The effect of broken homes on the emotional and academic well-being of students in Ibadan North-East Local Government Area, Oyo State
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- NGN 5000
Background of the Study
Family structure plays a crucial role in shaping a child's emotional and academic development. In Ibadan North-East Local Government Area, Oyo State, the prevalence of broken homes—characterized by parental separation, divorce, or single-parent households—has raised concerns about its impact on students’ well-being (Adebayo, 2023). Research indicates that students from broken homes may experience emotional distress, leading to issues such as anxiety, depression, and reduced self-esteem, which in turn can negatively affect academic performance (Okafor, 2024). The instability associated with broken homes often results in diminished parental support and guidance, thereby hindering academic achievement. This study explores the multifaceted effects of broken homes on both the emotional and academic aspects of student life, integrating insights from psychological and educational research (Ibrahim, 2025). It aims to identify the key challenges faced by these students and to propose targeted interventions that can mitigate adverse outcomes. The study also examines the role of school-based support systems in providing a buffer against the negative consequences of familial disruptions.
Statement of the Problem
Students from broken homes in Ibadan North-East Local Government Area face significant challenges in both emotional stability and academic performance (Adebayo, 2023). The lack of consistent parental support and the psychological impact of familial disruptions contribute to lower academic achievement and increased emotional distress (Okafor, 2024). Despite growing concerns, there is limited research focusing on the specific effects of broken homes in this region. This study seeks to address this gap by investigating the relationship between broken home environments and student well-being, thereby identifying critical areas for intervention (Ibrahim, 2025).
Objectives of the Study:
1. To determine the prevalence of broken homes among students.
2. To assess the impact of broken homes on emotional and academic well-being.
3. To propose interventions to support students from broken homes.
Research Questions:
1. How prevalent are broken homes among students in Ibadan North-East?
2. What is the impact of broken homes on students’ emotional and academic well-being?
3. What support systems can mitigate the negative effects of broken homes?
Research Hypotheses:
1. Broken home environments negatively affect students' academic performance.
2. Students from broken homes exhibit higher levels of emotional distress.
3. Enhanced school support systems improve outcomes for students from broken homes.
Significance of the Study
This study is significant as it highlights the adverse effects of broken homes on student well-being in Ibadan North-East. The findings will inform educators and policymakers on the need for targeted interventions to support affected students, enhancing both emotional stability and academic success. This research contributes to improving child welfare and educational practices (Adebayo, 2023).
Scope and Limitations of the Study:
The study is limited to investigating the effect of broken homes on the emotional and academic well-being of students in Ibadan North-East Local Government Area, Oyo State. It does not include other family issues or regions.
Definitions of Terms:
1. Broken homes: Family structures characterized by separation or divorce resulting in single-parent or fragmented households.
2. Emotional well-being: The overall psychological health and stability of an individual.
3. Academic well-being: The level of academic achievement and engagement in educational activities.
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