Influence of Family Violence on Academic Performance of Secondary School Students
DOI:
https://doi.org/10.52963/PERR_Biruni_V14.N3.03Keywords:
Family Violence, Academic Performance, Secondary schoolAbstract
This study investigated influence of family violence on the academic performance of secondary school students in Etung-Obubura constituency, Cross River State, Nigeria. The study adopted the descriptive survey design of the ex-post facto approach. Four towns were selected from the constituency using simple random technique. Ten secondary schools (5 in Etung and 5 in Obubura) were randomly selected with family violence as stratum. Approximately Twenty-six to Twenty-seven students (earlier identified in a previous visit) were randomly selected. In all three hundred (300) students constituted the study sample. Two research instruments (Family Violence Questionnaire (FVQ)) and students’ first term examination scores in English and Mathematics) provided data for the study. Results demonstrated a significant difference in the academic performance of students from violent and non-violent families respectively for English Language and Mathematics with a p-value of less than .05); male and female students (t-value of 5.69 and 4.46 with a p-value of less than 0.05 respectively); and students exposed to high and low intensity of violence (t-value of 5.03 and 5.12 respectively with a p-value of less than .05). The study recommended the need for cohesion among parents and entirely members of the family.
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