1. are relying less on one another for

1. Introduction

1.1Background

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    Divorce is a legal dissolution of marriage
bond. Once the couple decides to divorce, they are free to remarry again.
Academic performance is an accomplishment and achievement of educational
through higher learning principles. This paper describes the impact of divorce
on Childers academic performance among adolescents.

   In Ethiopia there has been the increase in
the rate of divorce. There are two factors influencing the rising of divorce.
The first factor is both men and women are relying less on one another for
economic survival. As women gain status in their work place or on their
businesses, they often want to stand on their own and prefer to control their
lives affair which enables them to be less dependent on their husbands, the heads
of household. Women who are gainfully employed and self-sufficient may be more
willing to dissolve a marriage because they are not perceived as a financially
dependent spouse. Financial stabilities allows for the female head of household
to have more flexibility to exit a broken marriage. Secondly, when both male
and female don’t trust each other and if the male or female start a
relationship with others while they are married. 

  Few children’s suffer untold emotional harm
from divorce, and one consequence affects the education and the life of the
mind. The school year does not have to proceed too far before teachers soon
recognize the symptoms of divorce that reflect children’s performance in the classroom?
Without any first-hand knowledge or being privy to personal information,
teachers soon notice certain signs that alert them to the problem. While this
behavior may affect other students and children from stable homes and other
environment’s, they especially identify the children of divorce. Because the
natural order of home and family have collapsed, the order of the soul, the
emotional life of a child undergoes a stress and strain that express themselves
in attitudes and conduct that resist the discipline imposed by the rigors of
serious learning. 

Children’s
find it hard to concentrate on academic work with attention and diligence
because they experience a deep conflict that gives them a sense of insecurity
and instability. Without peace, harmony, and order in the home, students
struggle to give priority or importance to studies. The anger, fears, and
anxieties of the parents are visited upon the children. Just as sickness limits
a student’s academic achievement, so mental turmoil also imposes a heavy burden
that deprives children of the proper state of mind vital for learning. The mind
require composure and serenity to think, reflect, memorize, and master the
subject matter of study.

Education
requires a sense of wonder, the joy of learning, and a love of life. Divorce
impoverishes children’s sources of happiness and delight and imposes upon them
an oppressive weight of sadness. Divorce profoundly affects the spirit of the
child and empties it of enthusiasm, excitement, and energy. He teacher soon
notices a positively, listlessness, and apathy in these students who tend to do
the minimum, show no intense determination to learn, and show no lively
interest in any of the subjects of the curriculum. Because a home and an intact
family exert a loving influence upon the child, they possess the power to motivate,
exhort, and inspire him to do his best. While it is only natural for children
to desire to please the ones they love, divorce deprives the child of a great
source of happiness and thus reduces his desire to please and do his best. The
joy of a home naturally awakens a love of the true, the good, and te beautiful
than education at its best cultivates.

  The child of divorced appears disoriented and
dis organized. Homeworkoften goes unfinished, essays do meet deadline, missing
work is not completed, and punctuality is not observed. Tardiness and
procrastination appear in multiple forms. As Socrates anPlato teach, if there
is no order in the soul, a person’slife also will lack self-control and self-
discipline. Because the child often lives in two homes or two blended families
and adjusts to two different set of customs and standards, he fails to gain a
clear sense of expectation that two parents with the same ideals and teaching
more easily instill in the young. This state of mind breeds a sense of sloth or
apathy with an attitude of “who cares?” nothing ultimately matters. Whether he
succeeds or fails carries no importance because he does not matter to one of
his parents who is absent from his life. In short, the child of divorce
frequently lacks motivation, passion. Will power, and idealism because of the
great disappointment that afflicts him.

 Few children’s are flexible and adapt well to
change largely due to implementing effective coping strategies, while other
children’s may react in the opposite way. The child may lose confidence, blame
themselves for the break up, and see their parent’s separation or divorce in a
complicated way. The range of feelings that a child may encounter include;
disbelief and denial, sadness, loss, loneliness, depression, anger, anxiety,
fear, relief, and hope. Response to these feelings often results in different
levels of intensity (Smith, 1999). While some students may experience mild
anxiety and sadness, others may feel more intense emotions. Smith (1999), also
found that children’s reaction to their parents’ divorce varies based on the
child’s age. 

1.2
Statement of the problem

   The problem of the study is to explore the
impact of divorce on children’s academic performance. When children’s
experience divorce, they may also experience a significant impact on their
school performance. Wallerstein and Corbin (2005).

   There are many contribution factor that
impact students who have experienced divorce: the age and gender of the student
at the time of the separation, the level of collaboration among the divorced or
separated parents, and the intensity of the conflict within the family. All of
these factors may influence the mental health of the student, and additionally
may influence the student’s academics. Poor attendance, decline in grades, and
inability to concentrate are often warning signs that may show up in the
classroom (Dykeman, 2003).

      Children’s resilience in a one-parent
household is believed to be a significant indication of success in other areas
of their lives, including academics. Similar to a domino-effect, children’s
under emotional heartache and stress at home often have emotions that interfere
with concentration during the school day. Poor school performance often
agitates the parent and the dominos continues to fall as the student loses
self-confidence and experiences decreased performance in school. Students may
face unique challenges of completing homework assignments when organizing their
homework, backpack, and paper work between multiple homes. (Hargreaves, 1991)

 Children’s display problems during a variety
of stages of family determination including times during this alteration
period, either before parental separation, or directly subsequent to a parental
separation. Students will sometimes experience delayed stress responses
occurring years after a divorce in a form of post-traumatic stress. (Hargreaves,
1991)

   When students experience the trauma of
divorce, their emotional state may impact interactions with their classmates.
Students may wish to have alone-time to reflect and think about life at home.
Other students may choose one or two close friend with whom they can identify
and with whom they trust to talk to about the divorce. The level of motivation,
focus, and emotion may be an indicator in how they are reacting to the divorcee
that is influencing their lives(Hargreaves, 1991).

1.3Research
questions (general and specific objects)

General
objective

-The
general objective is to see the impact of divorce on children’s academic
performance.

Specific
objective

-is
there a difference on academic achievement (score) between children of divorced
parents and undivorced parents?

  -Do they
decide which side they want to live with?

  -Do they
experience stress, and do they always want to be alone or want to have more
friend, or communicate with all?

2.
Methodology

2.1
Research design

  For this study a survey method and
correlation is preferable, that is aimed at collecting data for the purpose of
interesting and knowing the impact of divorcee on children’s academic
performance.

2.2
Population and sampling

   The study will be conducted in Addis Ababa.
In the school of Bright Future secondary school found around Bulbula. The
reason for choosing this school is because I use to learn their and it also has
students from grade (1-12).

   The sample group of this study will be from
age (12-19). It include both male students and female students found in the
school. The sampling method that is appropriate for this study is purposive and
simple random sampling. Purposive sampling was used to select the students from
divorced families out of the total population of the students from the selected
secondary school, while 20 from divorced families will be randomly chosen from
the school, and 100 from undivorced families will be randomly selected from the
total student.

 

2.3
Data collection instruments

   The instruments used for this study will be
questionnaires. The questionnaires was designed by researcher to seek
information from the students of divorced families. The data of students will
be requiring, age of respondents, class and gender. The questionnaires will be
constructed by considering the research questions and hypotheses raised for the
study. Each column will be provided with question items to give the best
felling of the respondent on the 4 point likert scale i.e. strongly agreed,
agreed, strongly disagreed, and disagreed. The scale will be scored as follows;
strongly agree=4, agree=3, disagree=2, strongly disagree=1.

2.4
Data collection procedure

   First ask the teachers to help me get a
support letter from the department of psychology, a letter which will help too
conduct the research to the school that was selected. Which is Bright Future
School (BFS). After getting a permission and support letter from the head
department. Go to the school and ask another permission to inter to the school.
After the permission is accepted then directly go to the school director office
and talk to him about the research and show him the support letter and describe
a little about my research work, also who my target participant are. Finally
the participant’s will be selected and will be given an orientation about the
study and its purpose also about the question which is going to be filled and
also inform them to fill the question properly. After the data is collected I
will thank the students for filling the questioner’s paper and the director for
allowing me to do the research paper.

2.5
Data analysis

  In this study after all the appropriate
data’s are collected, statistical tools will be used such as Analysis of
variance (ANOVA). It helps to analyze the difference among divorce and academic
performance. And the other way of statistical analysis will be used in this
study is correlational method, which helps to compare the divorced family and
undivorced family.

2.6Ethical
consideration

   It can be specified as one of the most
important parts of the research. Dissertations may even be doomed to failure if
this part is missing.

 Research participants will not be subjected to
harm in any ways.

 Respect for the dignity of research
participant will be prioritized.

 Any deception or exaggeration about the aims
and objectives of the research will be avoided.

 Affiliations in any forms, sources of funding,
as well as any possible conflicts of interests    have to be declared.

 Any type of communication in relation to the
research will be done with honesty and transparency.

 Any type of misleading information, as well as
representation of primary data findings in a biased way will be avoided.