Home Background Research Articles

Overview of Student’s Mental Health with Broken Home Background

The purpose of this study was to determine the mental health of students from broken home backgrounds. The method used in this study was qualitative descriptive research with a total population of class VII A-C of 105 students and a sample of 6 students. The results of the study showed that disharmonious, unstable, messy family conditions (broken home) can cause the development of unhealthy personalities in children. The form of mental health in question includes aspects of emotion, responsibility and sociability of children. Students admitted that they had vented their emotions on objects around them and even experienced trauma due to physical violence when dealing with their mothers so that the students decided to work after school. In addition, students also felt depressed and considered a burden on the family so that every problem they faced only chose to keep to themselves so that it had a bad impact on their academics, so that serious handling was needed such as providing counseling guidance.

Parental Involvement and Home Background as Determinants of Students' Interest in Islamic Studies in Oyo North, Oyo State, Nigeria

The study aimed to examine the relationship between parental involvement and students' moral decadence among 1,400 SSS 2 Islamic Studies students in 9 Local Government Areas in Oyo North. Inadequate parental involvement and poor home backgrounds have been reported as factors responsible for moral decadence among youths. The study examined parental involvement and home background as determinants of moral decadence among senior secondary school students in Oyo North of Oyo state. Specifically, the study seeks to: examine parental involvement as a determinant of moral decadence among students in Oyo North of Oyo State. Two research questions with corresponding hypotheses were tested at a 0.05 level of significance. A descriptive research design of correlation was used. A structured questionnaire was used to collect data while the research hypotheses were analyzed using Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis. The paper showed that there is a significant relationship between parental home background and students’ moral decadence (Chi. 127.55; p.<0.05). The study found that high parental involvement significantly reduces moral decadence among students in Oyo North, Oyo State. It also found that a good parental home background decreases this phenomenon. The study recommends parents improve their involvement in moral teaching, monitor their children's friends, communicate frequently, and serve as role models. It also suggests that parents should maintain a stable household and limit the number of children they can train properly to prevent moral decadence. This approach could help reduce or prevent moral decadence among students in Oyo North.

Influence of Environment on Academic Performance of Senior Secondary School Biology Students in Owerri Municipal Council of Imo State

The influence of environment in which students generally and specifically science students study on their academic performance is the main concern of this study. Biology, both as a subject and a discipline is a natural environment friendly endeavour. The environment of its study by students is very crucial. The objectives of the study included examining the influence of school location, security of school environment, home background of the students and cleanliness of the school on secondary school student’s performance in Biology. The sample size was six hundred and thirty-five (635) students (10% of the population) selected from five secondary schools out of the ten public schools. From the results, it was that concluded all the environmental factors considered in the study influenced the academic performance of Biology students in Owerri Municipal. It is recommended that all stakeholders in biology education of students should encourage and facilitate stronger partnerships between schools and home to ensure that everyone participates actively in and support students’ academic endeavors in biology through ensuring a healthy and secure school environment.

Cyberbullying Terhadap Kesehatan Mental Remaja Wanita Dengan Latar Belakang Broken Home

Cyberbullying is a form of bullying that occurs in cyberspace and can have a negative impact on the mental health of victims. This study aims to analyze the effect of cyberbullying on the mental health of female adolescents who have a broken home background. The research method used is qualitative with a case study approach. Data were obtained through in-depth interviews and observations of ten female adolescents who met the criteria. The results showed that female adolescents with a broken home background are more vulnerable to experiencing mental health disorders due to cyberbullying, including anxiety, depression, and decreased self-esteem. Factors such as lack of emotional support from family and instability of the home environment contribute to this vulnerability.

Factors That Influence Students Learning Styles in Mathematics at Ullo Senior High School in the Jirapa Municipality, Ghana

This study sought to investigate the factors that influence students' learning styles in mathematics at Ullo Senior High School. The study hinged on the positivist philosophy and adopted the descriptive survey design. The school was purposively sampled for the study because of the persistent poor performance of the students. Simple random sampling was used to select 82 from two students who were given questionnaires to be filled out. The data was collected and analysed by means of descriptive statistics (percentage, mean, and standard deviation). Findings from the study revealed that generally, students agreed that their home background, teaching method, interest in or motivation towards mathematics, and classroom management are all factors that influence their learning styles. Another finding was that generally, students disagreed that teaching and learning resources influence their learning styles. It was therefore recommended that mathematics teachers at Ullo Senior High School should strive to create a conducive environment to meet the diverse learning needs of their students

Exogenous Causes of Misbehavior in Zimbabwean Primary Schools: A Concern of Stakeholders

Misbehaviour is one of the major problems that is rampant in primary schools and hinders the academic performance of most learners hence a concern for all stakeholders. The major purpose of this study was to find out the causes of misbehaviour at primary school level in Zimbabwe, particularly in Makonde District. The focus of the research was on how factors such as parenting styles and sociocultural factors exacerbate misbehaviour in primary schools getting insights from Bandura’s Social learning theory, Bronfenbrenner’s Ecological systems and Baumrind’s Parenting styles as well as Tafjel’s Social identity theory. The research adopted a mixed approach involving the interpretive research paradigm which hinges the qualitative research approach. The descriptive survey research design was employed to study purposively sampled two (2) head teachers, ten (10) teachers and twenty (20) learners from two (2) primary schools. Data were collected using interviews, observations and document analysis. The study revealed that misbehaviour is due to poor parenting, peer pressure, influence from mass media, permissive school environments, drug abuse, poor home background and the anti-social environments where learners live. The study also revealed that misbehaviour leads to poor academic performance. The researchers recommended for a collaborative effort between teachers and parents and the engagement in guidance and counseling sessions in schools to reduce the rate of misbehaviour amongst primary school learners.

공동체 의식 형성에 대한 잠재적 교육과정으로서 교수방식의 영향

The formation and enhancement of children’s sense of community was specified in the revised curriculum in 2009, and creative experiential activities as well as subjects are being utilized in schools’ intentional plans. However, not all learning occurs through deliberate planning; unintended hidden curriculum may exist. The purpose of this study is to investigate the effect of teachers’ permissive and authoritarian instructional styles based on children’s sense of community as hidden curriculum and the interacting effects of children’s home background and instructional styles. This study set up a research model based on the emergence process o fthe self and mind, i.e., the sense of community presented in Mead's symbolic interaction theory. This study uses longitudinal data from the 4th and 6th grades of elementary school to control the endogeneity of instructional styles measured through children’s responses, and the fixed effect model was applied to increase the possibility of causal explanations. The analysis in this study shows that a teacher’s permissive instructional style significantly improves the child’s sense o fcommunity, and there is a significant interaction effect between a teacher’s permissive instructional style and the child’s social background. However, an authoritarian instructional style was found to significantly reduce a child’s sense of community. The building of children’s sense of community by the teacher’s choice of instructional styles is not perceived by the teacher because it is not intended, and therefore, it can be said to be a hidden curriculum. The results of this study were interpreted based on the symbolic interaction theory.

Efektivitas Bimbingan Konseling Kristen Oleh Guru PAK Pada Peningkatan Motivasi Belajar Siswa Kelas XII Berlatar Belakang Broken Home Di SMK Swasta HKBP Sidikalang Tahun Ajaran 2023/2024

This research aims to determine the implementation and effectiveness of Christian Counseling Guidance provided by Effective Christian Religious Education and Character Teachers in Increasing the Learning Motivation of Class This research uses a semi-case study type of research and uses as informants eight students from broken home backgrounds and Christian Religious Education and Character Teachers. The results of this research show that the process of implementing Christian counseling guidance by PAK teachers starts from: service (attending), empathy, giving advice/encouragement, the final stage provides reinforcement and closes with prayer. Christian counseling guidance is considered effective in increasing the learning motivation of students from broken home backgrounds, this is assessed based on the results of the presentation of the students themselves and the Christian Religious Education and Character Education teachers. Changes in students' motivation began to appear after participating in Christian counseling activities, changes in students' motivation, who previously often daydreamed and did not pay attention to the learning process, are now starting to be enthusiastic about learning, starting to show interest in learning by studying more actively, doing homework/assignments, students who have feelings of worry and fear begins to disappear, they don't give up easily, they are happier and more confident in doing things (independently) and students have a commitment to achieving their goals and hopes in the future.

Bagaimanakah Aktivitas Belajar Siswa Sekolah Dasar Berlatar Belakang Keluarga Broken Home?

The family becomes the first and foremost place of learning for children. But not all families can be a comfortable place to learn for children, especially in broken homes. Many efforts have been made in improving the learning activities of children with broken home backgrounds, but there are still few that describe more deeply related to the learning activities of students from broken home families. The purpose of this study is to describe the learning activities of students with broken home family backgrounds in MI Ma'Arif Sraten. This research method uses a qualitative descriptive approach. Data collection techniques use interviews, observation and documentation. The data obtained were tested for the validity of the data by triangulation techniques, followed by data analysis with data reduction, data display and drawing conclusions. The results of the study showed that broken home family conditions had a negative influence on student learning activities. These influences include visul, oral, listening, writing, and mental activities, and there are impacts caused by broken home family conditions, namely the psychological condition of children who are disturbed and children's educational achievements that have decreased. It can be concluded that students' learning activities are influenced by broken home family conditions.

Gender Stratification and Changing in Gender Expectations: A comparative analysis between coeducational schools and single-sex schools in Erbil

This study explores the impact of coeducational schools on reducing gender inequality by comparing students' perspectives in coeducational and single-sex schools with similar academic levels. Seventh-grade (aged 12,13) and twelfth-grade (aged 17,18) students from three basic and three preparatory schools participate. Qualitative data is gathered through eight focused group interviews with 80 students and analyzed using coding. Quantitative data is collected through questionnaires, including students' perspectives on gender issues and controllable variables related to their home background. SPSS program is used for analysis, employing cross-tabulation and correlation. The study supports the "enlightenment approach" as both types of schools show changes in gender expectations, with twelfth-grade students exhibiting more egalitarian views. Gender inequality in teacher treatment was observed in all selected schools. Preparatory coeducational schools showed better treatment towards girls, while twelfth-grade girls faced inequality in a preparatory single-sex school for girls. Similarly, a significant gender inequality was found in teacher treatment towards boy students in the preparatory school for boys. This indicates that the school somewhat reproduces inequality. In analyzing the questionnaire, gender, age, and school type were compared as independent variables with dependent variables related to students' perspectives. Results showed that girls generally hold more egalitarian perspectives than males, older students are more egalitarian than younger students, and students in coeducational schools are more egalitarian than those in single-sex schools. This suggests that coeducation is a step towards gender equality. Furthermore, a comparison between seventh-grade and twelfth-grade students' perspectives in each selected school revealed changes in gender expectations between these two stages, emphasizing the impact of education on enlightening gender equality. However, when comparing students' perspectives with their home background, the impact of the school becomes less apparent. Despite the influence of school or education on gender expectations, home socialization remains the primary factor in increasing or reducing gender inequality.

Prädiktoren des schulischen Wohlbefindens während der COVID-19 Pandemie. Empirische Befunde einer Befragung von Kindern und Jugendlichen in zwei deutschen Großstädten

ZusammenfassungDie während der COVID-19-Pandemie ergriffenen Maßnahmen haben zu tiefgreifenden Veränderungen im schulischen Kontext sowie der Freizeitgestaltung von Kindern und Jugendlichen geführt. In Folge der Schulschließungen und Kontaktbeschränkungen zeigen sich Lernrückstände, aber auch Belastungen der mentalen Gesundheit. Bildungspolitisch werden stark variierende Aufholstrategien avisiert. Osnabrück setzte entsprechend ein datengestütztes Monitoring um, wobei im Juni 2021 und Mai 2022 Online-Befragungen in Form halbstandardisierter Fragebögen durchgeführt wurden („Muntermacher“, zweite Erhebung n = 534). Im Mai 2022 schloss sich Mülheim an der Ruhr an („Schule und Corona“, n = 995). Es wird anhand hierarchisch-linearer Regressionsmodelle untersucht, wie sich das schulische Wohlbefinden von Kindern und Jugendlichen in Osnabrück und Mülheim beschreiben lässt und welche Rolle der häusliche Hintergrund, institutionelle Merkmale sowie Indikatoren des Pandemiemanagements spielen. Die Ergebnisse zeigen, dass das schulische Wohlbefinden in beiden Städten hoch ausgeprägt ist. Der wahrgenommene Umgang mit Schulschließungen zeigt sich als signifikant negativer Prädiktor. Die wahrgenommene soziale Unterstützung zu Hause hat in beiden Städten einen positiven Einfluss. Auch die Bereitschaft, sich bei Problemen an die Klassenlehrkraft zu wenden, steht in Mülheim in einem positiven Zusammenhang mit dem schulischen Wohlbefinden. Die Relevanz individueller, häuslicher und schulischer Ressourcen unterscheidet sich teils regional. Die Befunde verdeutlichen, dass die Folgen der Pandemie nicht einseitig betrachtet werden dürfen und institutionelle Unterstützung evidenzbasiert sowie lösungsorientiert auf regionaler Ebene gewährleistet werden muss.

Managing Broken Home Students' Emotions Using Reality Counseling Metaphor Techniques

One of the integral aspects of being human is emotion, especially when adapting to a new environment. Poor anger management can prevent people from getting to know themselves and socializing with others. This study was conducted to understand the effectiveness of reality counseling metaphor techniques to improve the emotional management of broken home students in SMA Kabupaten Malang. The research design used was single-subject design, A-B-A design with 3 students with broken home backgrounds as research subjects and poor emotional management based on questionnaire results. The instruments used are questionnaires, observations, and metaphorical reality counseling techniques. The results showed that the initial score obtained the average sum of each aspect, indicating a high level of emotion. After being given counseling treatment, the reality of the counselor's situation metaphorical technique showed an improvement in managing emotions. The presence of a line chart to manage emotions. The results of this study showed that reality counseling with metaphorical techniques effectively improved the emotional management of broken home students. In addition, this study was considered successful because the level of change that occurred after receiving the intervention showed a better attitude, in other words, the treatment given was effective which could reduce the emotional feelings of broken-home students.

Using Bourdieu's theory of cultural reproduction to examine English language learning: A multilevel study in three lower- and middle-income countries

This study examines the determinants of the gaps in learning outcomes of students in three lower- and middle-income countries (LMICs) – Ethiopia, India, and Vietnam. We examined the extent to which English language performance relates to Bourdieu's theory of cultural reproduction, using the Young Lives international school survey data in the three countries. We employed a three-level multilevel model, to investigate variables at the individual, classroom and school levels that may influence English language skills of students. We find that differences in English test performance are attributable to both home background and school factors in all three contexts. Within countries, we find evidence of a high degree of variation in the English test scores of students between schools, indicating the importance of schooling quality and school characteristics for the development of English language skills. We conclude that the process of cultural reproduction through schooling is different for each country, with school-level factors found to reinforce social stratification in countries that are less equitable. This study provides a robust quantitative contribution to the literature base on English language learning in LMICs, where large-scale cross-country comparisons are relatively uncommon due to a relative lack of suitable data. The results and recommendations would be of interest to education stakeholders within LMIC contexts.

Learning Motivation of Students with a Background Behind Broken Home at SMA Negeri 1 Geringging River

This study aims to determine (1) the learning motivation of students is seen from the intrinsic factors with a broken home background (2) The students' learning motivation is seen from the extrinsic factors with a broken home background. This type of research is qualitative research. The data collection method used is interviews. The subjects of this study were JS and DV. while the additional informants are MS, FS, and SD. This data collection technique uses triangulation including method triangulation, inter-researcher triangulation, data source triangulation and theoretical triangulation. Meanwhile, to obtain valid data, this research was conducted by data triangulation. Triangulation is a technique of checking the validity of data by utilizing something outside the data. The results showed that. The results of the study show that: first, students do not get good encouragement from parents, do not provide encouragement and complement the needs of children so that children are enthusiastic and motivated to learn. Second, students have not been able to determine the ideals that exist within themselves. Third, the motivation of students in learning so far, students do not get support and support from parents. Fourth, students do not really care about teaching and learning activities. Fifth, children's learning environment is not conducive, this is because parents are indifferent and never provide facilities to children

Does the material well-being at schools successfully compensate for socioeconomic disadvantages? Analysis of resilient schools in Sweden

BackgroundA variety of studies point to a deterioration of educational equity in Sweden and increasing school segregation with respect to achievement and socioeconomic composition. Some schools are resilient to socioeconomic disadvantages in their student body and demonstrate high levels of achievement. However, little attention has been given to these resilient schools. Material well-being, as one important dimension of student well-being, comprises the student’s home background and school resources. The relationship between home background and achievement is well-established but less literature includes school-level factors of material well-being. In comparing the material well-being at resilient, non-resilient, and more advantaged schools, this study aims at detecting possible patterns that may provide crucial information as to why some schools succeed better in compensating for disadvantages.MethodsUsing Swedish data from the Programme for International Student Assessment (PISA) from 2000 to 2018, the shares of resilient, non-resilient, and more advantaged school groups with different achievement levels were identified by using aggregated achievement and socioeconomic background measures. Making use of a well-being framework specifically designed for PISA data, the school groups were compared regarding their material well-being as measured by the perceived shortage of material resources and teachers, the percentage of teachers fully certified, the availability of computers, and extracurricular activities. This comparison of school groups was computed using the nonparametric Kruskal-Wallis test and a Bonferroni-adjusted pairwise comparison.ResultsThe shares of resilient schools decreased considerably from 14% in 2000 to 3% in 2015. Yet, the comparison of the material well-being at resilient and other school groups led to mostly non-significant results. Overall, disadvantaged schools reported higher teacher shortages than advantaged schools, which indicates the need for a more compensatory allocation of (human) resources.ConclusionsThe study concluded that the landscape of resilient schools is under continuous change. As no patterns of significant differences between resilient and other school groups were found, the study shows no indication that the material well-being at school compensates for disadvantages in a school’s student body. The findings call for further research regarding changes in the presence of resilient schools and their possible relationship with school material well-being.

Meningkatkan Motivasi Belajar Anak Pada Keluarga Yang Mengalami Perceraian (Broken Home)

Learning motivation is a psychological condition that encourages a person to carry out learning activities. Motivation is one of the important factors that affect learning and learning outcomes, but the strength and weakness of a person's motivation is different, it is influenced by several factors such as ideals, student conditions, environmental conditions. From this motivation will encourage a child to continue to learn in order to achieve the expected goals, namely achievement in learning. The purpose of this study was to describe the learning motivation of children with a broken home background and the factors that influence it. This research was held at the Child Care Community (KOPA) Medan City. In the context of activities PKL I mini-project. The data collection method in this study used observation and in-depth interviews with the subject in question. The results showed that the subject of AI had poor learning motivation, as evidenced by the low motivational aspects of AI learning. This is evident from the low level of Navy attendance at schools. The truant behavior carried out by the Navy is caused by internal factors and external factors from the Navy itself. External factors that make the reason for AL skipping classes are subjects that they are not interested in or do not like. While the internal factor is from the Navy itself. Low motivation Also encouragement from family is one of the strongest internal factors that makes AL often skip school. The purpose of this program is stated to be achieved, this can be seen from the growth of learning motivation in order to increase the enthusiasm for learning and also increase the confidence of the client.

Factors Influencing Students’ Academic Performance in Junior Secondary Schools in Maun, Botswana

Students’ academic performance is determined by certain intrinsic and extrinsic attributes, which are shrouded in their stages of development. The focus of this study was, therefore, to analyse factors influencing students’ performance in two randomly selected junior secondary schools in Maun, Botswana. Guided by McClelland’s motivational theory, a multi-stage sampling procedure was used to select a sample of 124 students. Demographic/socioeconomic data were obtained from the students in the study area through the use of questionnaires. Data were analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (including mean and standard deviation) were used to summarise the data while Cramer’s V, Pearson product-moment correlation, multiple linear regression, and one-way analysis of variance (ANOVA) were employed to determine the relationships between explanatory variables and students’ academic performance. Results revealed that students’ academic performance is affected by both home background (e.g. family size) as well as the school environment (e.g. class size), including their study habits. The study recommends that teachers’ self-efficacy, more parental involvement, and improved government policies in educational development are critical for the attainment of high-quality education in Botswana.

Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources

In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.

Corruption and Its Effect on the Standard of Vocational Business Education in Nigeria

This paper focused on corruption and its effect on the standard of vocational Business Education in Nigeria. Corruption as reviewed in this paper is any act/practice that violates lay down rules and regulations or ethics in academic environment with the aim of circumventing due process and favoring an individual or group of individuals (student) for personal monetary or material benefits. Corruption in Business Education is totally condemned in this paper. Different forms of corruptions in Business Education were identified to include bribery/sorting (money), sexual harassment, falsification of records, and admission malpractice among others. There was an established relationship between corruption and the poor state of academic standard in Nigeria. Besides, different causes of corruption were identified to include; poverty, unemployment, low wage, weak government institutions, poor entry qualification by student and lecturer, poor study habits and students’ home background factors. The effects of corruptions on Business Education standard were as well identified and recommendations were made to tackle the menace as well curbing or minimizing its recurrence in order to restore sanity in the programme and raise the standard. Keywords: Corruption and Vocational Business Education DOI: 10.7176/JEP/13-9-06 Publication date: March 31 st 2022

Family Background as an Indicator of Students’ Academic Achievement in Science Subjects among High School Students in Nigeria

Research has shown that students’ home background is a major factor to consider when assessing students’ learning outcome in science subjects among high school students. This paper therefore investigates how family background determines students’ academic achievement in science among high school students in southeast Nigeria. Among the three research questions raised by the study, the main one is- how does family background influence students’ academic achievement in science subjects among high school students in Southeast Nigeria? A total N=220 randomly selected from a population of science students in senior secondary schools in southeast Nigeria formed the sample size. Student’s survey questionnaire (SSQ) on a 5-point Likert scale was used as an instrument for data collection. A quantitative research design was adopted while the collected data was descriptively measured to establish the association between the two variables. The result shows that students whose parents acquired better education and higher income levels would positively support their children’s education in science subjects compared to those with lower education and income. The study concludes that the learning outcome of students in science subjects are pre-determined by the kind of family background they have, this indicates that the socio-economic status (SES) of parents is a key determinant of students’ academic achievement in science subjects in Southeast Nigeria. Keywords: Family Background: Socio-Economic Status: Parents’ Education: Parents’ Employment Status: Academic Performance.