THE INFLUENCE OF BROKEN HOMES ON STUDENTS ACADEMIC PERFORMANCE IN THE SCHOOLS

Abstract

The study investigated the influence of broken homes on the academic performance of Students in the school. The study aimed at determining the extent to which broken homes influenced the performance of students in selected schools of Islamabad. In this quantitative study method was used and data was collected through the questionnaire. The target population for the study comprises teachers, head teachers, students (broken home) and parents (divorcee) from selected FG Schools of Islamabad. Total of 121 responses was collected which consists of 49 teachers, 14 head teachers, 16 parents and 42 students (broken The Questionnaires had both closed and open-ended questions. The closed-ended questions provided quantitative data while open-ended questions provided qualitative data. The questionnaire mainly uses a Likert scale to get the levels of agreement or disagreement on a series of statements. The data collected through the quantitative survey questionnaires was first screened and then entered the statistical software namely SPSS. A descriptive analysis is presented on the participants’ demographic data. Descriptive analysis was further used to perform frequency analysis on the data of the respondents and represented in percentages and frequencies. The study found that broken homes contributed to the poor performance of students in most cases. Differences were found in performance with students from unbroken families outperforming students from broken families in the subjects they were tested. The study noted that students from broken families experienced a lot of emotional difficulties as they tried to cope with changes brought about by their parents’ divorce or separation. However, it was noted that not all children from broken families 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