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ABSTRACT
This research was designed to investigate the influence of broken homes on students’ academic performance in secondary schools in Oredo Local Government Area of Edo State. The study aimed at finding the extent to which broken homes influenced the performance of student in schools. A case study design was used which combined qualitative and quantitative techniques of data collection and analysis. However, the study was more incline to qualitative research techniques. The target population comprised of teachers, students in Oredo Local Government Area. Purposive sampling procedures were used for 100 respondents who participated in the study. Data were collected through questionnaires and interviews. Qualitative data were analyzed thematically through identification of themes and sub-themes that emerged. Descriptive statistics such as frequency, percentages and tables were used in the analysis of quantitative data. The study found that broken homes contributed to poor performance in most cases. The study indicated that students from broken homes experienced a lot of emotional difficulties as they tried to cope with change brought about by their parents’ divorce or separation. However, it was noted that all children from broken homes performed poorly in class. The study found that the home environment was critical in the academic performance of students as learning whether at home or school occurred through the environment. The study recommended that schools should devise ways of helping children from emotionally and culturally deprived home through increase collaboration with members of community and teachers’ education curriculum should strengthen the study of child growth and development.
