable, and they frequently involve others of the same age.
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