THE EFFECTS OF DIVORCE ON THE CHILDREN ACADEMIC
PERFORMANCE OF SOME SELECTED SECONDARY SCHOOLS IN
OWO
CHAPTER ONE
1.0
INTRODUCTION
1.1 Background of the Study
Marriage is universal institution known all over the world. It is a legal union
of a man and a woman. Marriage can also be called matrimony or Wedlock. It a
legally and socially sanctioned union, usually between a man and a woman, that is
regulated by laws, rules, customs, beliefs, and attitudes that prescribe the rights and
duties of the partners and accords status to their offspring (if any). It is a socially
or recognized union or legal contract between spouses that established right and
obligations between each other, their children their in-law and their relatives.
Marriage was designed by God to meet the problem of loneliness marriage is
meant to last till death, even after death because some of the surviving children of
the spouses still retain the name of their dead parent. (Hargreaves 2016). The issue
of divorce is an increasing social problem that has become a topic for discussion in
recent times. It is traumatic for those who experience it. Those affected may
experience grief, embarrassment, resentment, disappointment, intense anger and
divided loyalty. Amato and Keith (1991), after a systematic analysis of the effect
of divorce on children, concluded that parental divorce is associated with negative
outcome in academic achievement, conduct, psychological adjustment, self-esteem
and social relations. Divorce is the legal procedure by which marriage can be
formally ended. Divorce according to Wadlerstain (2003) is the termination of a re-
organizing of the legal duties and responsibilities of marriage thus dissolving the
bonds of matrimony between a married couple under the rule of law of the
particular country and/or state. Oxford learners dictionary (2001) defines divorces
as the legal ending of a marriage.
Divorce is now a common situation whereby couples no longer finds their
union compatible and consequently separate. In most cases, student from this type
of home suffer a great set back. A situation where either of the parents is not with
their children, many affect the upbringing of the children; most children born by
divorce couple as a result of disjointed training of trouble parents (Owusu 2007).
It is important to remember that, as divorces rates continue to increase, so does the
likelihood that children of divorced parents may have greater risk adjusting in
areas of social relations, self concept, bahaviour/conduct and psychological
adjustment; according to Amanto and Keith (cited in vandervalk 2005).
Hargreaves (2000) opined that children from one parents families may have
more difficulties adapting their behaviours to teacher expectation than student from
two parents household. Teacher reported negative behavioural changes in two
thirds of the student after divorce. These changes consisted of an increase in
impatience, in attentiveness, unhappiness, lack of concentration are noticed by
their teachers. According to Wallerstein and Corbin cited in Dykeman (2003),
when children experience divorce, they may also experience a significant impact
upon their school performance. Some children may experience Long-lasting
emotional effect into their adulthood that damage their ability to preserve
relationship H “Hatherington” (cited in Hargreaves, 2001) children may experience
mood change anger and frustration while at school and children from divorced
parent may be more disorderly in class, have less proficiency in study habits and be
absent more frequently than children from two parents, families. Amato (Cited in
Hargreaves 2009) suggested that children in one parent family may have more
household to their stress level than children from two parent families. The result of
parental divorce shapes children emotionally and may impact self-esteem, future
relationships, dating and marriage (Simons cited in Dykeman 2003).
Also Hetherington (cited in Hargreaves 2001), indicated children who have
behaviour problems in the classroom tend to show less quality work in the classroom and have more unfinished home-work assignment. Hetherington further
found children in a single-parent family may be likely to underachieve due to the
family.
Divorce is one of the most terrible thing that have affected the life of many
children in our society today, even parents also will be seen in the life of those
couple that are not happily married, they will be emotionally unstable isolated, lack
of self confidence and emotionally self sufficient. Therefore, this project attempt to
examined the effects of divorce on the children academic performance of some
selected secondary schools in owo
1.2 Statement of the Problem
Many problems are associated with divorce or broken home, which reflects on
the performance of children in schools, some of these problems are;
1
There is increase in domestic work and redistribution of household chairs
which leaves the children with little or no time for their studies.
2
It has been observed that children from broken homes suffer, some other
problems e.g. non-provision of some basic necessities like, clothing, food, learning
materials etc.
3
Insecurity: Step mother or step father do not show much love and affection
to their step children which makes them suffer from mental retardation and
miserable. They show behavioral responses like lying, stealing, playing, truant in
school etc.
1.3 Purpose of the Study
The purpose of this study is to find out the effects of divorce on the children
academic performance of some selected secondary schools in owo
1. Examine the causes of divorce after marriage
2. Find out the attitude of couple toward marriage
3. Determine the role of parents in marriage
4. It is also to expose the causes of divorce after marriage so that the couple will
understand the effects of divorce, in order to live in peace and harmony.
5. This study will also make the couple understand that, marriage is not what they
can take with levity hand in order to avoid divorce.
1.4 Research Question
The present increase in the academic performance of students in owo
secondary school call for immediate attention, the researcher is eager to find out
what exactly are the cause of this problem and the consequence on the children of
such marriage. The following questions will be used for the study of these
problems;
1. What are the possible causes of divorce?
2. What is the level of effect on academic achievement of student?
3. What is the attitude of the parent towards children who are left after divorce?
4. What are the solution to the causes of divorce?
1.5 Significant of the Study
i.
this research work is carrying out in order to expose the young couple to
the effect of divorce on the academic achievement of children.
ii.
It will also enlighten those who have not married to know how to live in
peace and harmony when they get married in order to avoid divorce.
iii.
It will be a source of information for couples and also be a basis for further
research
1.6 Scope of the Study
The research study focuses on the effect of divorce on the academic
achievement of student in some selected school in Owo, Ondo State and the
schools is made up of St. Louis Grammar School, Methodist High School, Owo
High School, Imade College School, Adedewe Schools, Amunye CAC Grammer
School.
1.7 Definition of Terms
Divorce: Marriage Instability/permanent break down of marriage
Academic:
Relating to schools or connected with studying and thinking not
with practical
Achievement: Something that you did or get after planning and working to make it
happen, and that therefore gives you a feeling of satisfaction.
Student: A person who is studying at a school college or university.
Marriage: Marriage is the formal of a man and a woman as husband and wife
Family: Family is the basic units of society which arises from marriage
Single-parent family: The child lives with one parent, due to a divorce,
separation, or death of another parent. This also includes no cohabitation with
another adult. ( e.g. Remarriage) (Jeynes, 2000)
Intact families: In intact families, (non-disrupted, two-parent) child lives with
both biological/adoptive parents, and has never experienced marital disruption.
(Ham, 2003)
Parental/Marital Separation: Any marriage in which the marital couple is
separated, but not divorced, from each other, each living in separate residences
(Jeynes, 2000)
Non-intact families: Child lives in a home with a single parent as a result of a
divorce or separation, or lives in a reconstituted home, as a result of a divorce or
separation. (Ham, 2003)
Couple: Two people together especially a husband and wife
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
In this chapter a critical review of related literature is carried out. The
chapter discussed the variables used in the study. It begins by discussing and
giving an overview of conceptual review, it ends by looking at empirical
review.
2.2
Conceptual Framework
Parents who have happy and supportive relationship with one another are
more likely to respond sensitively to the child’s needs (Benson 2019). Conversely,
parents in a dysfunctional marriage are likely to be distressed and distracted by
conflicts with their spouse and they cannot afford to invest their time and energy in
children. In turn, inappropriate parenting style worsens parent-child relations. This
literature review focused in teacher’s perceptions on the effects of divorce to
children’s academic performance, effects of divorce on school going children,
perceptions of children with single parent, academic performance among
adolescents of divorced families, comparisons of children from divorced and two
parent families and factors affecting the children’s academic performance and
socialization processes in the family.
Parents in a stressful marriage are less likely to have close relationships with their
children, whereas parents who are satisfied with their marriage are more likely to
have quality relationships with their offspring (Buehler & Gerald, 2016; Conger
et). A low level conflict with parents and closeness to them are associated with less
likelihood of having behavioral and emotional problems (Caughlin & Malis, 2019,
Vande water & Lansford, 2005). Among various aspects of parent-child relations,
communication is specifically important in adolescence when children have to
negotiate their new roles with their parents (Benson 2019). Children witness
parents’ conflicts may shape a negative perception on self, because they tend to
consider themselves as causes of conflicts and blame themselves for a
disharmonious marital relationship (Grych et al., 2000). Family disruption has been
defined in various ways, including recurrent residential moves, separations from
parent figure and marital dissolution or divorce (Adam & Chase-Lansdale,2016).
An early family study, disruption was defined by characteristics such as female
head of household, low socioeconomic status, receiving aid for dependent children,
and parental separation.
Other researchers studying longitudinal samples (Chilton & Markle, 2019) defined
family disruption only by a family composition different from husband-wife
families; mother only, father only, and neither biological parent. Anderson, (2016)
found that adolescents from single parent families were involved in higher rates of
delinquent behavior and that minorities from single parent families were especially
more likely to be involved in certain types of delinquency than other students.
Because of the need to expand the study of family dysfunction and academic
achievement, as well as the established relationship between family dysfunction
and child behavior problems in some studies, and between behavior problems and
poor academic functioning in other studies, the literature described next addresses
behavior, achievement, and family disruption.
2.2.1 Child Abuse
According to Pinzo and Hofferth, (2018) child abuse is a far reaching and complex
problem in developing countries. It has existed in various forms (force labour,
trafficking and street trading) in different parts of the world since ancient time.
Denga (2016) also observed that child abuse is exposing children to painful and
unwarranted suffering knowingly or unknowingly. She continued by saying that
both male and female children are abused in some cases by their parents,
guardians, teachers, peers and the society in various forms. According to Owo,
(2014), child abuse is a social phenomenon which erodes the fundamental human
rights of the child. Child abuse can occur in a child's home or in the organizations,
schools or communities the child interacts with. Child abuse is an act of inflicting
serious physical injury and emotional torture on a child or adolescent, which is
intentional or unintentional and could endanger the physical, emotional, social,
moral and educational wellbeing of the child (Peter & Anake, 2015). Axmaher
(2020) defined child abuse as any mistreatment or neglect of the child that result in
nonaccidental harm or injury and which cannot be reasonably explained. Obekpa
(2011) viewed child abuse as any condition injurious to physical health, emotional,
moral and educational welfare that has been inflicted by parents, guardians, peer
groups or other caretakers. Child maltreatment refers to any nonaccidental
behaviour by parents, caregivers, other adults or older adolescents that is outside
the norms of conduct and entails a substantial risk of causing physical or emotional
harm to a child or young person (Holgado, Ramoand & Amar, 2014). Such
behaviours may be intentional or unintentional and can include acts of omission.
Child abuse can be seen as any act of omission or commission, physical or
psychological maltreatment or neglect of a child by his\her parents, guardians,
caregivers or other adults that may endanger the child's physical, psychological or
emotional health and development (Adejobi, Osonwa, lyam & Udonwa 2013).
Child abuse is therefore a practice whereby children are maltreated, battered
or deprived of some basic needs in the home, street, religious houses or at school
by the elderly (Denga & Denga 2007). They further opined that Child abuse could
harm children physically, emotionally, sexually or could even lead to their death. It
is caused by poverty, lack of parental care, unemployment, marital conflicts and
polygamous homes. Child abuse causes pain to both male and female victims.
Harmful behaviours of children’s teachers, parents, peers, guardians, siblings, socalled mentors and the society in various forms could also lead to child abuse.
Child abuse is therefore not a strange phenomenon in Nigeria. There is no safe
place for children anymore because it is everywhere. In this study, wrongfully
maltreating a child or selfishly making an unfair use of a child's services by adults
responsible for the child constitutes child abuse. Thus an adult may not be directly
related to the child but a person in whose care the child is left can be an abuser.
This may include the parents, guardians, caregivers, teachers, healthcare workers,
day care workers, or other adults. In this study, the researcher defined child abuse
as an action or in action by parents, caregivers, or society against the child which
directly or indirectly leads to psychological, emotional, physical or sexual malady
of the child. It also involves failure of the parents to provide the necessary love and
care for the child.
2.2.2 Academic Achievement
Academic achievement is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals. Cumulative grade, point
average and completion of educational degrees such as High School and bachelor's
degrees represent academic achievement. Academic achievement is commonly
measured through examinations or continuous assessments but there is no general
agreement on how it is best evaluated or which aspects are most important
procedural knowledge such as skills or declarative knowledge such as facts (Ward,
Howard, Stoker & Mildred 2006). Furthermore, there are inconclusive results over
which individual factors successfully predict academic performance. Elements
such as test anxiety, environment, motivation, and emotions require consideration
when developing models of school achievement. Now, schools are receiving
money based on its students’ academic achievements. A school with more
academic achievements would receive more money than a school with less
achievement (Ziedner, 2018).
The term academic achievement has been described as the scholastic standing of a
student at a given moment. It refers to how an individual is able to demonstrate his
or her intellectual abilities (Akinsolu, 2020). According to Otieno and Yara, (2020)
academic achievement is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals. Academic achievement is the
outcome of education; the extent to which a student, teacher or institution has
achieved their educational goals (Von Stumm & Chamorro-Premuzic, 2011).
Nwasor, Oluwatayo,Okika and Anierobi’s (2013) viewed academic achievement of
a student can be regarded as the observable and measurable behaviour of a student
in a particular situation. For example, the academic achievement of a student in
social studies includes observable and measurable behaviour of a student at any
point in time during a course. Academic achievement of students consists of scores
obtained from teacher-made test, weekly test, mid-term test, term examinations, or
other assessments, which might be internal or external.
In this study academic achievement entails the total outcomes in tests, assessments,
assignments, home works, projects, examinations and other oral or written
evaluation given to students which might be internally conducted by the school or
externally conducted by government or an authorized body. Academic
achievement should be considered to be a multifaceted construct that comprises
different domains of learning.
2.3 Empirical Review
Empirical studies related to this study are reviewed in this section of the literature
as follows. Odey, Ita & Nchor (2017) investigated the relationship between child
labour and academic achievement among Junior Secondary School (JSS III)
students in Ogoja Education Zone of Cross River State. Ex post-Facto research
design was adopted. A 30-item questionnaire and a 40-item achievement test were
the instruments used to gather data for the study. Simple random sampling
technique was use to select 610students’ w from 74 public secondary schools in the
Zone. Data gathered were analysis using Pearson Product Moment Correlation
Coefficient. The result of the analysis revealed negative significant relationship
between child labour, and academic achievement of upper basic students in Ogoja
Education Zone of Cross River State. Based on the above findings, it is strongly
established that students who are victims of one forms of abuse or the other, are
likely to perform poorly academically. The above study differs from the present
study in the sense while the former surveyed only child labour, as a predictor of
child abuse which not in the present study. Both study investigated child abuse and
academic achievement of Secondary School.
Nwogwugwu, Nwamaka, Ozoh, Nwokoye and Ezenekwe (2017) carried out a
study on the impact of child abuse on human capital development in Nigeria with a
specific focus on Onitsha Metropolis, Anambra State. It is a descriptive survey
research. Non-probability sampling was employed and the sample was drawn using
quota and purposive sampling techniques. The Interview schedule was used as the
instrument for data collection. The data collected were analyzed using the
qualitative response regression model. The finding of the study revealed that child
abuse has a negative impact on school enrollment rate, mental well-being and
physical fitness of children in Onitsha. The study recommended amongst other
things, the enforcement of free compulsory education to children in Onitsha. Also,
child abuse education should be introduced in school curriculum to help create
awareness on the rights of the child and consequences of child abuse on the'
mental, physical and social development of children to reduce the menace of child
abuse. This study is related to this study in that it partly examined the negative
impact of child abuse on the enrollment of children, their well-being and physical
fitness. However, it failed to address the influence child abuse has on the academic
achievement of secondary school students in Anambra State.The two studies also
differ in that the former investigated child abuse on human capital development
while the present investigated child abuse on academic achievement. Both study
were carried out in Anambra State.
Akoloh, Okenjom, and Obiahu (2016) examined the effect of child abuse on
youths and their academic achievement in Bayelsa State. The study used
descriptive survey as the design of the study. The stratified random sampling
technique was used to select 52 schools out of 161 from which samples of 208
teachers and 1,139 students were drawn using the simple random sampling
technique. Five research questions and five hypotheses guided the study. The
hypotheses were tested using t-test. A researcher’s structured questionnaire was
used to obtain data for the study. The questionnaire contained twenty -five (25)
items to elicit teachers and students’ response based on the study. The findings of
the study revealed that there is a significant difference between the students abused
and those not abused in their reading habits, but not applicable in their subject
mastery, classroom participation, pass grade in examinations and submission of
assignment. Based on the prevalence of child abuse in our society, it was
recommended that there should be public enlightenment programmes to combat
ignorance and public awareness on the right to freedom from all forms of child
abuse.The two studies also differ in that the former investigated child abuse youths
and their academic achievement in Bayelsa State. While the present investigated
child abuse on academic achievement in Anambra State.
Gyong, Hellandendu and Kolo, (2015) examined the types of maltreatment
suffered by children of secondary schools in Niger State. Questionnaire was the
instrument of data collection, purposively administered to 240 students in eight
secondary schools in the State. Percentages and frequencies were used for data
analysis. The findings reveal the following as forms of maltreatment suffered by
the children: inadequate medical care, inadequate school materials, being asked to
hawk, being starved, being over worked, throwing objects at and pouring hot liquid
on. It was found that hawking (67.5%) is the most frequently reported form of
maltreatment. On the whole, the data show that a higher proportion of male
children suffered severe forms of maltreatment than female. It is recommended
that abusive parents be informed and advised on the negative effects of
psychological and physical forms of maltreatment on their children. School teacher
should pay more attention on identified maltreated children with a view to giving
them necessary support. School teachers should be vigilant to identify and monitor
abusive parents so as to guide them on best ways of disciplining their children. The
two studies also differ in that the former investigated the types of child abuse
suffered by children of secondary schools in Niger State while the present study
investigated child abuse on academic achievement among students in Anambra
State public school which invariably established a gap to be filled by present study.
Peter and Anake, (2015) investigated child abuse as it affects the academic
achievement of students in Boki LGA of Cross River State. The design adopted for
this study was survey research design. The targeted population involve in this
study consisted of 311 junior secondary school three (JSS3) students in all the
secondary schools in Boki local government area of Cross River State. Two null
hypotheses were formulated to guide the study. A sample of 200 respondents was
randomly selected for the population. The selection was done through simple
random sampling technique. Questionnaire was the main instrument used for data
collection. Pearson product moment correlation analysis was used for data
analysis. The result of the analysis revealed that child physical abuse and sexual
abuse
affect
students’
academic
achievement.
Based
on
the
findings
recommendations were made on the need to affectionate and intensified campaigns
for awareness creation on the menace of child. The study is related to the present
study as it examine child abuse as it affects the academic achievement of students
in Boki LGA of Cross River State using the same variables. But differ from the
present study in terms of geographical location.
Moloko, and Mhlauli (2014) investigated students’ factors which contribute to the
decline academic achievement for junior secondary schools in Botswana. The
study was mainly quantitative and used the positivist inquiry paradigm.
Questionnaires were used to gather data from 200 participants. Some documents
were analyzed to supplement the information collected through the questionnaire.
The findings of the study showed that there were several factors that can contribute
toward students' low academic achievement ranging from child abuse, students’
unpreparedness for the examination to low staff morale and many more. The study,
therefore, recommends that parents/guardians should be enlightened on the effects
of child abuse on their children's education. Also, that law should be made to
protect the rights of the children, and that parental involvement is critical for the
attainment of high quality education in Botswana secondary schools. This study is
related to the present study in that its' findings revealed child abuse as among the
factors that cause decline in students’ academic achievement, but it failed to cover
child abuse as a factor that influence academic achievement of students in
secondary schools. Nevertheless, the study is different from the present study in
that it covers secondary schools in Botswana and may have little bases for
comparative study to Nigeria let alone to Anambra State. What applies to
Botswana may have little or no significance to Nigeria, due to some social-cultural
and economic factors.
2.4 Theoretical Framework:
Relative Deprivation Theory
The Relative Deprivation Theory proposed by Gurr, (2017), lends credence
to conflict handling in the home. Gurr, (2017) relative deprivation refers to
perceived discrepancy between value expectation (resources to which one feels
entitled) and value capabilities (resources which one feels capable of acquiring and
keeping). The greater the average degree of perceived discrepancy between
expected and value capabilities, the greater the intensity and scope of relative
deprivation among members of same collectivity and the greater the potential for
collective violence. He explained further that violence (a manifestation of conflict
with physical, psychological or structural hurt), in this situation, occurs when an
individual or group makes a comparison with others (perceived to be the same
class or status with them) and they feel less measurable, due to deprivation of
opportunities or resources they are equally entitled to within the system. When
their attempts to meet up are thwarted, frustration sets in and they are most likely
to strike at the source of frustration (Gurr,2017).When parents or couples are
divorced, researches have shown that the children are inclined to live with any of
the partners or at times shared among the couples. Or sometimes by extension, the
children/some of them may be taking to members of the family either from
father/mother side. The resultant effect is that the children from earlier ages are
subjected to all forms of abuse. They are exposed to child labour, hawking,
domestic violence, no freedom or liberty for them, they do not have their own time
or sense of reasoning etc. These in most cases serve as the means for augmenting
family economic survival.
Bowlby offer sex plantation on attachment which he based on his
observational work with 'young delinquents' who had experienced significant
separations and disruptions in early childhood, and also on animal imprinting
studies. Bowlby concludes that attachment was essential for biological survival and
that humans, like animals, behave in ways to elicit a care response. The level and
quality of this care responsiveness was established as being a major factor in a
child's attachment to a care. Hence varying levels of responsiveness resulted in
different styles of attachment, categorized as secure, anxious resistant, avoidant or
disorganized or disorientated. Given that children placed in foster care could be
displaying a range of behaviours this presents particular challenges for those who
are caring for them. The main idea revealed in this theory is that children who are
securely attached are predisposed to display positive social behaviours (e.g.,
empathy and cooperative behaviours) which help them to develop future positive
relationships and also face every situation/challenges with great confidence which
will eventually give them success. On the other hand, insecure and disorganized
attachment put children at increasing risk of problem behaviours and
psychopathologies thereby ensuing failure in their endeavours. Attachment theory
as a social behavioural theory is related to this study in the sense that it emphasizes
the need for parents or care-givers to build mutual, secure, lovely, peaceful and
cooperative relationship with their children as that influence their pursuits
positively of which education is no exception. Hence, when these behaviours are
denied of children, it becomes abuse to them. Subsequently it influences their
academic achievement negatively. This theory is also relevant to this study because
it offers the rudimentary to the educational exploits of children, emphasizing the
grave and negative influence of child abuse to their academic achievement. It
portrays the roles caregivers or parents must play to ensure that their children
academic achievement improves significantly by revealing the influences of child
abuse to their education.
Children from divorce homes, experience considerable initial emotional pain
and anger when their parents’ divorce. However, they are usually better able to
accurately assign responsibility for the break-up, to resolve loyalty conflicts, to
more effectively cope with economic changes, and to deal with a new family
structure than young children. The older students may also be able to take
advantage of available support systems to deal with the additional stresses
(Imtionde, Aluede and Oboite, 2018). It has been revealed that many brokenhome-effected adolescents experience premature detachment from their parents.
Many of these children become involved in anti-social groups and activities with
disastrous outcomes. The elderly children, because they have more self-confidence
and resources, may confront and question some aspects of family function and
roles that younger children would not (Aderinto and Okunola, 1998). Hence,
children from divorce homes or single parenthood are denied better opportunities,
abused and maltreated and these have negative effects on their academic
performance.