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IMPACT OF DIVORCE ON THE EDUCATIONAL DEVELOPMENT OF JSS STUDENTS IN WEST SENATORIAL ZONE OF NASARAWA STATE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Conflict within a marriage is often misunderstood as a characteristic of an unsatisfied or ill-matched couple. In today’s modern age, conflict is often looked down upon in interpersonal settings because of its unsettling possibilities and often undesirable outcomes. In the context of marriage, especially, conflict is misrepresented as a poisonous entity rather than an obstacle to help a couple grow. It’s important for those in a marriage to understand that conflict, contrary to popular belief, is a neutral unit, and that it’s the way one deals with a conflict situation that determines the satisfaction of the couple involved.
The vast amount of research performed on conflict in interpersonal settings, specifically marriage, underscores the importance of a greater understanding of conflict resolution/management and how it relates to marital satisfaction. A couple’s sense of satisfaction within a marriage can be linked to the ability to successfully manage conflict more strongly than most other variables within a relationship (Greeff & Bruyne, 2000). This paper will examine the ways in which five conflict resolution strategies effect marital satisfaction and how those styles are learned, used, and managed in newlywed couples and in established marriages. It will also propose new directions of study that may open doors for future research and understanding. In assessing why a student may be having difficulty, a teacher or psychologist would of course examine the student’s academic setting and intellectual potential. However, it is also essential to take the student’s family situation into account since family problems can have an impact on classroom performance.
Divorce is one of several types of family problems. Marital conflicts may involve ongoing strife between parents or may extend to separation or divorce. The disruption caused by such fighting and family dissolution may affect a student’s school performance for several reasons. First, the distraction caused by changes in the family may prevent a student from completing assignments. In addition, rumination about the divorce could cause lapses in a student’s concentration in the classroom.
Students are also affected by divorce in other ways. Some students may blame themselves (however unrealistically) for their parents’ divorce, and subsequently harbor unrealistic expectations that they can bring their parents back together again. This prevents them from accepting reality.
Students may also be ashamed of their parents’ situation. They may attempt to hide it from their friends (thus further pushing off reality), or they may withdraw from their classmates in an attempt to avoid embarrassment.
Another common result of divorce is fear. A student may wonder about what his or her situation will be after the divorce. On a deeper level a student may fear that since the parents have stopped loving each other they may also stop loving him/her.
In a contested divorce a student may be put in the difficult position of being a pawn, a tool in the parents’ personal battle with each other, or of being forced to actually choose between the two parents.
After a divorce a student’s performance may be adversely affected by the custody arrangement. A poorly arranged visitation schedule, aggravated by difficult transitions between the parents’ homes, may prevent a student from functioning well in school.
One by-product of divorce is the stress of a single parent family: A student may be affected by the financial difficulties of the custodial parent, especially if those difficulties include mandatory tuition payments. A single parent may also have difficulty in coping with raising a family while working at the same time. As a result, there may be less time and attention for a student. Discipline may suffer since parents often attempt to win over their student by bribery or lax discipline. Students can also be affected by marital strife that does not result in divorce. One frequently hears that a couple is staying together “for the sake of the students.” This may have an adverse effect on students who are aware of their parents’ problems and may thus fear that they will do something wrong which would spark divorce. In such families parents sometimes deal with marital problems through their student in a process call ‘triangling’. This places the student in a very difficult and unhealthy situation. In extreme situations a student may witness violence between parents, often requiring police involvement. The impact of conflict and strife may be as detrimental on a student as a learning problem. Teachers, guidance counselors or principals who become aware of family discord should asses the situation carefully. They are the ones who often detect serious problems in a student and have the resources for referral as well as the opportunity to offer a student support, strength and stability at a time when they are most needed. The root of almost all serious marital discord is selfishness on the part of one or both parties. Saving a marriage means rejecting selfishness, giving up pride, forgiving hurt and setting aside bitterness; these steps grow more difficult, so it’s best to avoid the downward spiral of marital conflict.
The best approach to making marriage work is to prevent marital conflict. Preparing for marriage is aided by pre-marital counseling. If this doesn’t take place, then marriage relationship counseling soon after the wedding can give couples basic marital conflict resolution strategies that can be used before marriage problems get out of hand.
Marriage is a relationship where trust is built over time as committed couples set aside their own interests for the good of their partner and develop skills for keeping the relationship positive and open. As stated above, selfishness is the main cause of marriage conflicts. Another way of saying this is that marital issues occur when one party insists upon having his or her way. While everyone has personal preferences, demanding that one’s self interest prevails is a choice that always affects the marriage. Can any partnership succeed when one party gets his or her way all the time? Of course not. If the marriage relationship is to succeed, then giving up self interest is something couples need to get used to. Eventually, sacrifice becomes a joy, not a chore. But the answer is not to always give in and never have your way. The marriage relationship grows stronger as couples lovingly share and discuss their interests, always showing a willingness to sacrifice, but honestly working together to jointly own the best solution for the marriage. Divorce is a legal termination of valid marriage. If a marriage is not valid when contracted, there cannot be a divorce because there cannot be a divorce because there was not really a marriage. Martial unhappiness is only as a result of the various factors that predispose martial instability. Marital conflict is inevitable in any society as long as husband and wife are different individuals and their actions are important to each other. With such view divorce is a mechanism for dealing with the pressure and problem inevitably caused by marriage because without marriage there would be no divorce.
The negative effects of parental divorce upon students depend upon factors, including the age and sex of the student at the time, it occurs, the amount of conflict within the family unity, and the degree of co-operation between the divorced or separated parents. Each of these factors, alone or interaction with each other influences the psychological health of the student and the ability of the student to do well at school.
The manner by which parents, interact with each other, both begin and after the divorce, may have a far reaching impact on the student than the actual divorce itself. Indeed, it is often difficult to separate the effects of divorce from the effects of a conflictual family relationship in this manner, the negative effects of divorce may stem from per-existing differences in the family unit, prior to the divorce itself, and these negative effects may be more related to the emotional separation that precedes the legal divorce.
In general, students who have recently experienced a family dissolution have a more difficult time with education and academic expectations at school than students from a stable family or “happy family”. This is visible in the students’s ability to adjust to the reality of their parents’ divorce, most circumstances, students of divorce homes, are only disposed to the negative effect of their current family situation such students show resilience in adjusting to the effects of parental divorce. Indeed, students who thrive of their current family situation such students show resilience in adjusting to the effects of parental divorce. Indeed, students who thrive well in family dissolution are more likely to live in homes characterized by other family members support. The student’s home and his family offer the best education since his parents serve as teachers. The parents lay the foundation for the desired social, moral, emotional, spiritual and intellectual well being of the student. The training a received from home is of greatest importance in his/her total personality formation and his/her academic achievements as a science student. It can also be observed that the pattern of life in the home (stable or broken), the economic and social status of the family in the community and many other conditions that give the home a distinctive character can influence the achievement of science student in school.
Abdulganiyu (1997), added that research have shown that students differs in various ways as a result of variables of their home background such as socio – economic status, parental attitude to school and student rearing practices. These home background variables are also found to be positively related to students’s academic achievement, more especially science students that need care and love.
Similarly, Giwa (1997), have investigated the factors within the students home background or family that affect their performance s in school, variables such as socio – economic status, family size, birth order, parental attitude, student rearing practices, parental absence or presence have been found to affect social and intellectual learning experiences of students in schools. This is so because students are born with some psychological, emotional and intellectual needs such as need for love and security, the need for new experiences, the need for praise and recognition and the need for responsibility. Many of these needs are not offered to the students of broken homes which will influence their performance in science. The extent to which these needs are met during the formative years of students between birth and the age of six or seven in the extent to which they enter school well equipped or ready to deal with the social and emotional aspects of schooling. Based on the observation above and in line with the assumption that economic and social future of many students in most localities is being undermined by cultural practices that promotes widespread divorce amongst couples and brought unnecessary hardship to the growing students. It is pertinent at this juncture to point out in spite of all the needs expressed as to be met by the students most especially science students, this research also has intended to seek for how much science student is affected in academic achievement, either as a result of his home been stable or broken.
1.2 PROBLEM OF THE STUDY
The study is intended to investigate among others why, with all the abundant food and material resources, within Igwebuike grammar school community in Anambra State, parent end age themselves and divorce which has negative effects on the student academic performance.
Students from separated homes are more likely to exhibit signs of early disengagement from school, and also associated with it, is the truancy and more negative attitudes towards school.
Students from separated homes report lower educational performance, as a result of less monitoring of school work by both parents.
Despite the effect it has on the students academic achievement, it also strains the couple’s relationship with other members of the family and the church.
Along the past decades, some studies have shown that students of divorce present lower academic motivation and performance if compared to students of intact families.43 In more concrete terms, students of divorced parents would be less capable of finishing school projects, face more challenges concentrating in complex tasks, present worse academic results in languages and mathematics and lower level of responsibility.44
Some authors suggest that decreased parental involvement in students’s academic life is the main factor behind decline in school results. In most cases, marital dissolution leaves the discussion of school topics, monitoring study at home and reviewing school tasks under the responsibility of the parent who has been granted custody.45 Marital dissolution forces families to adopt a new structure and often requires parents to increase their working hours for additional income, thus making it harder for divorced parents to get involved in their students’s school activities. Indeed, Bertram44 has discovered that poor academic performance in students of divorce were, on one hand, associated to poor parental involvement and, on the other hand, correlated to reduced levels of parental adjustment to divorce.
Internalizing and externalizing disorders: a psychophysiological and behavioral perspective
Students who are continually exposed to episodes of excessive interparental conflict present higher psychophysiological, behavioral, cognitive and emotional reactivity.28 Such high levels of reactivity are associated to the increase and accumulation of situations that represent relative risk for the development of maladjustment to divorce in students. The next step in the study was to describe the relation between parental interaction, physiological reactivity and students’s internalizing and externalizing responses.
A maladjusted pathway following parental divorce, added to the mediating variables of the student and to the availability of environmental resources, could result in a deviant behavioral pattern of interaction with the parents, and, later on, with other people.
Supported by this explanatory basis, some evidences of longitudinal studies report that individuals who have experienced parental divorce present more internalizing and externalizing problems than those who have never experienced parental divorce.46
Internalizing disorders are defined as the set of traces such as depression, isolation or anxiety.47 Adults who, as students, were exposed to negligent parental care or chronic stress situations and who present any symptoms of an internalizing disorder present baseline cortisol values higher than average, especially at the end of the day.48-50 The study by Cicchetti & Rogosch51 found similar results in school-age students, who had also been diagnosed with some type of internalizing symptom. Schiefelbein & Susman,52 in turn, in their longitudinal study, have observed alterations in the normative cortisol levels in students associated with anxiety problems in adolescence and adulthood (especially in women). Such high cortisol levels are related to hypothalamo-pituitary-adrenal axis dysregulation by a mechanism of downregulation in the feedback process. In other words, a decrease in the number of receptors for stress hormones is observed in the hypothalamus and pituitary gland. Such decrease in the number of receptors is implicated in a type of “dysregulated cycle” described by Niehoff49 as “a self-perpetuating and self-defeating cycle in which stress causes cortisol levels to rise, high levels of cortisol reduce neuronal sensitivity, non-reactive neurons lose control over the hypothalamo-pituitary-adrenal axis, and the suprarenal gland, unsupervised, continues to excrete excess cortisol” (p. 292). In our society, students are sometimes exposed at an early age to all sort of dangers arising from malnutrition, diseases and various temptation of surviving due to absence of one or both of their parents. Student’s life in broken homes is observed to be associated with emotional stress that can impair intellectual development, thereby giving way for such students to grow up without being trained properly.
However, absence of one or both parents deprives young students of the stable love, care, security and total support they have been accustomed to and tend to make students different in the eyes of the peer group. if students are asked where the missing parent is or why they have a new parent to replace the missing parents, they become embarrassed and ashamed. They may also feel guilty and unwanted by the society, such stressful situation leads to psychological, emotional and intellectual imbalance in growing students. These subsequently result to quitting from school or poor academic achievement of science student as science require critical thinking, relax mind and proper family support to be able to perform to expectation in the area. Hence it becomes necessary to investigate factors that causes broken homes with a view to finding solution to the problems for psychological well being of growing students in our society, and these lead us to look at the effect of broken homes on science students education particularly in Awka South local government.
1.3 OBJECTIVES OF THE STUDY
The following are the specific objectives of this research.
a. To examine the cause of divorce
b. To examine the extent to which divorce affected students, and effect on students academic performance.
c. Identifying the strategy to reduce the effect of divorce of students academic performance.
The main objective of this research work include the following.
To find out the causes of home breakage and the solution to it in Awka south local government area of Anambra state.
To assess the impact or effect of broken homes on science students education.
To find out how absence of one or both parent influence science students academic performances in school.
To seek for solution on how to control widespread divorce among couples.
To suggest ways of women and men unnecessary divorce
To find out whether there is significant differences in academic performances of students from broken home and those from stable home in science schools.
1.4 RESEARCH QUESTIONS
To solve the research problem and achieve the objective of the questions will be addressed.
a. In what way are students divorce family affected.
b. What are the effects of divorce on students academic performance?
c. What are the best strategies or solutions to adopt to reduce the effect or divorce on students academic performance?
1. Does the home have any significant effect on science student education?
2. Is there any significant difference in the academic performances of science students from broken homes and those from stable homes?
3. Does the socialization of the home have any significant effect on the academic performances of science students?
1.5 RESEARCH HYPOTHESIS
1. There is no any significant effect on science students education in term of broken homes.
2. There is no any significant differences in the academic performances of science students from broken homes and that of science students from stable home.
3. There is no any significant effect on the academic performances of sciences students in term of socialization of the home.
1.6 SIGNIFICANCE OF THE STUDY
The study is very timely, especially today that hands are on— to reduce of the divorce in the county.
The study will be of immense benefit to both the public and private individuals who are greatly convinced about the rate of increase in divorce in Anambra State with reference to Igwebuike grammar school which is in Awka.
It would be of great help to the public to know how they can render to the affected students of divorce homes.
It would help the government to know the impact of divorce on students and service that should be provided to help these students in solving their problems.
Lastly, the study will help to educate the students of the divorce parents about the need for them to report their problem to other family members and social welfare officers for assistance instead of indulging in anti-social behaviour.
1.7 SCOPE AND LIMITATION OF THE STUDY
Though, the questions which prompted this study was found to in existence in different part of the country, most especially in the northern part of the country, it is not possible for this research to cover all such areas. This is because the research/ researchers cannot obtain data from all places concerned due to lack of time and resources (both human and material resources).
As the title of the research reads, the research will be limited to only Awka south local government area of Anambra state and it should be noted that the work may not represent some areas in the local government and not all people during the course of the research exercise will cooperate, hence the research is bound to experience limitation.
1.8 DEFINITIONS OF TERMS
Marriage: It is a legal valid, traditional or the normal procedure of relationship which binds the husband and wife.
Social welfare service: A system that is organized by the government to help people who have financial problem by given advice or assistance.
Psychological: Having to do with the mind and emotions of the individual.
Family: A group that consist mainly of the father, mother and students. The purpose of this study is to carry out research on possible causes of broken home and its consequences on the educational prosperity of students of science in Awka south local government of Anambra state. This is with a view to suggest ways of minimizing and overcoming the problem.
As known by all educators, the home play very significant role in student personality formation and socialization, broken homes are identified as one of the factor that undermined the socialization process at home, which consequently affect the performance of student. If the concern of education, science education in particular is to look after socialization process of the student as well as his intellectual development, then this research work would be of great importance to parents and educators that absence of one or both of the parent affect students educational carrier be it medicine, engineering, chemistry, physics and the likes, in the field of education and family life to come with solution of ensuring stability in the homes for the betterment of growing students and the society at large.
MARITAL CONFLICT: “Marital conflict arises between the two courting members of a marriage on a range of issues.” It is also the process of conflict arising between the two parties in a marriage, which can indicate sexual disagreement, student minding differences, temperamental differences and even religious conflict of interests.
Conflict. I follow Hocker & Wilmot (1978) by defining conflict as:
“An expressed struggle between at least two independent parties, who perceive incompatible goals, scarce rewards, and interference from the other party in achieving their goals. They are in a position of opposition in conjunction with cooperation” (p. 9).
This definition, although there are many more, allows for a variety of conflict situations to be applied and does not limit the scope of research.
Marital satisfaction. Mitchell & Boster (1998) explain marital satisfaction as the level of positive feelings felt by a married individual with regard to the couple’s communication level, how well conflicts are resolved and how problems are navigated. Marital satisfaction exists on a continuum (from highly unsatisfied to highly satisfied) and is dependent upon the climate within the relationship.
Marriage. Although various religious definitions of marriage exist, a marriage is defined in this paper as a heterosexual couple who frequently communicate with one another, do not have intimate relations with anyone outside of the dyad and are recognized as married by the state in which they reside (a marriage license) (Hanzal & Segrin, 2009; Mitchell & Boster, 1998). Marital conflict is not just a difference of opinion. Rather, it is a series of events that have been poorly handled so as to deeply damage the marriage relationship. Marriage issues have festered to the point that stubbornness, pride, anger, hurt and bitterness prevent effective marriage communication.
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