INFLUENCE OF BROKEN HOME ON STUDENTS’ ACADEMIC ACHIEVEMENT MOTIVATION AS PERCEIVED BY SECONDARY SCHOOL TEACHERS IN ILORIN METROPOLIS

This study examined the influence of broken homes on Students’ Academic Achievement Motivation as perceived by secondary school teachers in Ilorin Metropolis. The moderating variables considered are gender, years of experience and educational attainment. A descriptive survey research design was used to carry out this study. The population for this study consisted of all secondary school teachers from both public and private schools in Ilorin Metropolis. A sample size of two hundred (200) participants was selected using a purposive sampling technique. The research instrument used was a self-designed instrument titled “Influence of Broken Home on Students’ Academic Achievement Motivation Questionnaire (IBHAPQ)”. One research question and three research hypotheses were raised and tested for this study. The data obtained for the study were analyzed using percentages, mean and rank order for demographic data and research question respectively. The hypotheses formulated were tested using t-test and Analysis of Variance (ANOVA). All the hypotheses were tested at 0.05 alpha level of significance. The findings of the study revealed that there were no significant differences in the influence of broken home on Students’ Academic Achievement Motivation as perceived by secondary school teachers on the basis of gender, years of experience and educational attainment. It is therefore recommended that: School administrators and curriculum planners should adopt the measures found to use in this study as ways of improving academic achievement among secondary school students.  School teachers should pay special attention to the challenges faced by secondary school students from broken homes with the aim of assisting them to overcome such problems. Counsellors should introduce effective guidance programmes to help students from broken homes, children raised by single parents and parents who do not pay adequate attention to their children education and those children experiencing challenges in school.