ACADEMIC CONSEQUENCES BROKEN HOMES AMONG SECONDARY SCHOOL STUDENTS IN DUTSIN-MA LOCAL GOVERNMENT AREA, KATSINA STATE.

This study examined the academic consequences of broken homes on secondary school students in Dutsin-Ma Local Government Area, Katsina State, Nigeria. The main objective was to determine the extent to which broken homes impact students’ academic achievement. A descriptive survey design was adopted, and a total of 320 respondents were selected from four (13) secondary schools within the study area. Data were collected using structured questionnaires and analyzed using simple percentages and frequency tables. Findings revealed that 62% of students from broken homes experience academic challenges compared to 38% from stable homes who perform relatively better. Also, 71% of the respondents acknowledged emotional stress as a major factor affecting their academic performance, while 55% lacked adequate parental support for their studies. The study further showed that 48% of the affected students believed their home background negatively influenced their classroom behavior and concentration. The study concluded that broken homes significantly hinder the academic progress of secondary school students. It recommended increased guidance and counselling services, enhanced parental involvement regardless of marital status, and support programs within schools to address emotional and academic challenges faced by students from broken homes.