ACADEMIC PERFORMANCE AND ACTIVENESS OF STUDENTS HAVING A BROKEN FAMILY AND A

COMPLETE FAMILY

Introduction
Education is often regarded as the cornerstone of personal and societal development, serving as
a vehicle for upward mobility and improved quality of life. Within the context of education, students'
academic performance and their level of activeness in school are key indicators of their engagement with
the learning process and their potential for future success. However, the extent to which family structure
influences these academic and behavioral outcomes remains a subject of ongoing research and debate.
This study seeks to explore the relationship between family structure and students' academic
performance and activeness, focusing on the comparison between students from broken families and
those from complete families.

Existing Literature
Numerous studies have been conducted globally on the influence of family structure on
children’s academic performance. Some research suggests that children from broken families often face
more challenges academically. However, other studies argue that it’s not the family structure, but the
associated socio-economic factors that affect the child’s academic performance.

Relevance to Local and Global Context

The relevance of this research extends beyond academic curiosity; it touches upon real-world
implications for individuals, families, communities, and society at large. In the global context, family
structures are diverse and dynamic, with changing societal norms, increased divorce rates, and varying
cultural attitudes toward family life. Understanding how different family structures impact students'
academic performance and activeness is crucial in addressing the needs of a rapidly evolving and
interconnected world.
In the local context, this research is particularly pertinent in regions where family dynamics are
shifting and where educational disparities are evident among students from different family
backgrounds. For instance, in many Western countries, broken families have become increasingly
common, leading to concerns about the well-being of children growing up in such households.
Conversely, in some non-Western societies, the prevalence of broken families may differ, but the impact
on children's education remains a pressing concern.

Critical Background/Contextual Information

The family structure is a fundamental aspect of human society, and its influence on individuals'
lives is profound. Children's experiences within their families shape their emotional, cognitive, and social
development. Family breakdown, whether due to divorce, separation, or other factors, can disrupt the
stability and support systems that are crucial for a child's growth and well-being. Academic performance
and activeness in school are key domains where the effects of family structure may manifest.
 Students from broken families often face unique challenges, including emotional distress,
changes in living arrangements, and potential conflicts between parents. These challenges can create a
context where academic achievement and school engagement become more complex issues to address.
Conversely, students from complete families typically benefit from the presence of both biological
parents, who can provide emotional and financial support, as well as a stable home environment that
fosters educational success.

Urgent Need to Solve the Problem

The urgent need to investigate the relationship between family structure and students' academic
performance and activeness arises from several compelling reasons. First, the consequences of academic
underachievement and disengagement can be far-reaching, affecting not only individual students but
also society as a whole. Students who struggle academically are at a higher risk of dropout,
unemployment, and involvement in delinquent behavior. This, in turn, can place a burden on social
services, criminal justice systems, and the overall economy.
Second, as mentioned earlier, family structures are changing globally, and more children are
growing up in broken families. Addressing the unique challenges faced by these students is essential for
ensuring their future success and well-being. By identifying the factors that mediate or mitigate the
impact of family structure, educators and policymakers can develop targeted interventions to support
these students.

Research Gaps
While existing research provides valuable insights, there is a lack of studies comparing the academic
performance and activeness between these two groups within the same socio-economic bracket.
Moreover, most studies focus on academic performance, with less attention given to student activeness.

Research Goals and Objectives

This research aims to fill these gaps by comparing the academic performance and activeness of
students from broken families and complete families within similar socio-economic conditions. The
objectives are:
To examine if there is a significant difference in the academic performance between these two groups.
To explore if student activeness varies between these groups.
By achieving these objectives, this research hopes to provide a more nuanced understanding of
how family structure impacts student outcomes.