PERCEPTIONS OF IN–SCHOOL ADOLESCENTS IN KWARA STATE ON THE INFLUENCE OF BROKEN HOMES ON THEIR ACADEMIC PERFORMANCE

Aboyeji, Doris O., Ajayi, Rachael M. and Aboyeji, Oyebanji O.

Abstract

This study examined the academic problems of in-school adolescents from broken homes in Kwara State. The descriptive survey research design was employed. A total of 600 respondents were drawn from 30 schools within the three senatorial districts in Kwara State. The distribution of respondents by gender indicated that 259(43.2%) were male while 341(56.8%) were female. On the other hand, the distribution of respondents by class showed that JSS and SSS class has 300 respondents each representing 50% each of the class level. Moreso, the distribution of respondents by the number of siblings indicated that 240(40%) of the respondents had neither brother nor sister, 237(37%) had 1or 2 brothers or sister while 127 representing 20% had 3 or more brothers or sisters. Qquestionnaire was used for data collection, the data collected were analyzed with the use of simple percentage, t-test and analysis of variance (ANOVA). The reliability of the instrument was determined using Pearson Product Moment Correlation Coefficient and a reliability coefficient of 0.75 was obtained. Findings showed that in–school adolescents from broken homes have serious academic challenges, such as problems with studying, learning difficulties, payment of school fees and lateness to school. No significant differences were found based on gender, class level and the number of siblings. Thus, it was recommended that school counsellors should be employed in all schools where they are expected to provide necessary assistance to students, especially those from broken homes to enable the in-school adolescents to overcome their academic problems and challenges.