Anda di halaman 1dari 34

1

Chapter I

Background of the study

Introduction

The many of the complex ways that having a broken

family may affect children have been increasing areas of

interest in school. Children with a broken family may also

faces a number of challenging circumstances in life

sometimes, because of the absence of their parents in

participating in schools. Children’s perspective becomes

complicated. The relation of children and parents become

vanish also it change the usual life of the child.

Having a separated parent may affect many aspects of a

child life, including child life, including emotional

wellbeing of a child.

Broken families are those families where parents gets

separated. Children live with one of the parent or get

looked by their grandparents. In such family children

witnesses the separation and they lack in parents love

together and it results as the children go through a bad

and sad childhood and suffer inwardly that shows in the

later stage of their life.


2

So, we decide to put up research about the effects of

a broken family to the academic performance of the Grade 11

and 12 Senior High School students of JOLNHS. We think that

this research will guide us on how to help them to deal

with their current situation, to give a proper advice, to

understand what there feeling and to help them to keep

going even if they have a broken family with this reasons

we can prevent their academic performance to get affected

so that their previous years in school will not go to

waste.

To start ou research we will start by asking Grade 11

and 12 students who is affected by a broken family on how it

affects their academic performance? How did they mange to

keep going? Does having a broken family some what causes a

good effect in academic performance?

Children with a broken home have more difficult things

like failure regarding to their academic performance in

school. Students have a proper state of mind to commit in

academic. So if the home is one of the causes of proper

development the effect is a worst academic performance.

Children who came to the broken family

havedifficulties when it comes to academic performance

because of difficulties to adjust because of having


3

separated parents. They affect their academic performance

through their absences and cutting out because of lack of

attention of their parents.

Conceptual Frameworks

(Marla, 2014) says broken family students failed to

handle the curriculum. This failure various aspects or


Profile of the
educational failure such as rebellion frequent absence,
Respondents:
from classes,
dropping out and many more. Studies have
a. Age
shown that peopleb.with
Gender
academic failure are probable the

rebel and Effects


use
drugs at ofolder
broken
ages; therefore, academic
family to the academic
failure and dropout
performance
might results
of grade to
11 rebellion, drug and
and 12 students
alcohol addiction.

Research Paradigm
4

According to Glenn (2010) broken family varies from

numerous reasons why it had it had to be that way. But

usually misunderstanding starts from simple domestic


Effects of Broken
quarrel that grows impertinently damaging the long forged
Family to the
Academic Performance
relationship between the family members. When a couple
of grade 11 and 12
split up it is the children
studentsthat are greatly affected

scarring them physically, emotionally and socially.

Statement of the Problem

This study entitled “Effects of broken family to the

academic performance of grade 11 and 12 students” aims to know


Interview/Checklist
of what are theStatistical
effects of Treatment,
broken family.
Percentage, Frequency
5

1. How may the profile of students be describe in terms

of:

1.1 Age

1.2 Gender

2. What is the effect of broken family on the academic

performance of the grade 11 and 12 students?

Scope and Limitation

This study is focused on Effects of Broken Family to

the Academic Performance of grade 11 and 12 Students of Julia

Ortiz Luis National High School.

This study will be conducted on the first Semester of

the academic year 2019-2020 with Senior High School

Students in Julia Ortiz Luis National High School.

Significance of Study

This study entitled “Effects of broken family to

academic performance of Grade 11 and 12 Students Senior High

School students.
6

Students: this study beneficial to the students with

broken family who needs to improved their academic

performance.

Future researcher: this study beneficial to the future

researcher that can serve as the guide lines and they can

use to their own study.

Administrator:this study also helps to the school

administrators to provide programs to students which can

help them in developing their social and academic

performance.

Definition of terms

For better understanding of this study, the following

terms defined conceptually and operationally.

Academic Performance- is the foundational critical

success factor circumstances, a condition or fact that

affect the situation; the way something happen.

Broken Family- a broken families are those families where

parents doesn’t live together or separated. Children live

with one of the parent, or many a time there are looked

after by one of the grand parent. In such family,

children have bad childhood as they witness the

separation, or lack of parents love together. Many a time


7

children suffer inwardly and it shows in the later stage

of their life.

Separeted- separate, part, divided mean to break into parts

or to keep a parts. Separate may be used when things have

been put into groups, or thing has been removed from

group.

Perspective-particular attitude toward or way of

regarding something.

CHAPTER II
8

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, finished thesis,

generalization or conclusion, methodologies and others.

These data were included in this chapter which helps in

familiarizing information that is relevant and similar

the present study.

Foreign Literature

Mbelle and Katabalo (2009), asserts that secondary

education aims at meeting global challenges in science

and technology not leaving behind organization of

production processes and markets.

Parents’ education and family interaction pattern

during childhood also might be linked more directly to

the children’s developing academic success and

achievements that includes among others oriented

attitudes, general social learning and cognitive

framework (Bandura 2010).

Bandura stated that behaviour is shaped in part

through observational and direct learning experiences.

Learning takes a course of interactive actions and

reactions which implies that it is learning by copying


9

from parents and that everything children do is by and

through socialization.

It is important to note that education process and

success is positively impacted by favourable home

learning opportunities such as parents encouraging that

their children have the right that substantial influence

on a child’s academic performance.

An American, Kean, (2010) suggested that more highly

educated parents actively encourage their children to

develop higher expectations of their own. He further

pointed out that students perform better in school if

their parents as well as mothers are actively involved in

their education. The home environment provides

environment for learning and is an element of the and the

basics for students’ life that can affect academic

performance. Providing opportunities to learn outside the

school helps to facilitate student’s success in the

school environment as reported by the University of

Minnesota extension.

Globally, Hargreaves (2012), reported that in

Germany students with parents who are involved in their

school tend to have fewer problems, and better academic

performance and are more likely to complete high school


10

than students who are not involved in their school. Good

grades require positive effects of parental involvement

that have to be demonstrated at both elementary and

secondary levels across several studies with the largest

effect often occurring at elementary level where

numeracy, literacy as well as values of human development

are very essential.

Bernistuern (2008) stated that high income enables

parents to give their children the advantages of that

money can buy. A high income parents provide their

children with household equipment like educative video,

text books, good schools which can equip them in academic

performance.

(Uwifo 2012), further affirmed that the recent wave of

moral decadence and all sorts of anti-social behaviour

could be traced to poor home background.

Petit (2016), pointed out that psychological needs are

a potential source of individuals personality and

academic performance achievement. He claimed that

academic success is achieved only if family background

sources can be assessed to maximize the association

between family influence and outcomes. It is believed

that families with high social economic status often have


11

more success in preparing their children for school

because they always have access to wide range of

resources at their disposal to promote, uplift and

support their children.

According to Ardedi (2010), Eunice (2010), it becomes

imperative that a study on the relationship between

family background and students’ academic performance

should be investigated, in view of the fact that the

youth are the leaders of tomorrow their academic and

emotional well-being if given appropriate attention will

go a long way in ensuring that their potentials are

harnessed and put into use for national development.

Foreign Study

According to (Morgan et al, 20015), stresses that

children from low socio economic status households and

communities develop academic skills more slowly compared

to their counterparts from higher socio-economic status

families. The low socio economic status (economic

struggling families) deprives children of what is

necessary to support their growth and welfare. Initial

academic skills are correlated with home environment

where low literacy involvement and chronic stress

negatively affect a child’s academic performance. Parents


12

from low socio economic background are less likely to

have the financial resources or time availability to

provide children with academic support.A broken family

can negatively affect all domains of your child’s

development. The effects of a broken family on a child’s

development depend on numerous factors, including the age

of the child at the time of parents’ separation, and on

the personality and family relationships. Although

infants and young children may experience few negative

developmental effects, older children and teenagers may

experience some problems in their social, emotional and

educational functioning.

After a divorce, children from pre-school through late

adolescence can experience deficits in emotional

development. Children of all ages may seem tearful or

depressed, which is a state that can last for several

years after a child’s parents’ have separated, explains

psychologist Lori Rappaport. Additionally, some older

children may show very little emotional reaction to their

parents’ divorce. According to Lori Rappaport, this may

not be developmentally beneficial. Some children who show

little emotional response are actually bottling up their

negative feelings. This emotional suppression makes it


13

difficult for parents, teachers and therapists to help

the child process her feelings in developmentally

appropriate ways. (Anna Green 2015)

The effect of having broken family in their life that

make distresses the child education. One of the effect

from students is self-doubt and lack of confidence that

eventually make him uninterested in school. In school it

affects to the academic performance of children because

of too much thinking and being passionate that make loss

of self. A broken home/family can make a child insecure,

insecure in a sense that he no longer had a complete

family. This feeling of insecurities will even trigger if

he is around his friend who are living a normal and

complete family. This is especially true in school events

where the parents presence are required there areplenty

of school activities that involves the parents and seeing

scene like these will even make him feel ashamed of his

family situation.

Schultz (2009) emphasize that investing in education

leads to faster growth for developed and new

industrialized countries. This explains why most of the

developing world especially the sub-Saharan Africa is

heavily investing in education from primary, secondary


14

and tertiary levels by increasing enrolment and improving

the quality of education. For Uganda’s case government

has encouraged education for all in primary and lower

secondary levels.

Poor academic performance in national examinations

have been attributed to many factors that are mainly

family based such as those that are faced with changing

hard economic times which has made it not possible for

them to meet their responsibilities of ensuring a healthy

and literate family. The size of the family in which the

child grows especially if the family does not have

adequate resources will affect the child growth and

development due to lack of quality feeding, lack of

proper medical care, and more so a child will not be

given the required attention on his/her academic work

which can make him/her lose focus. The issue of homework,

payment of school fees, providing security is all within

the confines of the family to provide to the children.

Family financial resources, which are associated with

parent’s education attainment and occupation, often imply

increased learning opportunities both at home and at

school. In general, the socio-economic background of the


15

family impacts negatively on the academic performance of

the child.

Research by Miller-Grandvaur and Yoder (2010) on

secondary school education forms a vital part of

education interventions in sub-Saharan Africa. However

the main challenge of secondary school education seems to

be poor academic performance that cuts across the

developing world.

According to Ogulu (2009), the high socio-economic

status parents are able to provide their children with

books and toys to encourage them in their various

learning activities at home. Parents face major

challenges when it comes to providing optimal care and

education for their children. However, the challenges are

more accurately devastating among the poor income

families that struggle to provide the basic needs to

sustain the family.

Local Literature

According to Abiriri (2010), education is seen as an

instrument per excellence for development and as such it

is the engine that promotes development. Aside from the

intellectual capacity of the child, the academic


16

performance of the child is also largely determined by

the family background.

Obeyan (2013) states that the family is the bedrock of

any society. It is also the foundation of academic

achievements of the child.

For instance Ryan (2009) shows that there is a

significant effect of family background variables, parent

support and teacher support on a child’s educational

attainment.A lot of studies show that there is a big

effect of the nature of family background on the academic

performance of children in school. The family back ground

plays has a big on the academic performance of children

at all levels of education in the school system. It is

generally accepted that the quality of family

interactions has important associations with the

children’s academic motivation and achievement.

According to Ogulu (2009), the high socio-economic

status parents are able to provide their children with

books and toys to encourage them in their various

learning activities at home. Parents face major

challenges when it comes to providing optimal care and

education for their children. However, the challenges are

more accurately devastating among the poor income


17

families that struggle to provide the basic needs to

sustain the family.

Local Study

The study of Atieno (2012) emphasizes that the quest

for provision of quality education continues to a matter

that continues to be cherished by both consumers and

providers of education in Kenya and the entire developing

world.

Government research reveals that a broken family is

likely to cause children to suffer damaging mental

troubles five times more than children with parents

staying together, Steve Doughty explains on

MailOnline.com. Moreover, the research shows that

children with two parents are more likely to avoid

slipping into anti-social behavior and emotional

distress. Doughty reports that children often suffer

badly from a parental breakup or divorce, and those

raised by a single parent usually perform poorly in their

studies, suffer bad health and fall into addiction, crime

and poverty in adulthood. The study unveiled that

children whose parents split when they were between five

and 16 years old had higher possibilities of developing

an emotional disorder and a conduct disorder. The


18

research findings say that the family backgrounds of

children are as important as the health, income and

educational qualifications of their households. Children

from broken homes experience a hard time finishing school

and finding a job, says Stephen Lunn of News Corp

Australian. Studies show that these children have higher

tendencies of entering into multiple live-in

relationships upon reaching adulthood. Moreover, girls

from divorced families are more likely to become teenage

mothers. Children from divorced families engage in de

facto relationships instead of marriage as a means of

self-protection to avoid social and economic risks

related to marriage. (Steve Doughty 2013)

Relationship between Presents and Previous study

In the Present study having a broken family had an

effect to the academic performance of students and in the

other side previous study having a broken family also

affects the student’s academic performance in school.


19

CHAPTER III

METHODOLOGY

This chapter presents the research method, samples and

sampling procedure, research locale, the respondents,

instrument and data gathering procedure of the study.

Research method

This study made us use descriptive method. Descriptive

research design is valid method for researching specific

subjects and as a precursor to more quantitative studies.

Whilst there are some valid concern about the statistical

validity.

Samples and sampling procedure

A purposive sampling technique was used to gathered

data. The respondents of this study were five (5) students

from different section of Selected Senior High School. They

will answer the questionnaire provide by the researcher.

Respondents of the study

The respondents were thirty five (35) from selected

Senior High School in Julia Ortiz Luis National High

School. The researchers choose five (5) students from each


20

strand. They were chosen to provide much needed data by

selected sampling.

Research Locale

This is study is conducted at Julia Ortiz Luis

National High School located at Sagaba, Sto. Domingo, Nueva

Ecija.

Data-Gathering procedure

The researchers of this study followed some procedure

in order of them to achieve the objectives of this work.

First, they prepared a question in a form of a checklist

which covered all the variable includes in their statement

of the problem. The researchers presented it to their

researcher adviser and ask for his approval before they

were finally able to reproduce enough copies of the


21

questionnaires intended for their respondents to answer.

Next to that, the researchers asked permission from the

principal of JOLNHS to conduct their research study. The

researchers give the questionnaire to the chosen

respondents and the respondents will answer it base on

their experience.

Statistical Treatment

The respondents answer was gathered organize and

summarized using data percentage of the frequency of

occurrence, which was done using the basic formula for

calculating simple percentage which is “percentage is equal

to the frequency divided by the total number of population

multiplied be one hundred”.

Formula

P=__________x 100

Legend:

%= Percentage

F= Frequency

N= Number of respondents
22

CHAPTER IV

PRESENTAION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter described the results and the study

finding in about Effects of Broken Family to Academic

Performance of Senior High Schools Students. The data

presented and discussed on this chapter were gathered

through checklist.

Table 1.The profile of respondents

Gender Frequency, f Percentage

Male 16 46%

Female 19 54%

Total, N 35 100%

The total of respondents is 35 or 100% respondents

majority of them are female respondents which is 19 or 54%

and Male has 16 or 46%.

According to (Greg Canty 2018) children from broken

homes always grow up with issue of one type or another.

Little boys need their mother for validation as men. Little

girl need their father for validation. No I’m not talking

about sex. Mommy teaches young boys their manner and how to

treat a woman with respect. If mommy can’t or fails to


23

teach her son this basic knowledge, she probably should not

be a mommy. Daddy teaches daughters that they are loved and

respect while keeping all their clothes on. Daddy is a

young girl first love. Without a complement daddy, young

girls can tragically go to their same age, opposite sex

peers for validation with their clothes off. Why? Because

their male peers first goal is to get them into bed with

their clothes off and there’s no daddy to tell the young

girl that they shouldn’t do that.

Table 1.1 Ages of respondents

Age Frequency Percentage

16 24 69%

17 6 17%

18 5 14%

Table 1.1 shows the age of respondents, the table

shows that the majority of 35 respondents above 16years old

have a percentage of 24 or 69%. 17 years old has percentage

of 6 or 17% and 18 years old are 5 and have percentage of

14%.

According to (V. Conolo 2012) the family is an

essential factor for a human’s whole beings, everything


24

about a man, his background, attitudes, all of his

achievements, his honor and dignity, relies on the

structure of a family a man lives in with. A family is

composed of a father a mother and their offspring, bonded

by their love for each other.

Here in the modern age a family could be two things,

complete or broken. A broken family is believe to be a

cause of a child’s mislead in life, some people give it as

the main reason rebellious an unclear act of children.

Schools, another factor which meld us on becoming

successful, but how will it make us successful if we can’t

focus, we can’t do schooling like other cause we mind the

problem we encounter in our homes.

Many article that support the issue that broken

families affect the child’s performance, attitude and self-

esteem. They show statistics that broken families affect

much of the child’s emotional and spiritual being, that it

greatly distresses the child’s education.

The study was conducted on teenagers age 13-16. These

ages are the most effectively, because at this age, a

person discovers how to confront the problems, and he

learns how to live with it. They also establish their own

personality at this age, so the researcher took advantage


25

of this factor, because of this, the researcher can see how

much a person is affectively by this kind of problems, if

there are other factors which counter the problems he/she

faces.

Table 2.The summary of responses regarding broken family

What are the

effects of broken

family to the Frequency, (f) Percentage (%)

academic

performance of

students?

Poor academic

achievement 17 15

Absenteeism 12 11

Failing grades 11 10

Financial problem 22 19

Alcohol addiction 15 13

Depression 6 5

Lack of Parental 31 27

support/ Guidance

Total: 114 100


26

The table above showed the responses of students about

Effects of Broken family to Academic Performance of Senior

High School Students. Some of students answered that broken

family has an effect to their academic trough absenteeism

and had a responses of 12 or 11%, Poor academic achievement

17or 15% of responses, some of respondents answered failing

grades and has a percentages of 11 or 10%, Financial

problem also affect the academic performance of students

and have a responses of 22 or 19%, Alcohol addiction also

affect the academic performance of students and have a

percentages of 13 or 13%on the other hand Depression had a

lowest percentages of 6 or 5% and lack of parental support/

guidance had a highest percentages of 31 or 27%.

Accordingto(Anna Green 2015) a broken family can

negatively affect all domains of your child’s development.

The effects of a broken family on a child’s development

depend on numerous factors, including the age of the child

at the time of parents’ separation, and on the personality

and family relationships. Although infants and young

children may experience few negative developmental effects,

older children and teenagers may experience some problems

in their social, emotional and educational functioning.


27

After a divorce, children from pre-school through late

adolescence can experience deficits in emotional

development. Children of all ages may seem tearful or

depressed, which is a state that can last for several years

after a child’s parents’ have separated, explains

psychologist Lori Rappaport. Additionally, some older

children may show very little emotional reaction to their

parents’ divorce. According to Lori Rappaport, this may not

be developmentally beneficial. Some children who show

little emotional response are actually bottling up their

negative feelings. This emotional suppression makes it

difficult for parents, teachers and therapists to help the

child process her feelings in developmentally appropriate

ways.

Divorce affects children’s social relationship in

several ways. First some children act out their distress

about their broken family acting aggressive and by engaging

in bullying behavior, both of which can negatively affect

peer relationship. Other children may experience anxiety,

which can make it difficult for them to seek positive

social interactions and engage in developmentally

beneficial activities such as teen sports. Teens from

broken families must develop a cynical attitude toward


28

relationships harbor feelings of mistrust, both towards

their parents and potential romantic parents, explains

psychologist Carl Pickhardt in the article, ‘parental

divorce and Adolescents’ publish in psychology today.


29

Chapter V

Summary, Conclusion, Recommendation

This chapter presents the summary of this study, the

conclusion derived from the findings of this study and the

recommendation from practice and further study.

Summary

This study entitled “Effect of Broken Family to

Academic Performance of Senior High School Students”. The

researcher aimed to give attention to effect of broken

family to the academic performance of senior high school

students.

Researchers sought answer to the problem of this study

which is as following: (1) How may the profile of students

in terms of: Age, Gender (2) What is the effects of broken

family to the academic performance of the students?

Quantitative approach was used by researchers as the

method of this study. On the other hand, purposive sampling

was used to choose respondents of this study with the

criteria of selected grade 12 senior high school students

of JOLNHS. This study also used descriptive method to

describe well the data of this study which were obtained by

a questionnaire as the instrument of this study.


30

The result of this study was revealed in Chapter IV

and these results are follows chronologically according to

the problems of this study. First, according to the survey

there are 19 male and 56 female of senior high school

students that have a broken family.

Moreover, the common cause affect the respondents that

have a broken family is according to the result of the

survey is Lack of Parental support/guidance, they don’t

have a parental support/guidance so that they don’t have a

family to guide on what they are doing because parental

support/guidance is important.

Meanwhile, result regarding how does broken family can

possibly avoid from the opinion of the researchers is;

always love our parents even if they are sometimes get

angry, and as a son or daughter make your family as an

inspiration to avoid depression and the academic

performance are not affected even if they have a broken

family always be strong and think positive try to keep you

self-busy with school works, and lastly think of sacrifice

your parents are doing.


31

Conclusion

After data will analyze, the researcher comes up to

the following conclusion:

1. The respondent consist 16 male and 19 female from

senior high school students of JOLNHS ranging 16-18

years old.

2. There are 35 students from senior high school who have

a broken family and most of them are females.

3. The most common effect of broken family is lack of

parental support/guidance because parental guidance is

important to have a guide on what they are doing in

school or even at home.

Recommendation

Based on the conclusion made through the findings, the

following recommendation is offered.

1. Parents should involve themselves and have a positive

attitude towards their child’s education. Since

parents have a big part of what a student’s become,

they also have a big responsibility on raising their

child well that has a positive attitude towards

education.
32

2. Teachers should be an authoritative teacher to

students to discipline students in their actions

particularly negative deeds like absenteeism because

it is one of the effects of a broken family.


33

REFERENCES

Kean 2010, Effects of broken family to the children

http://www.academia.edu/29405405/Effect_of_Broken_Fami
ly_to_Students_Performance

Hargreaves 2012, Effects of broken family to the children

http://www.academia.edu/29405405/Effect_of_Broken_Fami
ly_to_Students_Performance

Atieno 2012, what are the effects of a broken family to the


children

https://www.quora.com/What-are-the-effects-of-a-
broken-family-to-the-children

Abiriri 2010, the effects of broken home the academic


performance

https://iproject.com.ng/education/final-year-
performance-of-secondary-school-students/project-topics

Obeyan 2013, the effects of broken home the academic


performance

https://iproject.com.ng/education/final-year-
performance-of-secondary-school-students/project-topics

Uwifo 2012, effects of broken family in school

https://www.tandfonline.com/doi/abs/10.1300/J279v02n04
_03

petit 2010, effects of broken family in school

https://www.tandfonline.com/doi/abs/10.1300/J279v02n04
_03

Ardebi 2010, Eunice 2004 broken home in everydaylife

http://everydaylife.globalpost.com

Morgan et al 2015, what is the effect of a broken family on


the academic performance

https://www.quora.com
34

Ann Green 2015, the effect of broken family

https://www.thenews.com.pk/amp/76974-the-effect-of-a-
broken-family

Steve Doughty 2013, effects of broken family in school

https://www.tandfonline.com/doi/abs/10.1300/J279v02n04
_03

Ryan 2009, impacts to students having a broken family

https://www.quora.com

Bernisturen 2008, Jenks 2008, broken home in secondary


school

https://www.quora.com

Mobelle and Katabalo 2009

https://www.taylorfrancis.com/books/9781317359302

Conolo 2012, the effects of broken home on the academic


performance of students

http://www.academia.edu/9828206/THE_EFFECT_OF_BROKEN_H
OME_ON_THE_ACADEMIC_PERFORMANCE_OF_STUDENTS