An examination of the impact of broken homes on students’ academic performance in Ikot Ekpene Local Government Area, Akwa Ibom State.
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- Table of Content: Available
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- NGN 5000
Background of the study:
Family structure plays a crucial role in the academic and personal development of students. In Ikot Ekpene, the phenomenon of broken homes—characterized by parental separation, divorce, or the absence of one parent—has been linked to various challenges in academic performance. Research suggests that students from broken homes may experience emotional instability, reduced parental support, and financial difficulties that adversely affect their learning outcomes (Udofia, 2024). The lack of a stable family environment often results in diminished academic focus, increased absenteeism, and behavioral issues. Social support systems and school counseling services are frequently inadequate to address these challenges comprehensively. This study aims to explore the relationship between broken homes and student academic performance in Ikot Ekpene by examining emotional, financial, and social factors that influence learning. The objective is to provide evidence-based insights that could inform interventions to support affected students and improve their educational outcomes (Etuk, 2025).
Statement of the problem:
Students from broken homes in Ikot Ekpene face academic challenges stemming from emotional distress, lack of support, and economic hardships. These factors contribute to lower academic performance and increased behavioral issues. This study seeks to assess the extent to which broken homes impact educational achievement and identify potential support mechanisms (Etuk, 2025).
Objectives of the study:
- To evaluate the academic performance of students from broken homes.
- To identify emotional and socioeconomic challenges affecting these students.
- To recommend support strategies to improve academic outcomes.
Research questions:
- How does coming from a broken home affect academic performance?
- What are the key challenges faced by these students?
- Which interventions can help mitigate the negative effects?
Research Hypotheses:
- H₁: Students from broken homes exhibit lower academic performance compared to those from intact families.
- H₂: Emotional distress significantly mediates the relationship between broken homes and academic outcomes.
- H₃: Targeted support programs improve academic performance among affected students.
Significance of the study:
This study is significant as it investigates the impact of broken homes on academic performance. Its findings will inform educators and policymakers in developing targeted interventions to support vulnerable students in Ikot Ekpene (Udofia, 2024; Etuk, 2025).
Scope and limitations of the study:
The study is limited to assessing the impact of broken homes on students’ academic performance in Ikot Ekpene Local Government Area, Akwa Ibom State, and does not address broader familial or community factors.
Definitions of terms:
- Broken Homes: Family structures characterized by the absence or separation of parents.
- Academic Performance: The measurable educational achievements of students.
- Support Mechanisms: Programs and interventions designed to assist students facing challenges.
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