ASSRJ-10194.pdf

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Advances in Social Sciences Research Journal – Vol. 8, No. 5

Publication Date: May 25, 2021

DOI:10.14738/assrj.85.10194.

Okite, A. S. (2021). The Effects of Domestic Violence on the Academic Performance of Pupils: A Case Study of Primary Schools in

Laroo Division, Gulu Municipality. Advances in Social Sciences Research Journal, 8(5). 357-389.

Services for Science and Education – United Kingdom

The Effects of Domestic Violence on the Academic Performance of

Pupils: A Case Study of Primary Schools in Laroo Division, Gulu

Municipality

Apio Sarah Okite

Faculty of Management Sciences, Lira University

ABSTRACT

Study findings on the effects of domestic violence on academic performance have

shown that individual academic performance levels are affected by a host of factors

outside of the classroom including home environments. A cross-sectional study

design was adopted where both qualitative and quantitative research approaches

were used. Three schools out of 08 and a total of 42 respondents were sampled

purposively or randomly to constitute study samples. Questionnaire and interview

methods were used to collect primary and secondary data. Quantitative data were

analyzed using SPSS V16 while content analysis was used for the qualitative data. A

total of 50% of the respondents who are the majority said less concentration span

is the effect of domestic violence on the school attendance. The study reveals that

majority of the pupils identified to be affected by domestic violence are isolated,

depressed and violent as indicated by 58% which affects their class participation.

71% of the respondents said the school performance of pupils deteriorates. The

study reveals that 60% of the respondents said poverty is the major cause of high

drop out among pupils. It was concluded that high rate of poverty and drunkardness

is the major cause of domestic violence and greatly affects the academic

performance. It was recommended that the Government should pass ordnances on

alcoholism as to reduce on the rate of domestic violence and improve academic

performance of pupils from affected families.

Keywords:

Domestic relating to the running of a home or to family relations

Violence violence is the use of physical force so as to injure, abuse,

damage, or destroy.

Domestic violence violent or aggressive behaviour within the home, typically

involving the violent abuse of a spouse or partner

Academic relating to education and scholarship

Performance the action or process of performing a task or function

Academic performance: the measurement of student achievement across various

academic subjects

CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

Introduction

Individual academic performance levels are affected by a host of factors outside of the

classroom including home environments (Ramez, Widom, Browne, Fergusson, Webb &Sinow,

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 5, May-2021

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2009). Just as positive home environments of children can enrich their school experiences,

negative environments can have a detrimental impact on both students' academic performance

and their classroom behavior. Ramez, et al. (2009) noted that one of the most potentially

damaging of these environmental factors is domestic violence. Taylor and Steward (2011)

define domestic violence as any recent act or failure to act on the part of a parent or caretaker

which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or an

act or failure to act which presents an imminent risk of serious harm. While child abuse may

take many forms (e.g. sibling abuse, medical neglect, educational neglect), it is typically

categorized into four domains: physical abuse, sexual abuse, psychological or emotional abuse

and neglect. This chapter entails the background of the study which is the summary of the

literature review, statement of the problem, purpose of the study, objectives of the study,

research questions, and significance of the study.

Background of the study

Education is a powerful tool which is directly linked to poverty eradication, economic growth,

social well-being and transmission of cultural and moral values Bornshier and Herkenrath

(2005). This prepares the child for adult life in a free society. Education is linked to a range of

issues like (Rasheed and UNESCO, 2000), societal stability, gender equality, healthcare and

employment. This implies that all children have a right to education as stated in article number

twenty eight (28) of the Convention on the right of children (UNICEF, 2003). Cultural and moral

values can be transmitted via formal education that assists an individual be guided to make

reasonable and informed decisions in a responsible manner and to co-exist with others in the

society.

According to Crosson (2008), Domestic Violence comes in many forms, physical aggression or

assault (hitting, kicking, biting, shoving, restraining, slapping, throwing objects, beating up,

etc.), sexual abuse (domineering or controlling, intimidation, stalking, neglect, etc)l, emotional

and mental. In America, every year more than 3 million reports of child abuse were reported

(UNICEF, 2013). The United States had one of the worst records among industrialized nations

– losing on average between four and seven children every day to physical aggression and

neglect. Domestic violence can have many repercussions in a child’s life, including impeding

their growth and development. Unfortunately, the impact of domestic violence can last a

lifetime. One of the most critical consequences of chronic violence is how it impacts on a child’s

academic performance in school and interferes with the foundation a child needs to be

successful throughout his or her school career. Children who face aggression and neglect tend

to score lower than the general population on measures of cognitive capacity, language

development, and academic achievement.

Turton (2008) on a study in New York found a relationship between domestic violence and

poor academic performance and classroom functioning for school age children. Fusco &

Fantuzzo (2009), exposure to violent home and community environments, as well as injury due

to violence, contribute to both reduced academic progress and increased disruptive or

unfocused classroom behavior for children, adolescents, and teenagers. It is estimated that

between 10 and 20% of children in the United States are exposed to domestic violence annually

(Carlson, 2010) and are physically injured.

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Okite, A. S. (2021). The Effects of Domestic Violence on the Academic Performance of Pupils: A Case Study of Primary Schools in Laroo Division,

Gulu Municipality. Advances in Social Sciences Research Journal, 8(5). 357-389.

URL: http://dx.doi.org/10.14738/assrj.85.10194

The extent and magnitude of domestic violence cannot be precisely measured because there

are many cases whereby victims fail to report thus making this vice an interpersonal and family

secret. Violence between spouses has far reaching consequences on children. Besides the scene

of violence being traumatic, the children may suffer short term as well as long term emotional

imbalances, which not only affect their behavior and academic performance in school but may

also adversely affect their social and interpersonal relationships. These children may end up

being abusers themselves in what can be seen as continuity hypothesis. Children who witness

violence between their parents often develop many of the same behavioral and psychological

problems as children who are themselves abused. (Tony, 2005).

Domestic violence according to Wikipedia (2004) is a problem as in many parts of Africa. There

is a deep cultural belief in Uganda that it is socially acceptable to hit a woman to discipline a

spouse.

In East Africa, Domestic Violence has been reported widely. The East African countries, Kenya,

Uganda and Tanzania had documented cases of domestic violence in most communities

including harmful cultural practices like child battery, domestic fights and violent games which

had adverse effects on children. In Kenya, quite a number of cases are recorded in the provincial

administration offices with complaints of domestic violence (UN, 2005). Children have been

victims of such violence. School attendance among children who face domestic violence

children lowers due to socioeconomic needs. The regular schools are not meeting the

educational needs of these groups of children. A mixture of challenges such as anxiety, grief,

trauma, depression, stigma and discrimination makes abused and vulnerable children

educational needs exceptional (Kindiki, 2009).

According to the United Nations Development Fund for Women (UNDFW), domestic violence

in Uganda has revealed high figures as indicated in a survey report (2007). Among the findings

was that 41% of the women have been sexually abused, 61% of the women have been physically

abused one time or several times as adults and that the peak period for sexual and physical

abuse is between 21 and 30 years of age. Thus, the possible implication of this is that the

children who witness violence between their parents are more able to express their fear and

anxieties regarding their parents’ behaviors. They therefore can exhibit difficulties with school

work including poor academic performance, not wanting to go school and difficulties in

concentration (Wexler, 2010). Similarly, Raphaela (2005) affirms such children as constantly

fighting with peers, rebelling against adult instructions and authority and being unwilling to do

school work.

According to the domestic act, 2010 (section iii), Violence includes physical, sexual and

psychological violence that occurs in private and public spheres. It also includes violence that

is perpetrated or condoned by the state or argents regardless of where it happens. The

occurrences are highly recorded in the Northern part of the country compared to the western,

eastern and least cases from central part of Uganda. In line with this, police in Gulu say there is

a sharp rise in the number of domestic violence cases in the district. The Community Liaison

Officer at Gulu Central Police Station, Johnson Kilama, says that from January to July 2014, 450

cases of domestic violence were reported to the police. He says only 512 cases of domestic

violence were reported in Gulu for the whole of 2005. Of the 450 cases reported this year, 148

involved child neglect. The rest were related to wife beating, abuse and abandonment. Kilama

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 5, May-2021

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says that despite the high number of cases reported, there are many families that are being

abused that never alert the police of their situations. He says his office is actively advising

women living under oppression to report their abuse to the police, promising swift justice for

them. Last month, four people accused of domestic violence in Gulu were taken to court and

two of them were successfully convicted. (Francis Ogweng, 2016).

Problem Statement