Effects of Broken Marriage on Primary School Pupils’ Academic Performance in Goronyo Local Government Area of Sokoto State, Nigeria

Abstract

This study examines the impact of broken marriages on the academic performance of primary school pupils in Goronyo local government area of Sokoto State, Nigeria. A cross-sectional study was conducted involving 500 pupils aged less than five to over twelve years. A sub-sample of 39.2% were from families affected by parental separation or divorce. Data were collected on the students’ personal and family information, academic performance, emotional and social impact, support system and additional responses from teachers and parents. The results indicated a noticeable effect of family break-up on pupils’ academic performance. About 70.4% of the students acknowledged their family situation as affecting their school performance, with 98.6% noting a worsening effect. Additionally, an overwhelming 97.4% experienced difficulties in school following their parents’ separation or divorce, largely related to issues of focus, emotional disturbances, and absenteeism. In addition, students reported significantly altered relationships with their teachers (44.9% negatively affected), friends (42.3% negatively affected) and siblings (7.8% negatively affected). Teachers reported observing negative changes in academic performance (73.7%) and behaviour (59.6%) among students from broken homes. However, despite the perceived willingness to support these students (100%), the study shows that there are no adequate support systems in place at school (54.4% reported no such systems). The study provides an evidence-based plea for more effective support mechanisms in schools and at home to address the emotional, moral and financial needs of students from broken homes in order to improve their academic performance and overall well-being.