Examining How Broken Homes Affect the Academic Performance of Students in Cape Coast Metropolis, Ghana

Abstract

This study examines the impact of broken homes on the academic performance of Junior High School students in Cape Coast Metropolis, Ghana. Employing a descriptive research design, data were collected via self-administered questionnaires from a randomly selected sample of 89 students at University Junior High School. The study identified various types of broken homes, including divorced or separated parents, single-parent households, guardianship arrangements, and frequent household changes, and explored their influence on students’ academic focus and achievement. Findings reveal that broken home situations often lead to emotional distress, financial worries, and reduced academic concentration, contributing to declines in performance. Parental involvement was found to be a mitigating factor, while school support resources were perceived as inadequate. Based on these findings, recommendations urge educational stakeholders to conduct systematic surveys, enhance counselling services, and foster collaborations among teachers, parents, and psychologists to support students from broken homes. Future studies should expand sample sizes, incorporate mixed methods, and explore socioeconomic and coping factors that influence academic resilience