Abstract

EFFECT OF BROKEN HOMES ON SECONDARY SCHOOL STUDENTS? MATHEMATICS ACHIEVEMENT IN ENUGU NORTH LOCAL GOVERNMENT AREA

Izuegbunam Maria-Goretti I. (REV. SR.)1, Anibueze Chigozie O.2, Ayogu David I. 3

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Abstract This study investigated effect of broken homes on secondary school students? Mathematics achievement in Enugu North LGA of Enugu State. The study was a survey research design which focused on the nine (9) senior secondary schools that are in Enugu North L.G.A. The sample size used for this study was three hundred and fifty (350) Senior Secondary School 3 (SS 3) students, which was determined using Yaro Yamani formula in five (5) sampled co-educational secondary schools in Enugu North LGA. Random sampling technique was used to sample the five co-educational secondary schools. The study was guided by five research questions and six null hypotheses. Mean (x ?) and standard deviations ( ) were used in answering the research questions while the hypotheses were tested using Chi square (x^2) statistics. This study discovered that there was no significant difference in the mean Mathematics achievement scores of students from broken homes and those from intact homes, the parents economic status influences their students? Mathematics achievement but the influence cannot guarantee that their wards/children (that?s the students) will achieve better in Mathematics, the parent/family involvement influences their students? Mathematics achievement but the influence cannot guarantee that their wards/children (that?s the students) will achieve better in Mathematics, there was no significant difference in the mean Mathematics achievement scores of male and female students from broken homes in Enugu North LGA, the academic achievement of students from both home environments cannot be likened to a particular sex, and the students from broken homes in Enugu North LGA do not encounter any adjustment problem. Hence, this study recommended that mathematics teacher must not disregard any student or label role to any particular student in mathematics class from a particular socio-economic status or to a particular type of home environment or sex. Finally, the study recommended that the Mathematics education of a student goes beyond the parental support of the students.

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