ABSTRACT

The study looked at the impact of household poverty on pupils’ academic performance in secondary schools in Ojo Local Government Area. The study included pupils who took the 2020 Secondary School Examination. The research had one overarching goal and two specific goals.

The study employed an ex-post facto research design and drew on both primary and secondary data sources. Data was obtained from senior students in the Ojo Local Government Area utilizing systematic random selection to choose students from each school to complete questionnaires.

The acquired data was analyzed with the Statistical Package for Social Sciences (SPSS). Cross tabulation and Chi square tests were also utilized in the study to determine a relationship between household income and student academic performance characteristics. The link was assessed for significance at the 0.005 level.

The study discovered that not all home money had an impact on secondary school pupils’ academic performance. However, some assets have a higher link with academic achievement than others, such as physical and human capital, which are more correlated with good performance than natural and social capital.

CHAPTER ONE

INTRODUCTION

The Study’s Background
Education is a vital activity in the growth of any country. Education empowers people to make educated decisions about their life and to make a constructive contribution to society. It makes other rights more accessible, gives a way out of poverty, and strengthens social cohesion and integration (World Bank, 2001).

Investing in Nigeria’s education system has assisted the government in meeting its international obligations and commitments by adhering to protocols such as the UN Convention on the Rights of the Child (1989), the African Charter on the Rights and Welfare of the Child (1999), and the Millennium Declaration (2000). All of these declarations obligate its signatories to recognize every child’s right to an education. Nigeria, for example, incorporated this requirement in the 2001 Children’s Act, and education is now a fundamental right (Articles 43 and 53 of the Constitution of Nigeria, 2010).

According to the World Bank (2005), primary education is vital in human capital development because it ensures the acquisition of knowledge and enabling skills required for civic participation and economic success. Globally, it is believed that investing in primary education will have a direct impact on the endeavor to achieve Millennium Development Goal (MDG) 2 – Universal Primary Education.

According to UNESCO (2005), expanding secondary education provision and access serves as an incentive for primary school children to perform better in national examinations because there is an increased motivation for primary school graduation when a student has a realistic opportunity to continue with studies in secondary school.

Demand for secondary education is quickly increasing across Africa as citizens recognize the importance of education. According to Lewin (2008), this increase in demand is due to the awareness that breaking free of the low economic growth equilibrium will require African economies to invest extensively in secondary education. Despite this acknowledgement, access to secondary education in Africa remains a struggle for some households due to poor primary school performance and the high expense of secondary schools, as well as other obstacles that prevent students from enrolling and progressing to secondary school.

According to UNESCO (2011), the secondary school Gross Enrollment Rate (GER) in Sub-Saharan Africa (SSA) is 39.6 percent, compared to 70 percent globally, with many of those enrolled attending school irregularly and/or failing to complete. In contrast, North America and Western Europe have achieved universal primary and secondary education with GERs exceeding 100%. It is undeniable that low secondary school enrollment and poor performance in Africa have a negative impact on the region’s competitiveness and economic progress.

Since its inception, the Government of Nigeria (G.o.K.) has worked to promote access, equity, and quality in education through a variety of policies and programs (G.o.K, 2020). The reintroduction of Free Primary Education (FPE) in 2003 increased primary school enrollment to more than 95%, but less than 50% of qualified children continued to secondary school (MoEST, 2005).

The poor transition rate from primary to secondary school has been established as a result of the high cost of secondary education faced by households (MoEST, 2005). In response, the government implemented a free secondary education program in 2008 to ensure that all children who are academically ready for secondary education, regardless of socioeconomic status, have access to it.

The government pays tuition fees of Kshs. 10,265 per student per year for all pupils enrolled in public secondary schools under this scheme, while households pay for lunch, transportation, uniforms, and development projects. Furthermore, homes with children enrolled in boarding schools are obligated to cover boarding expenditures (MoE, 2008).

Despite the government’s affirmative duty, many households are unable to meet the fundamental needs for a primary school pupil to perform well in school and progress to the next level. According to the national fees standards, school costs in day schools have been decreased by 77 percent, and boarding school prices (district and provincial) have been reduced by 9.7 percent (MoE, 2008).

As a result, according to Ministry of Education statistics, more pupils are able to enroll in both primary and secondary school. For example, the rate of transition from elementary to secondary school increased significantly from 59.6 percent in 2007 to 64.1 percent in 2008, then to 66.9 percent in 2009, 72 percent in 2010, and 74 percent in 2020. (NECO, 2020). On the other hand, it is concerning to note that there were 671,550 registered candidates for secondary schools in 2005, and 337,404 pupils took SSCE examinations in 2009.

(NECO, 2020). While it is acknowledged that free basic education in Nigeria has boosted both primary and secondary school enrollment countrywide, vital statistics based on the aforementioned NECO figures highlight the country’s national level transition challenge. For example, where did the vast majority of the 334,146 pupils who did not complete secondary school in 2005 go?

What factors prevented these pupils from enrolling in secondary school? Regional disparities may be an issue since certain regions are more afflicted than others by calamities such as poverty, floods, and conflicts, which can hinder achievement in national tests. As a result, it is critical to explore how certain factors, such as household assets in such locations, affect academic achievement in such demanding situations as Ojo Local Government Area.

Nigeria, like many other African countries, has implemented an education system that aims to provide all children with a minimum of twelve years of basic education, which includes eight years of primary school and four years of secondary school (MoEST, 2001). Nigeria has consistently implemented policies to improve education’s quality, quantity, and accessibility.

The national committee on educational objectives and policies (NCEOP) or the Gachathi report (GoK, 1976) on education and employment opportunities, for example, stated that “the schools as they are today, do not have the capability, time, or even incentive to teach the ideals of society.” This is because the schools are solely focused on completing formal examinations.” The selection and placement of candidates in various institutions and stations in society is a major role of examination in an educational system.

The report also chastised the National Examination Council (NECO), claiming that “exams have been exploited to serve the highly selective objectives, structure, and content of the formal education system.” However, by citing the first two objectives of the 8.4.4 system and specifically NECO objectives, this study can debunk this complaint.

To rank candidates according on their knowledge, skills, and attitudes as defined in the different
To select students for high school and post-secondary technical training schools based on performance (Amutabi, 2003).

This study concentrated on the student’s family background characteristics, specifically the effect of affluence on achievement. While home wealth is highly related to children’s academic performance almost everywhere, the amount and patterns of the effect vary greatly. In Nigeria, little empirical evidence on the achievement disparity has been published. It is therefore vital to conduct extensive research on the impact of household wealth in terms of money on children’s performance in secondary school tests. This was one of the goals of the research conducted in the Ojo Local Government Area.

Statement of the Problem

The development of any nation or community is heavily reliant on the level of education provided. It is widely assumed that the foundation for any meaningful progress must begin with the development of human resources (Akanle, 2007). As a result, in any community, formal education remains the vehicle for socioeconomic progress and social mobilization.

Poor educational outcomes can be harmful to a country’s economic and social development. Individually, low learning success not only inhibits one’s ability to proceed farther in school, but it also has a detrimental impact on one’s future income and productivity (Hanushek and Pace, 1995).

Nonetheless, acknowledging the problem of poor learning outcomes has allowed achievement researchers to delve deeper into factors influencing academic performance. In Nigeria, for example, household background has been identified as influencing academic success, but very little study has been conducted to determine precisely what in the household context influences exam performance.

Because this association has not been studied, this study intended to analyze it. As a result, the purpose of this study was to fill that gap by empirically investigating and reporting data on the effect of household income on student academic attainment in (NECO. The research also looks into if there is a link between achievement and wealth in general.

Another difference is that most projects in emerging nations to improve educational efficiency focus on altering the educational system itself (Harbison and Hanushek, 1993). This has also been observed in Nigeria, where policymakers generally advocate for curriculum revision, increased school enrollment, and more equitable distribution of educational materials.

This kind of action ignores the significance of homes and personal circumstances in molding schoolchildren’s academic destinies. It is also important to note that some of these non-educational variables may also be the fundamental reason of poor exam performance, which is what the study attempted to identify. This research was chosen for the Ojo Local Government Area in Lagos.

Research Issues
The study’s overarching research question is, “What effect does poverty at home have on student academic achievement in secondary schools in Ojo Local Government Area?”

Specific inquiries:

What are senior students’ income levels, and how did they affect their academic success in the 2020 NECO?
How does a student’s household income effect his or her academic success in the 2020 NECO?

The Study’s Objectives
The study’s major goal is to look into the impact of home income on student academic performance in secondary schools in Ojo Local Government Area.

Specific research goals:

To research senior students’ financial levels and how they affect students’ academic performance in secondary schools.
To determine how household wealth affects a student’s academic performance in NECO.

1.5 Proposal

Ho1: Household income has a positive effect on secondary school pupils’ academic performance.

Ho2: A household’s physical capital has a good effect on a student’s academic achievement in secondary school.

Study justification
It appears to be a reasonable argument that if teachers deliver in class, students should be able to perform regardless of their family’s financial situation. However, this position is inaccurate because it ignores how home income features in our society influence primary school accomplishment.

Given the foregoing and the critical role that examinations play in students’ life, this study determines that it is crucial to investigate whether poverty in the home has any effect on student accomplishment in NECO examinations.

This gap has existed for nearly a century, and policymakers have avoided the obvious implications of this understanding, which is that raising the achievement of, say, lower-income children necessitates that public policy address the social and economic conditions of these children’s lives, rather than just school reforms.

Limitations
Due to time constraints, financial constraints, and distance, the study was confined to four schools chosen at random from the Ojo Local Government Area using stratified and purposive sampling procedures.

The scope of the research
The focus of this paper is on household income in Ojo L.G.A., Lagos state, as well as four secondary schools in the area.

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POVERTY IN THE HOME AND ITS EFFECTS ON STUDENT ACADEMIC PERFORMANCE (A CASE STUDY SELECTED SECONDARY SCHOOLS IN OJO LOCAL GOVERNMENT AREA IN LAGOS STATE)

ABSTRACT

This study sought to investigate the effects of single parenting on senior secondary school students’ academic achievement in mathematics in the Enugu education zone. This study used 300 copies of a questionnaire to collect information and data from senior secondary schools in the Enugu education zone. This survey revealed pupils’ ages, genders, family sizes, and occupations of their parents.

It also identified the causes of single parenthood among Enugu education zone residents. This study shed more light on the impacts of single parenting on teenagers and single parents. It also highlighted the impact of solitary parenting on children’s academic performance. Similarly, this study highlighted the societal impacts of single parenthood.

This study also demonstrated the significance of the parent-child bond and parental/family participation in children’ academic work. Finally, this study has served to offer some approaches that will help to alleviate, to a large part, the harmful impacts of single parenting on senior secondary kids’ academic ability in mathematics.

CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Everyone had someone who fostered them as children and whom they referred to as “family.” No guy existed in isolation. Everyone is descended from a family. There are few things more universal than family. The family is the sole avenue via which human societies may maintain their existence. Genesis 1:28, “And God blessed them: and God said unto them, Be prolific, and multiply, and replenish the land, and subdue it…” (From the American Standard Version.)

All parents, whether single or married, leave long-lasting influences on their children’s lives, and single parents are not exempt from this duty. However, whatever the reason of this singularity is, it is likely to leave profound impressions or have an impact on the child’s developing personality. What matters is how the single parent handles the tremendous tasks of single parenting. According to Ahuja (2000), the way a single parent handles parenting issues has a significant impact on the child’s character, individuality, and academic accomplishment when compared to children whose parents live together.

Being the child of a single parent is a difficult position. According to Abraham Maslow’s hierarchy of needs, children look up to their parents to provide their first three psychological needs: physiological needs (food, drink, air, shelter), safety needs (security), and love and affection needs. Children will feel comfortable and confident if their parents are confident and emotionally stable. A solitary parent’s sense of belonging has a devastating effect on the child’s personality.

Despite the fact that many African nations’ conventions and mentalities have altered, many children from unmarried parents are often labeled as bastards. It always haunts the child whose mother was never married to his/her father, or when the father refused to recognize or accept these children as his since it is a social taboo. They are singled out and mocked by others at school and on playgrounds. As a result, kids are hesitant to attend school and mingle. These are some of the obstacles that children with single parents face (Stinson, 2000).

The child is the center point, and the term of “parent” is meaningless without the child. Researchers in the social sciences have identified several ways in which children’s behavior patterns alter based on the sort of household they come from. Many people believe that materialism and compulsive consumption among children are more prevalent in single-parent households than in dual-parent households. P. R. Amato (1987)

A child raised in a home where both the father and mother are present will be well cared for and socialized to the greatest extent feasible. This is because the socialization process requires both parents to play complementary roles in raising the child. The home is the first and most important socializing agent.

A well-reared child is more likely to attain self-actualization later in life, but children from single-parent families are more likely to face deprivation and denial of certain rights and opportunities (Battle, 1998). According to Salami (1998), “Children from broken households are generally associated with anti-social behavior and bad academic records.”

Time has truly passed. Many of the old practices and traditions that have been taught and practiced for many years are now out of date. The principles and beliefs that were regarded to represent the essential beliefs and ideals of our society have altered and outgrown the current civilization.

Nonetheless, moralists and conservatives feel disgusted by the contemporary evolution of ideology and cultural systems. What was formerly considered inappropriate is now becoming a fast and rapidly developing trend. Single-parenting has been a major source of concern for conservatives for decades, if not millennia. Single-parenting is already a popular and rapidly rising social trend. M. O. Tenibiaje (2011)

Children raised by a single parent face greater dangers than children raised by both parents. Even when they have the same intellectual potential, children from single-parent families are twice as likely as children from two-parent families to drop out of secondary school (Amato, 1987).

According to Battle (1998), parents are the major and single sources of financial assistance for the family. Single parents, on the other hand, have less time to help their children with their academics and are less likely to be strict in disciplining their children, resulting in less parental control and low academic accomplishment (Battle, 1998).

Regardless of the circumstances surrounding their children’s birth, parents must plan for them from infancy to puberty and, eventually, adulthood. Making a plan and seeing it through is one approach to ensuring that children are properly cared for and grow up to be healthy, responsible, and productive human beings who embrace and fulfill their civic responsibilities in the society in which they live. Both parents should be actively involved in their children’s educational planning.

1.2 THE PROBLEM’S STATEMENT

When both parents work together to provide good care for their child, he is morally upright and emotionally stable. The family is the child’s first socialization agent, and the family has a significant influence on the child’s physical, mental, moral, emotional, spiritual, and academic development. The family lays a strong basis for education before the child enters school, and the home influences the personality that the youngster brings to school.

“Charity begins at home,” wise people say. Parents can influence their children’s educational growth. In a normal Nigerian society, the father is expected to give food, water, shelter, security, and other required instruments for the child’s scholastic growth.

The mother supports the father’s efforts in every way she can, providing love and care to the child, assisting the youngster with housework and homework, and disciplining the child in a loving manner. The absence or vacuum generated by any of these two has a significant impact on the child’s growth and development in the appropriate direction. As a result, the two parents play important roles in their growth.

As a result, the purpose of this study was to investigate the impact of single parenting on kids’ academic achievement in mathematics at the senior secondary school level.

1.3 THE STUDY’S OBJECTIVES

A single parent has double the responsibility in terms of time, attention, and money. As a result, less attention is devoted to the child’s education because the parent will be hustling in search of money so that the child does not suffer from starvation, causing the parent to overlook his/her duty of assisting the child intellectually, particularly in Mathematics.

Single-parent children are described by teachers as more hostile, aggressive, anxious, afraid, hyperactive, and distractible than children from intact households (Salami 1998). As a result, the general objectives of this study are to discover the various causes of single parenting, to discover the effects of single parenting on children’s academic

achievement in Mathematics, to discover the ways in which single parents can help to improve their children’s academic achievement in Mathematics, and to suggest ways in which single parents can create time and give attention to their children’s academic achievement in Mathematics. The primary goals of this study are as follows:

I Investigate the many issues that children from single parents encounter in the Enugu education zone.

(ii) Determine the effects of single parenting on children of single parents in terms of school fee payment, textbook and other learning material purchases, and focus in class; and

(iii) Determine the effects of single parenting on children’s academic achievement in mathematics in the Enugu education zone.

1.4 QUESTIONS FOR RESEARCH

Are children of single parents more likely to experience specific problems than children of couple parents?
Is there a substantial difference in the timing of school fee payment, the purchase of textbooks and other learning materials, and the degree of focus in class between children of single parents and children of couple-parents?
Is there a statistically significant difference in academic ability in mathematics between children of single parents and children of couple-parents?

1.5 THE STUDY’S OBJECTIVE

This research focuses on the effects of single parenting on students’ academic progress in mathematics in senior secondary schools in the Enugu education zone.

1.6 THE STUDY’S SIGNIFICANCE

It is believed that the findings of this study will help single parents understand the hazards of single parenting, how it impacts their children’s Academic accomplishment in Mathematics, and how they can work to enhance their children’s Academic achievement in Mathematics. It will also assist bachelors and spinsters in thoroughly preparing for marriage before entering into it, so that the lives of their unborn children are not jeopardized.

It will also assist pupils from single-parent households in realizing the ramifications of their current home situation and putting in their best efforts to breeze through the demeaning responsibilities of self-study with ease. This study is also meant to draw marriage counselors’ attention to the negative consequences of broken households on children’s academic achievement, particularly in mathematics,

so that they can help to save marriages that are likely to fail. This study will also ideally assist Mathematics teachers in recognizing, understanding, and respecting their students’ familial backgrounds in relation to their Academic accomplishment in Mathematics, as well as providing techniques to assist them in achieving self-actualization in the subject.

1.7 OPERATIONAL TERM DEFINITION

To have any relevance inside a study, concepts must be defined in a clear, unambiguous, and accepted manner. Concepts can be defined either conceptually or operationally. This process is defined here as a “process defining concepts by a set of other concepts.” The process of defining concepts is critical because it allows specific situations to be articulated and presented in a way that is relevant to the subject.

MATHEMATICS: According to Pilant Michael S. (2008), mathematics is a technique of expressing relationships between numbers and other quantifiable quantities. Mathematics can express both basic equations and interactions between the smallest particles and the most distant objects in the known cosmos. Mathematics enables scientists to explain concepts using commonly used terms. It is, without a doubt, the language of science.

Mathematics is defined by the Oxford Dictionary as the discipline of science dealing with number, amount, and space, either as abstract notions (Pure Mathematics) or as applied to Physics, Engineering, and other subjects (Applied Mathematics).

Mathematics, according to Wilder (1972), is a technique that allows mediocre minds to solve complex issues. Tools are extremely significant and useful in a variety of ways.

Math is also useful at all stages of education. As a result, such subjects as mathematics and other related topics must not be feared by students.

According to Oddi (1986), mathematics is an indispensable branch of natural science on which scientific and technological progress is dependent. Because all science topics rely on mathematics, its instruction should be engaging for students.

SINGLE PARENTING: Single parenting occurs when one of two people who are responsible for the nurturing and rearing of a child is unavailable, and the task that should have been done by two people is now done by only one person.

A single parent, according to the Longman Dictionary of Contemporary English, is a mother or father who cares for their own children without the assistance of their other partner.

Single parenting is defined as a circumstance in which a single parent, either the wife or the husband, performs the obligations that require two parents to perform on their children. According to Salami (1998), a single parent (also known as a lone parent or sole parent) is a parent who cares for one or more children without the physical, moral, or disciplinary support of the other partner in the family.

IMPACT: According to Encarta dictionaries (2009), impact is “the strong or dramatic influence that something or someone has on something or someone.”

Encarta dictionaries (2009) define academic achievement as “education, educational studies, an educational institution, or the educational system.”

According to Encarta dictionaries (2009), performance is the way something or someone works, operates, or behaves.

Academic achievement is therefore described as how well a student does in his or her studies and classes in a school or system.

STUDENT: According to the Oxford Advanced Learners’ Dictionary (6th edition), a student is someone who studies at a university or college. It also describes a student as someone who attends a school, particularly a secondary school.

According to Encarta dictionaries (2009), a student is someone who has studied or is interested in a certain subject.

SENIOR SECONDARY SCHOOL: According to Nigeria’s Universal Basic Education (UBE) policy, we have a 9-3-4 educational system, which implies that basic education (Primary and Junior Secondary education) lasts 9 years, Senior Secondary education lasts 3 years, and Tertiary education lasts 4 years. Senior secondary education specifies the sort of education (program) that will be acquired (studied) in a higher institution.

As a result, Senior Secondary School is the location where Senior Secondary education is provided under the supervision of certified teachers. in the education zone of Enugu

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THE IMPACT OF SINGLE PARENTING ON STUDENT ACADEMIC ACHIEVEMENT IN THE ENUGU EDUCATION ZONE

Abstract

This study looked at the impact of marital difficulties on children’s schooling in Nigeria. Three objectives were proposed: examine the need for an effective education for the Nigerian child, assess the level of marital problems in Nigerian homes and how it affects children’s educational development, examine the effect of marital problems on children’s academic performance or achievement in Nigeria, and recommend ways to improve the educational development of children from problematic homes.

A total of 77 replies were received and validated from the registered participants, with all respondents taken from the staffs of selected elementary schools in Jos north LGA, plateau state. The Chi-Square statistical method was used to test the hypothesis (SPSS).

chapter one

Introduction

The study’s context
Marriage is a fundamental institution in all societies, created by God as a social covenant between two people to become husband and wife (Becker, 2002; Uka, Obidoa & Uzoechina, 2013). It is an institution that grants sexual relationships and reproduction legitimacy to legitimate children (Ryan & Powelson, 2010).

Marriage entails joining two people of different genders in matrimony to become one flesh as husband and wife, given the necessity for companionship, procreation, and continuing and sustaining family ties (Gbenda & Akume, 2002; Abane, 2003; Bumpass, 2009). Nonetheless, marital instability is a major worry in today’s society because it is related with separation, divorce, and widowhood (Omoniyi-Oyafunke, Falola & Salau, 2014).

Marriage, according to Uka et al. (2013), is the legalization of a specific relationship between a man and a woman that society approves of, and it places partners under legal and social obligations to themselves and the society. Although the terms marriage and family are frequently used interchangeably, they do not have the same connotation. The term “family” refers to any two persons who are linked to one another (Sarker, 2007).

According to Onwuasoanya (2006), the family is the household and those who dwell in one house, as well as a network of people such as the couple, their offspring, and kin who are bound together by a social and familial link. Researchers both locally and globally understand the importance of a stable family (Becker, 2002; Sarker, 2007; Uka et al., 2013; Omoniyi-Oyafunke et al., 2014).

This is due to the fact that a stable family grows and promotes and sustains strong relationships. As a result, Sarker (2007) defines marital instability as the interpersonal interaction and association within the married partnership. Furthermore, Lesmin and Sarker (2008) defined marital instability as the process by which marriages fail due to separation, desertion, or divorce. As a result, the rising incidence of marital discord, such as divorce, indicates that marital instability exists in a lot of Nigerian homes (Ezennay, 2006).

Marital instability develops when one individual or spouse attempts to checkmate the other’s behavior and expectations (Uka et al., 2013). This endangers the stability of the household as well as the well-being of the children, as it frequently has an impact on their academic adjustment and achievement. Many individuals in today’s society believe that the educational system has failed.

However, the schooling system has clearly not failed; rather, the partnership has failed, with schools taking on the responsibilities that families and communities once assumed (Castro-Martin & Bumpass, 2009). Family stability frequently has a significant impact on a student’s drive to learn and her ability to cope with academics. The family environment is a powerful predictor of children’s academic adjustment and accomplishment.

This is because a number of children’s academic potentials are currently being jeopardized as a result of parental marital instability (Sarker, 2007). Contact between parents, instructors, and students has a significant impact on students’ academic success.

Those who do not routinely attend lectures due to a lack of effective parental monitoring may have difficulty transitioning intellectually (Bumpass, 2009). As a result, parents are faced with the challenge of improving their home environment in order to have a beneficial impact on their children’s academic achievement in school (Castro-Martin & Bumpass, 2009).

1.2 STATEMENT OF THE PROBLEM

One of the most noticeable developments in modern family life is the rise in marital issues in Nigeria. Lesthaeghe, 2005 Several studies have found that children from troubled marriages and other lone parent homes have poorer levels of economic well-being, and that the cross-national variation in these gaps is closely tied to welfare state support (Vleminckx and Smeeding 2000; Aassveet al. 2007; Heuveline and Weinshenker 2008).

The emergence of new types of marital difficulties necessitates a thorough examination of the new events in order to comprehend its causes and implications. Problems and the dissolution of family and conjugal ties have demographic, social, and economic effects for the people involved, especially children.

There are negative repercussions for separated or divorced parents’ and their children’s well-being, as well as poverty concerns for women with children. The overarching issue is thus to investigate the extent to which marital difficulties affect children’s educational outcomes.

1.3. THE STUDY’S GOALS AND OBJECTIVES

The study’s primary goal is to investigate the impact of marital difficulties on children’s schooling in Nigeria. Other specific study objectives include:

To investigate the need for an effective education for Nigerian children.
To determine the extent of marital conflict in Nigerian households and how it affects children’s scholastic development.
To investigate the impact of marital difficulties on children’s academic performance or achievement in Nigeria.
To make recommendations for ways to improve the scholastic development of children from troubled homes.

1.5. HYPOTHESIS OF RESEARCH

H0: Marital difficulties have no substantial impact on children’s education/academic achievement in Nigeria.

H1: Marital difficulties have a major impact on children’s education/academic achievement in Nigeria.

H0: Marital difficulties have little effect on children’s academic performance or achievement in Nigeria.

H1: There is an influence of marital difficulties on children’s academic performance or achievement in Nigeria.

1.6. THE STUDY’S IMPORTANCE

The project would significantly improve the educational performance of children from problematic households since it addresses such educational obstacles as they may develop. The study would also be extremely useful to students, researchers, and academics who want to conduct additional research on the issue by providing relevant material.

1.7. THE STUDY’S SCOPE AND LIMITATIONS

The study will look at the impact of marital difficulties on children’s schooling in Nigeria, specifically in Jos North LGA of Plateau State.

THE STUDY’S LIMITATIONS

Financial constraint: Inadequate funding tends to hamper the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview)

Time constraint: The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.

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THE EFFECT OF MARITAL PROBLEMS ON CHILD EDUCATION IN NIGERIA

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Food is the fuel required to get through a typical day. Calories in food offer energy for typical daily tasks. Students may fall asleep in class or lack the energy to pay attention to a complete day of classes if they do not have enough of this energy.

The brain is a component of the human body, much like the lungs, heart, arms, and legs. Energy is required for proper operation. Children who are hungry are more prone to struggle with memory and concentration because they lack the energy to perform these skills. Malnutrition can also disrupt sleeping habits, leaving a child exhausted from a full day of school. Furthermore, the brain develops quickly at a young age. The brain cannot develop properly without the proper nutrition, resulting in long-term impacts on learning capacity.

Children who are malnourished are more vulnerable to sickness. Certain vitamins and minerals are required to sustain a good immune system, but poverty frequently prevents an individual from obtaining these nutrients. Children who are malnourished become ill and are unable to attend school. Because their immune systems are already compromised, they will be unable to recover for some time.

When children are gone from school for an extended period of time, they are unable to study. The American Psychological Association’s research reveals the psychological consequences of hunger on education. Hunger has been shown to create despair, anxiety, and withdrawal, all of which are impediments to a child’s ability to focus on schoolwork.

Hunger can also lead to behavioral issues. A single child’s behavior in a classroom can have an impact on the rest of the kids, the teacher’s attention, and the overall learning environment. Hunger disrupts not only the affected child’s learning, but also the learning of others. Diet, specifically nutrient-rich food, is required for a school-aged child to benefit from a formal education. Though foreign aid attempts to raise money for educational programs are critical, their impacts may be limited if the problem of hunger is not addressed first.

1.2 Problem description

The global population of primary school pupils suffering from nutritional inadequacies is high. Countries respond to these children in various ways, the most common of which are school food programs. Children that are hungry have worse cognition, poorer executive function, and inferior school success (World Bank Group, 2018). Foreign aid activities are focused on increasing funds for education in poor countries.

Giving a child a good education gives him or her the means to be more successful later in life, and hence the opportunity for economic mobility. Unfortunately, enrolling children in formal schooling does not guarantee that they will remember what they learn in class.

What is one of the most significant impediments to the child’s learning process? Hunger. Hunger has a shocking impact on education. Chronic hunger, no matter how much students attempt to ignore it, can impede them from making the most of their formal education. The unfortunate reality is that hunger can have physical and psychological repercussions on young people that make studying much more difficult.

1.3 The study’s purpose

1.4 The primary goal of this study is to investigate the impact of hunger on the learning abilities of primary school students in Edo state. The study specifically sought:

To determine whether hunger can lead to poor cognition in primary school students.
To see if a primary school student’s malnutrition affects their learning abilities.
To determine whether hunger has a substantial impact on primary school students’ academic performance.
1.4 Hypothesis of Research

HO1: A primary school student’s learning ability cannot be harmed by malnutrition.

HI1: A primary school student’s learning ability can be distorted by malnutrition.

HO2: Hunger has little effect on elementary school students’ academic performance.

HI2: Hunger has a major impact on elementary school students’ academic performance.

1.5 Importance of the research

The study’s findings will be important to the government, teachers, and other stakeholders in education, including parents. The study will inform the government on the importance of incorporating the feeding program into education policy. It will help teachers become more sensitive toward their students’ learning abilities, allowing them to help them develop when necessary.

The study will educate parents on the need of adequately feeding their children before sending them to school, as leaving them hungry can impair their cognition during the teaching-learning process. The study will empirically contribute to the body of knowledge and serve as reference material for other academics working in a relevant field of study.

1.6 The scope of the research

The focus of this study is limited to the effect of hunger on elementary school students’ learning abilities. The study, however, is limited to the local government of Oredo in Edo State.

1.7 The study’s limitations

The following variables are identified as limitations during the course of this investigation.

Financial constraints tend to impede the researcher’s efficiency in discovering relevant resources, literature, or information, as well as data gathering (internet, questionnaire, and interview).

Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the time spent researching is minimized. However, the researcher will do everything possible to ensure the success of this study.

1.8 Terms Definition

Hunger is an unpleasant or painful bodily experience produced by insufficient nutritional energy consumption. It is defined as a condition in which a person is unable to eat enough food to meet basic nutritional demands for an extended length of time.

Learning Capability: Learning capability can be defined as the interaction of external factors, internal resources, and mental states. Introduction In a child’s education. It outlines how children use their intellectual abilities to develop, process, and interact with the information they acquire from their surroundings.

REFERENCE

The Borgen Project (2014), http://borgenproject.org/effects-of-hunger-on-education/? cf chl managed tk =pmd f2bb3dd45375397c43735cbb43ec3d0bce7eda14-1627477352-0-gqNtZGzNAs2jcnBszQi

Kudzai, Chinyoka (2014). The Effect of Poor Nutrition on Academic Performance of Grade Seven Students in Zimbabwe 10.5296/ijld.v4i3.6169

Rasheda Khanam, Son Nghiem, and Mohammad Rahman (2011). Evidence from Bangladesh on the influence of childhood malnutrition on schooling. 10.1017/S0021932011000149. Journal of biosocial science, 43, 437-51.

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THE EFFECT OF HUNGER ON PRIMARY SCHOOL PUPILS’ LEARNING ABILITY IN EDO STATE

Abstract

This study examines the incidence of sexual harassment and its psychological impact among female students at one of the Nigerian higher education institutions in Rivers State. Poverty and poor peer influence are also significant contributors to sexual harassment in colleges and universities. Fear and distress were ranked as the most significant psychological effects of sexual harassment on victims.

This problem has catastrophic implications for people, Nigerian higher education institutions, and the Nigerian labor market. To effectively handle cases of sexual harassment and ensure justice for the victims, it is necessary to develop sustainable systems and structures for redress through the development of anti-sexual harassment policies, a well-equipped security unit, the establishment of telephone hotlines, and the training of school counselors.

INTRODUCTION

Context of the study

Sexual harassment consists of unwanted sexual advances, sexual favor requests, and other verbal or physical behavior of a sexual character. It is a disease that is gravely destroying academic brilliance in our Nigerian tertiary institutions.

It describes the numerous workplace behaviors that may constitute sexual harassment. The first two provisions address unequal power dynamics between employer/supervisor and employee/subordinate. In exchange for job perks, the employer or supervisor requires sexual gratification from the employee or subordinate. In the academic setting, it may be claimed that a similar situation exists when faculty members solicit sexual favors from female students in exchange for favorable examination results.

The third provision refers to the existence of a hostile work environment in which the infringing conduct interferes with an employee’s ability to perform satisfactorily on the job. Fitzgerald, Gelfand, and Drasgow (1995) added three empirically-derived situations to this definition:

unwanted sexual attention such as touching, hugging, stroking, and demanding a date; sexual coercion, which refers to sexual advances with the promise of job-related benefits; and gender harassment, which refers to verbal and non-verbal behaviors (such as jokes, taunts, gestures, and exhibition of pornographic materials).

Tertiary institutions in Nigeria have been plagued by, to name a few, indecent dress, secret cult activities, and drug misuse. The majority of female pupils are nearly naked, exposing their navels and breasts while wearing minis that barely cover their bottoms and large cleavages that reveal the size and shape of their private regions. These are a a mass distraction and sexual harassment weapons.

Certain pupils are so morally bankrupt that they rely solely on their femininity to “pass” their exams. They lure fellow male students or examiners to help them write exams or grant them passing grades, if appropriate. The general reduction in the quality of graduates produced by Nigerian higher institutions may be attributable to the general growth in social vices in Nigerian university institutions.

An examination of the quality of graduates from Nigerian tertiary institutions based mostly on a series of questions posed to major employers of Nigerian graduates as a means of measuring graduates’ level of preparation and performance on the job revealed a decline in graduate quality (The Scholar, 2001). In addition, there is a widespread belief that sexual harassment is endemic on most or all university campuses in Nigeria and that the phenomenon has increased over the past decade (Ladebo, 2001).

Sexual harassment is an all-too-common aspect of daily life in higher institutions, and it is regarded as one of the most pervasive and pervasive forms of gender-based violence that many women confront daily. In higher institutions, sexual harassment is multifaceted, not necessarily unidirectional, minimized, unreported, and regarded as a major moral and social problem.

It may occur between male professors and female students, male students and female students, male lecturers and female lecturers, and non-academic employees, among others. In the majority of cases, sexual harassment in tertiary institutions is perpetrated by male academic staff members, while female students are at high risk. This tendency is astounding and troubling in an environment that is commonly regarded to be a center of brilliance, a breeding ground for future leaders and thinkers, and a place where they are shaped and filtered.

Sexual coercive actions include unwelcome sexual contact, such as slapping the buttocks of the opposite sex, stroking the breast, scratching or separating the back of the opposing sex, and grabbing their waists. Genital coercive actions also include being misled into having sex, attempted rape, real rape, fondling of the sexual organs of the opposite sex partner, and unwanted sexual jokes, statements, conversations, and gestures.

Noncontact abuse and other sexual activities, such as molestation, harassment, forced watching of pornographic material, repeated requests for dates, threatening text messages, arousing gestures, and indecent exposure, are also included. Other types include intimidation and verbal coercion.

According to Omoteso (2006), sexual coercion can be classified differently based on the situation in which it takes place and the identity or qualities of the perpetrators. Types of sexual coercion include date acquaintance sexual coercion, marital or spouse sexual coercion, gang sexual coercion, sexual coercion of children, statutory sexual coercion, jail sexual coercion, war sexual coercion, and transactional sexual coercion.

Female sexual coercion is not a fresh phenomenon, as evidenced by the aforementioned revelations. This was most prominently expressed in the biblical tale. In a study conducted among University students in Ibadan by Ajuwon, Olaleye, Faromoju, Ladipo, and Akin-Jimoh, (2001a) on the sexual coercion of University students, 15 percent of the students reported forced sexual penetration, 27 percent reported attempts at forced sex, and 44 percent reported the experience of unwanted sexual activities, indicating the magnitude of sexual coercion among females in universities.

These findings demonstrate that females are the victims of sexual coercion, leaving them with life-altering physiological, emotional, psychological, and social consequences (Heise, Moore,,,,, and Tobia). It could harm the emotional and academic well-being of students, cause reputational harm to individuals, and exacerbate conflicts among students, so contributing to an unwelcoming learning environment.

Bandura (2005) opined that both young and old female university students could be sexually coerced due to characteristics that are common among female university students in general, such as indecent dressing, friendly gestures such as parting buttocks, pecking cheeks, embracing, and other sexual acts, and indecent dress. Fergusson,

Horwood, and Lynskey (2007) noticed that coercers are typically within the same age range as their victims. However, he emphasized that there are instances in which older men engage in sexual coercion of younger women. Young female students in their teens and early twenties, according to Humper (2008), are disproportionately represented among sexual coercion victims worldwide.

They are the target of older guys, particularly those in personal relationships, and they gain sex through force and deception. In this category are also their boyfriends, co-students, instructors, administrative officers, cult members, and men in authority who, according to the researcher, force young female students into unwanted sexual interactions.

In their study on violence against women, Omorodion and Olusanya (2008) found that young women are the most common victims of sexual coercion around the world and that certain forms of sexual coercion are closely associated with younger women’s trafficking and exploitation, which are also forms of sexual coercion. Watts (2008) observed that because older women are always cautious in their relationships with men, they are less likely to be sexually victimized by men. Males are physically stronger than females, according to observations.

Females in this age bracket may lack the strength to respond strongly to avert violent scenarios that typically result in sexual coercion. According to Fawole, Osungbade, and Faweya (2008), violence expresses dominance; he asserted that the use of physical force by males following other activities gives males the advantage to sexually compel younger female students.

As a result of gender imbalance, males typically assume that females may be controlled and traumatized through sexual dominance because of their innate docile, submissive, and vulnerable character. In their study on violence against women, researchers such as Omorodion and Olusanya (2008) discovered that the majority of younger females find it difficult to make strong decisions regarding sexual matters, which often leads them to the risk of sexual coercion.

Although Akinlolu (2009) has demonstrated that the majority of university ladies who are sexually forced are unmarried, the unmarried are not tagged and are therefore free to engage in any type of sexual conduct with whomever. In her study, Osakinle (2003) found a significant difference between the sexual coercion of married and unmarried female students.

The fact that a female student is unmarried allows males to interact with her more freely than with a married female student; therefore, unmarried female students are typically more susceptible to sexual coercion than married female students. Akinlolu (2009) observed that some female students who had lovers at the university and afterward married another guy while still attending the same university may have been subjected to some type of sexual compulsion by their former partners.

According to Lavinger (2008), unmarried female university students are more likely to encounter intimate partner abuse than their married counterparts. Unmarried female students who are subjected to sexual coercion may have fewer options than married female students, whose marital status affords them greater legal protection.

In Nigerian society, wives are jealously guarded; the husband of a woman who is sexually pressured could pursue legal action, which could result in the coercer losing his job if he is an employee. If the perpetrator of coercion is a student, he may be expelled. Based on the distinctive views of university female students, it was determined that any woman, regardless of marital status, may be sexually compelled.

1.2 Description of the issue

Female college and university students in Nigeria have distinct experiences with sexual harassment at the hands of male academics, staff, and classmates. Although sexual harassment is a worldwide phenomenon that affects women of all ethnicities, ages, and hues, Nigerian women are subject to more elusive forms of harassment.

The Nigerian culture does not understand the concept of harassment and hence does not view it as a violation of women’s rights or an act of evil. In Rivers State, for example, teaching and non-teaching staff indirectly legitimized sexual harassment.

The practice was described and commonly referred to as “sorting,” in which students (males and females) bribe their way through exams with money, gifts, or sexual favors. In this practice, male students were expected to pay money, whereas female students’ primary expectation was sexual satisfaction. These teachers and staff members refer to this practice as “inconvenience allowance” with pride.

Therefore, students affectionately categorize faculty members as “sortable” (those who make demands for satisfaction) and “unsortable” (those who do not). Therefore, female students at Nigerian schools and universities are alarmed by the growing incidences of sexual harassment by male academics, staff, and students on campus.

1.3 Aims of the Research

The study’s overarching purpose is to examine the impact of sexual harassment on the academic performance of university students at Uniport.

Specifically, the study intends to examine;

The impact of sexual harassment on the assessment grades and academic achievement of university students.
The impact of sexual harassment on the class engagement and academic achievement of university students.

1.4 Research Concerns

What impact does sexual harassment have on the evaluation scores and academic achievement of university students?
What is the impact of sexual harassment on the class engagement and academic performance of university students?

1.5 Scientific Hypotheses

In support of the aims, the following theories are advanced:

The effects of sexual harassment on students’ assessment ratings and academic achievement are negligible.

Sexual harassment has no major impact on class participation or academic performance.

1.5 Importance of the research

After the study, it is anticipated that the findings will be of great benefit to the youths who are exposed to the dangers of sexual harassment’s impact on their academic performance; the study will also be of great benefit to the users of social media in providing adequate information to the international community.

It is anticipated that the study will also be of significant value to researchers in need of data on related fields. In addition to being of tremendous importance to lecturers, their pupils, and the general public, the study will also be of considerable use to professors and the general public.

1.6 Range and constraints of the study

The scope of the study is the influence of sexual harassment on the academic performance of Rivers State university students. However, the study contains the following constraints and limitations:

Access to research materials: The researcher has inadequate access to research materials, consequently limiting the scope of the study.

Time: The time allotted for the study does not allow for a broader scope because the researcher must balance the study with other academic activities and exams.

Finances: The available funds for the research project do not permit a broader scope, as the researcher must also pay for other academic expenses.

1.7 Terminology Definitions

Impact

The process of one object forcibly colliding with another.

Sexual harassment

It entails making unwelcome sexual advances or making obscene comments (usually to a woman) in a business or social setting.

Academic performance

Academic performance is the result of education, indicating the extent to which a student, instructor, or institution has attained their educational objectives.

University

A prestigious educational institution where students pursue degrees and scholarly research is conducted.

Students

A student in a university or other institution of higher education.

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THE IMPACT OF SEXUAL HARASSMENT ON UNIVERSITY ACADEMIC PERFORMANCE

ABSTRACT
Despite the abundance of job options in science and technology, female students enroll in science-related courses at a low rate. The goal of this study, which was done in tertiary institutions in Ondo State, Nigeria, was to investigate parents’ attitudes regarding counseling their female child among female students in science-based courses at postsecondary institutions in Ondo State, Nigeria.

The study’s objectives were as follows: To determine the performance in science subjects at the Nigeria certificate of secondary education for female students enrolled in Science-based courses in tertiary institutions in Ondo State, Nigeria; to determine the institutional attitude of parents toward female students’ enrolment in Science-based courses in tertiary institutions in Ondo State, Nigeria; and to determine the social-economic background of the female students enrolled in Science-based courses in Ondo state, Nigeria. A descriptive research design was adopted in this study. The sample was chosen using a systematic random sampling technique.

The study population included 271 female students participating in Science courses at Ondo state’s ten tertiary institutions, as well as all of the study area’s principals. The sample consisted of 161 female students enrolled in Science disciplines at Ondo state tertiary institutions, as well as the 10 principals of these institutions. The data-gathering instruments included a questionnaire, an interview schedule, and a checklist.

Descriptive statistics were used to analyze the data. The study found that while curriculum demand was appropriate in tertiary colleges,4 students did not appear to have adequately covered past performances, with the majority of them dealing with many theoretical aspects of the courses, affecting the competence of local tertiary level college-trained graduates.

Second, socioeconomic characteristics such as fathers’ salary levels, number of siblings, and parental income were the key socioeconomic factors influencing female students’ enrollment in science-based courses. Females’ attitudes regarding science-based courses were usually positive, and many chose the course because they believed in it.

Finally, the local tertiary institutions faced institutional issues such as inadequate management, a lack of basic amenities, and an overall unsatisfactory working environment. The following recommendations were given based on the findings: the Nigerian government should adopt a clear blueprint targeted at regulating the learning resources for science-based courses at higher institutions.

The government should also allocate a percentage of the fluids to each tertiary level college via the Ministry of Higher Education to ease the implementation of the practical training program. Finally, the government should give resources to address the many issues impeding the effective implementation of practical programs in tertiary institutions by enhancing these institutions’ overall capacity to train students in Science-based Course programs.

CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Globally, the importance of education cannot be overstated because it is essential to improve man’s intellectual development (Hadley, 2010). The most ambitious education-related Millennium Development Goal is to achieve universal basic education by 2015. (Bennell and Akyeampong, 2007). This objective has essentially created a massive opportunity for many people to pursue formal education.

Many developing countries have recently recognized the necessity of technology and science-oriented development in achieving economic growth (B6nabou and Tirole, 2011), and as a result, their emphasis has shifted toward teaching science-oriented topics rather than art-based ones.

Furthermore, science-based courses continue to play a significant role in preparing students for present and future research in fields such as medicine, agriculture, finance, security, disaster management, environmental conservation, and information technology.

The Nigerian education system (8-4-4; signifying & years in primary, 4 years in secondary, and 4 years in university) is currently vigorously advocating for science-oriented postsecondary education (Nzomo et al., 2011). This is because science-oriented courses have continued to play an important role in conveying scientific information to many post-secondary school pupils (Shiundu and Omulando, 1992; Birdsall et al., 2005; Barnab6 and Burns, 2008).

As a result of this knowledge-based economy, the absolute number and variety of fulfilling occupations in science and technology have increased well beyond most people’s expectations (Littleton and Barnnert, 2009). To create equitable chances, science-oriented courses should ideally be accessible to students of both genders in equal quantities.

The importance of females having equal access to education as boys is heightened by the implicit acknowledgment of women as the biggest engine of economic growth if given equal opportunity as their male counterparts (Kinyanjui, 1999). Women are legally recognized as fully active members of society in Nigeria, and as such, each female is entitled to all rights, responsibilities, and benefits in all aspects of life.

Women in Nigeria have equal opportunities to participate in any degree and hence have access to any vocation of their choice (Kane, 2004; Hadley, 2010). Despite the constitution guaranteeing equality and removing legal impediments to equal participation of men and women, available statistics suggest that women have failed to participate equally with men in science-oriented courses at both secondary and post-secondary levels (Nafukho, 1999; Okwako, 2006).

The information available in post-independence Nigeria has revealed consistent inequalities between males and females in sciences and science-based courses in numerous postsecondary institutions (Bogonko, 1992; Eshiwani, 1993; Oketch and Oloo, 1995; McGrath. and King, 1999; Kaino and Mazibuko, 2001; Kyalo et al., 2006; Littleton and Barnnert, 2009; Cummings et al., 2009).

Even though administrators, teachers, students, and tertiary college-based researchers have all emphasized the importance of science and technology for all students’ educational and vocational futures, neither the number of female students enrolling in science-based subjects nor the number of women who go on to work in them has increased noticeably (Kyalo et al., 2006).

For several years, sector planning initiatives to increase female involvement have been underway (McGrath and King, 1999), but a national policy on tertiary colleges’ practical and technical training has yet to materialize to increase female enrolment. What is unclear is why female participation in these fields remains low.

Although studies have looked into male and female participation rates in science and mathematics education (Gaskell et al., 2007; Greenfield et al., 2002), achievement (Cowley and Easton, 1999; Lawton, 1997), and psychological sex differences (Kolaric, 1999), little information is available in Nigerian tertiary level institutions that have looked into the factors that account for female students’ low enrolment in science-based courses.

1.2 DEFINITION OF THE PROBLEM

According to statistics in Nigeria, the vast majority of females do not enroll in science-related courses at the university level (DANIDA, 1998). Between 2007 and 2011, around 207,000 female students enrolled in tertiary institutions in Nigeria, according to the Commission of Higher Education [CHE 2011]. According to statistics, 67 percent of female students enrolled in tertiary level institutions between the aforementioned years.

Only 33% of female students enrolled in arts, languages, social sciences, and humanities courses, while only 33% enrolled in science courses (CHE, 2011). Statistics show that 38 percent of girls in Ondo state are enrolled in science courses.

It has also been shown that the few female students who enroll in Science-based courses generally shift their courses from Science to Arts and language-based courses once they arrive at tertiary institutions, making female enrollment in Science-oriented courses even lower (Kerre, 2009). The purpose of this study was to evaluate parents’ attitudes regarding counseling their female children in science-based courses at tertiary institutions in Ondo State, Nigeria.

1.3 OBJECTIVE OF THE STUDY
The goal of this study was to evaluate parents’ attitudes concerning low female student enrollment in science-based courses in Ondo state, Nigeria’s postsecondary institutions.

.

1.4 OBJECTIVES OF THE STUDY
To determine the performance of female students enrolled in science-based courses at tertiary institutions in Ondo state in scientific topics at the Nigeria Certificate of Secondary Education. Nigeria
To ascertain parents’ attitudes regarding female students enrolled in science-based courses at tertiary institutions in Ondo state. Nigeria
To investigate the socioeconomic background of female students enrolled in science-based programs at Ondo state tertiary institutions.
To research how student variables influence their enrollment in science-based courses in Nigerian tertiary institutions.

1.5 QUESTIONS FOR RESEARCH
What is the performance of female students enrolled in science-based tertiary institutions in Ondo State, Nigeria, in scientific topics at the Nigeria certificate of secondary education (NECO)?
What institutional determinants influence female students’ enrollment in science-based programs in Ondo state tertiary institutions?

What is the socioeconomic background of female students enrolled in science-based programs in Ondo state tertiary institutions?
What variables influence female students’ enrollment in science-based programs in Ondo state tertiary institutions?

1.6 THE IMPORTANCE OF THE STUDY
This study was important for both practical and scholarly reasons. The ideas of educators on how to best reduce low female enrollment are informative to other educational leaders as well as beneficial to students and society. The key cause of low female enrolment in science-based courses was identified and can be corrected to improve female enrolment in Sciences at higher institutions.

Identifying the factors that drive enrollment not only allows governments and institutions to better estimate enrollment but also allows them to make adjustments to fulfill current or future labor needs. Planning for skills shortages is vital for governments and decision-makers who are responsible for maintaining a trained and productive workforce. The ability to forecast changes in enrollment numbers allows decision-makers to adjust their plans accordingly.

Gender-sensitive strategies to attract female students, as well as gender audits, were recommended for implementation, but there was no mention of gender bias as a problem that needed to be resolved, and there is the very important issue of what is truly happening to female students today, socially, within the education system, and regarding science-based courses.

1.7 RESTRICTIONS OF THE STUDY
The study’s geographical scope was limited to tertiary institutions in Ondo state. This study focused on female enrolment in science-based courses at Nigerian tertiary institutions in Ondo state. The research was carried out over six months, from January to June 2012.

1.8 THE STUDY’S LIMITATIONS

The following imitation restrictions were encountered: First, while the study was limited to university institutions in Ondo state, the respondents were chosen at random, therefore the study’s findings might be extrapolated to other tertiary institutions in Nigeria, as ideally predicted. Second, time constraints hindered this investigation, as very little time was allotted to the full research study duration.

The study was hampered by a lack of resources and funds. The study was limited to watching, studying, and analyzing data provided by the sources. Some respondents provided incorrect information, which was remedied by cross-checking the information provided from official institutional papers and other respondents, as well as using two instruments, a questionnaire, and an interview, to gather extra information.

Finally, because the current study was limited to female students already enrolled in Science Oriented courses, the perspectives of other students who were not enrolled could not be sought, and this also excluded students who are still in secondary school or have recently completed their secondary education.

1.9 ORGANIZATION OF THE STUDY

The research was structured as follows: The first chapter was the introduction, which included the study’s history, a summary of the difficulties, the study’s purpose, research objectives and questions, the significance of the study, the study’s delimitation, the study’s rationale, assumptions, and definitions of significant terminology.

The second chapter includes a literature review based on the four research objectives, a theoretical framework, knowledge gaps, and a conceptual framework, as well as a summary of the literature review. The third chapter includes an introduction, research design, target population, sample size, sampling technique, research tools, instrument reliability and validity, data collection procedure, and ethical issues for the study.

The fourth chapter covered data analysis, presentation, and interpretation. Chapter five provided a summary of findings, comments, conclusions, policy recommendations, research references, and appendices.

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PARENTS’ ATTITUDE TOWARDS ADVISING THEIR FEMALE CHILDREN TO STUDY SCIENCE IN ONDO STATE

ABSTRACT

This study looked at teacher personality qualities as a predictor of teachers’ job satisfaction in Yenagoa Local Government Area, Bayelsa State. There were four research questions that were answered. The population for the study was drawn from all public senior high schools in Bayelsa State’s Yenagoa Local Government Area. The descriptive survey study design was used to investigate teacher personality qualities as a predictor of teachers’ job satisfaction.

A total of 100 respondents were chosen from four secondary schools in Bayelsa State’s Yenagoa Local Government Area. With the assistance of two (2) trained research assistants, 100 copies of the questionnaire were distributed to respondents. The study’s personal data was evaluated using simple percentages, while the assumption was tested using inferential statistics of standard deviation.

The study found that teachers’ Introvertism is significantly associated to job satisfaction, while teachers’ Extrovertism is strongly related to job satisfaction. The study found a substantial association between teachers’ attitudes and job happiness; the study also found a strong relationship between instructors’ self-concept and job satisfaction.

Based on the study’s findings, the following conclusions were drawn: the study vividly demonstrated that professional qualification of teachers is the major variable influencing students’ performance in mathematics among junior secondary school students in Yenagoa Local Government Area, Bayelsa State, Nigeria. On the basis of the study’s findings, the following recommendations were made: A professional body or association should be empowered to govern entry into the teaching profession and to monitor members’ ethical behavior.

CHAPTER ONE

Introduction

1.1 Study Background

Education is a vital human activity. It enables fashion and model individuals in any society to perform well in their environment. The objective of education, according to Boit, Njoki, and Chang’ach (2021), is to empower citizens to transform their society and remove inequity. Secondary education, in particular, is a crucial sector for national and individual growth. It is critical in developing a country’s human resource base beyond primary education (Achoka & Odebero, 2007).

The teacher is an important knowledge facilitator and plays an important part in nation formation. Teaching is a noble job, and teachers have a great impact on society. A teacher’s teaching acts are intended to inspire confidence in the youth so that they can learn relevant knowledge not only as students but also throughout their lives.

The teacher’s responsibility is thus to show pupils what to study, to challenge them by setting high standards and to critique in order to encourage further satisfaction, to assist in overcoming blind spots, and to evaluate each student’s development in terms of valid objectives. As a result, in order to be effective in their work, teachers must employ a variety of teaching tactics.

The teacher is the central figure in any educational system. Teachers, in fact, constitute a nation’s strength. Teachers’ impact remains strong, and it is difficult to avoid them in the process of teaching and learning. The value of teachers is recognized all throughout the world (Panda & Mohanty, 2013). Good teachers are critical to the efficient operation of the educational system and to the enhancement of the learning process’s quality.

Teachers add perceptual and cognitive performance style qualities to their ways of responding to the world. As a result, a person is more likely to act in a way that makes the best use of his abilities. Similarly, a teacher’s good attitude toward teaching and higher level of aspiration impact his favorable assessment of the environment.

A comprehensive measure of aptitude, topic mastery, teaching approach, and so on should be included in a successful teacher development plan in order to cultivate necessary abilities and attitudes among potential instructors.

Aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, general mental ability, personality, relationships with students, preparation and planning, effectiveness in presenting subject matters, relationships with other staff, self-improvement, and relationships with parents and the community are all factors that influence a teacher’s job satisfaction. Swartz (2011)

Esan (2011) assessed teachers’ performance in four areas of teaching behavior: intellect, personality, teaching approaches, and student engagement. Riaz (2011) assessed instructors’ performance based on characteristics such as demonstrated teaching competency, motivational abilities, teachers’ attitudes toward students, and grading fairness.

Aptitude refers to a potential rather than an achievement. Aptitudes are often used to describe special abilities such as intellectual or athletic abilities.

According to Akiri and Ugborugbo (2011), there is a substantial association between teachers’ educational qualifications and job happiness. Years of experience, educational qualification, skills, economic variables, topic mastery, teaching quality, teachers classroom management, development, and training, according to Esan (2011), have a positive impact on job satisfaction.

According to Etsy’s (2011) study in Ghana, teacher variables that strongly contributed to low job satisfaction were tardiness and absenteeism.

Swartz, White, and Patterson (2011) evaluated teachers’ effectiveness in five teaching functions: instructional presentations, instructional monitoring, instructional feedback, instructional time management, and student behavior management.

Ferris, Bergin, and Wayne (2021) found seven performance characteristics that influence teachers’ work satisfaction. These included preparation and planning, subject matter effectiveness, composure, relationships with students, self-improvement, relationships with other staff, and relationships with parents and the community.

Job satisfaction has been studied for over a decade as one of the most important dependent variables. Job satisfaction entails a set of behaviors that are directly related to the production of services for the company. Employees are responsible for their own job satisfaction. It must be aimed at organizational goals that are pertinent to the job or role (Campbell, 2000).

There is mounting evidence that instructors have the greatest impact on students’ academic progress of any school resource (Barbara, Spyros, & Larry, 2004; Daniel, Lisa, & William, 2007), and that the teacher is the most essential factor influencing student learning (Wright, Horn, & Sanders, 2007). As a result, recent educational research has shown a high relationship between the quality of teachers’ personality attributes and the academic achievement of pupils (Hanushek, 2012; W. Sanders & Rivers, 2006).

A teacher’s personality is frequently scrutinized by his or her students, and it serves as an example and model for the students (Khairul Anuar, 2012). But, do all teachers today have what it takes or the requisite personality traits to be educators? As a result, it is clear that personality traits are important among teachers because different personality traits have varying effects on teaching efforts.

In response to previous meta-analyses (Hurtz & Donovan, 2000), the current study is being conducted to explore the influence of personality factors on job satisfaction among public secondary school teachers in Pasir Gudang. The primary goal of this study is to determine whether respondents’ personalities are congruent with their jobs, which determines how they behave or perform as educators.

1.2 Statement of the Problem

Working as a schoolteacher is a difficult job (Constantinos, 2007), especially when teachers lack the necessary personality attributes to be great educators (Fontana & Abouserie, 2013). Students today confront a variety of obstacles that prohibit them from being successful students, one of which is insufficient lecturers (Spencer, 2009).

It is stated that teachers who lack the necessary attributes as teachers will have a poor level of personal accomplishment and will be unable to offer effective instruction (Francisco, Eva Maria, & Miguel, 2005).

Failure of instructors to demonstrate their professionalism will also contribute to the crisis of the teaching profession (Chee, 2008). Thus, personality is important in providing effective teaching (Zuhaili, 2009), and it is important to identify instructors’ personality features since teachers have a big impact on their job happiness and student satisfaction (Douglas & Tim, 2010).

In recent years, measuring work-related personality traits has become an increasingly important role of human resources in the employee selection process (Levy, 2011). According to Levy (2011), the area of personnel evaluation has evolved from focusing solely on job-related knowledge, skills, and abilities (KSAs) to include other personal qualities, notably personality traits.

This is done because a person’s chances of success in their field are increased when their personality traits fit the needs of that specific job (Naemah, 2007). Previously, some school principals would select instructors based on characteristics that matched the school’s needs. Peterson (2009)

The teaching staff is the most important aspect of every educational institution. One of the objectives of teacher education is to produce highly motivated, conscientious, and effective teachers for all levels of education.

However, today’s teacher is likely to lack sufficient professional training, which may have a detrimental impact on his or her employment. When the Universal Basic Education (UBE) program was implemented, teacher trainees and auxiliary instructors were chosen at random from among market women, housewives, petty traders, and disgruntled job seekers.

As a result, many unsuitable persons were discovered in teaching and teacher training institutes who had no core ability, interest, or calling for teaching. As a result, even with the best preparation, such unmotivated persons are unlikely to become better teachers. As a result, teacher training colleges produced ill-trained and ill-equipped teachers who were forced to teach in schools.

Poor student job satisfaction in Nigeria has been connected to poor teacher performance in terms of completing teaching tasks, a negative attitude toward work, and poor teaching habits (Ofoegbu, 2004). Other aspects that may contribute to instructors’ job satisfaction include the students’ relationship with the teacher, as well as the teachers’ teaching experience and qualifications

. The current conditions would undoubtedly have an impact on instructional quality in public schools, which may translate to either high or bad work satisfaction, attitude, and values among secondary school pupils.

The finding encouraged the researcher to investigate the relationship between teacher variables including as qualifications, experience, economic status, and manner of instruction as correlates to job satisfaction in secondary schools in Yenagoa Local Government Area, Bayelsa state.

1.3 Research Issues

What is the amount of association between teachers’ self-concept and job happiness in Yenagoa L.G.A. Bayelsa State secondary schools?
What is the amount of association between teachers’ attitudes and job satisfaction in Yenagoa L.G.A., Bayelsa State?
What is the relationship between extrovertism and work satisfaction in secondary schools in Yenagoa LGA, Bayelsa State?
What is the amount of link between introversion and job satisfaction among secondary school teachers in Yenagoa L.G.A., Bayelsa State?

1.4 Objectives of Research

The study will specifically seek to;

Examine the level of association between teachers’ self-concept and job happiness in Yenagoa L.G.A., Bayelsa State secondary schools.
Examine the amount of association between teachers’ attitudes and job satisfaction in Yenagoa L.G.A., Bayelsa State.
Investigate the association between extrovertism and work satisfaction in secondary schools in Yenagoa L.G.A., Bayelsa State.
Examine the level of link between teachers’ introversion and job satisfaction in Yenagoa L.G.A., Bayelsa State.
H0: There is no substantial association between teachers’ attitudes and job satisfaction.

H0: There is no statistically significant association between teacher introversion and job happiness.

The Study’s Importance
This study will be extremely important to many people.

To begin, it will be extremely beneficial to instructors by carefully enumerating the aspects that contribute to their job satisfaction while performing their jobs. The research will assist teachers to identify ways to be more goal-oriented in their tasks.

It will be critical for the student whose goal of study is to help address the facing difficulties of low job satisfaction. The study will also encourage students to pay closer attention to their studies.

It will be extremely beneficial to parents who have not contributed their fair share to the growth of our educational system and have contributed to its deterioration.

Finally, it will be critical for all stakeholders and policymakers who have worked tirelessly to ensure that our educational system does not collapse in the end.

1.7 The Study’s Scope

This is an attempt to identify teacher personality qualities as predictors of job satisfaction in teachers. This study’s variable scope will include the teacher’s self-concept, teachers’ attitude, teachers’ extrovertism, and teachers’ introversion. The study included 100 instructors from five public secondary schools in Bayelsa State’s Yenagoa Local Government Area.

1.8 The Study’s Organization

In general, this research is divided into five parts. Chapter One dealt with the proposal for identifying and describing difficulties, as well as establishing the study’s objectives. The second chapter focused on literature review, the third on materials acquisition and technique, and the fourth on generated results and comments. Lastly, Chapter Five incorporated conclusions and recommendations.

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Secondary school teachers’ personality traits and job satisfaction

Chapter One

Introduction

Domestic violence, according to Ganley (1989), includes physical abuse, sexual abuse, psychological abuse, and abuse of property and pets. According to him, exposure to these forms of violence has a high potential for being perceived as life-threatening by those who are victims, leaving them with feelings of vulnerability, helplessness, and, in extreme cases, horror.

Physical abuse is defined by Dutton (1992) as any behavior that involves the intentional use of force against another person’s body that risks physical injury, harm, or pain. Pushing, hitting, slapping, choking, using an object to hit, twisting a body part, forcing the ingestion of an unwanted substance, and using a weapon are all examples.

Sexual abuse, according to Dutton (1994), is any unwanted sexual intimacy forced on an individual by another. Oral anal or vaginal stimulation or penetration, forced nudity, and forced exposure to sexually explicit material or activity are all examples.

Actual or threatened physical force, or some other form of coercion, may be used to obtain compliance. Psychological abuse can include derogatory statements or the threat of death by another person. Isolation, economic threats, and emotional abuse may also be involved.

Domestic violence, according to Straus and Gelles (1990), is widespread and affects all socioeconomic groups. According to a national survey of over 6000 American families, between 53% and 70% of male batterers also frequently abuse their children. Domestic violence is one of the least reported crimes in the United States, with the Department of Justice estimating in 1998 that there are between 960000 and four million domestic incidents per year.

According to the Bureau of Justice Statistics, approximately 92 percent of domestic violence cases involved female victims in 1994. Domestic violence threatens many Kenyan families and is unfortunately on the rise in our society, according to Wopadovi (women against domestic violence). Domestic violence has injured, disabled, and killed many people, the vast majority of whom are women.

Following recent events in which domestic violence has become rampant and daily reports of deaths of spouses and lovers as a result of domestic violence, it has become a high priority that domestic violence is a threat that must be addressed as soon as possible and with the seriousness that it deserves. Wopadovi goes on to say that domestic violence has no regard for social classes or educational levels. According to Wikipedia (2004), domestic violence is a problem in many parts of Africa.

Academic performance is an important factor in determining student success. Academic performance is an unavoidable concept in any formal educational institution. It expresses an individual’s or a group’s learning achievement at the end of an academic program. It is a criterion for determining a student’s capability to assimilate, retain, recall, and communicate his knowledge of what has been learned (joe, Kpolovie, Osonwa and iderima 2014).

This concept’s meaning is closely related to academic achievement and academic attainment. Academic performance is defined as knowledge gained or skills developed in a school subject, as measured by test scores or marks assigned by the teacher, or both. According to these definitions, academic performance is an observed and measured aspect of a student’s mastery of skill(s) or subject matter (s).

According to Singh (2010), academic performance is one of the three required aspects of a properly composed learning objective, and it denotes a learner’s attainment in properly stated behavioral objectives. Meanwhile, poor academic performance of secondary school students has been influenced by a variety of factors, including domestic violence.

Domestic violence is a factor that is the foundation for children’s development; therefore, in terms of family problems, the socioeconomic status of the family plays an important role in students’ educational achievements. The home has a significant impact on a child’s psychological, emotional, social, and economic well-being.

This is because domestic violence affects the child’s reaction to life situations as well as his level of performance. Domestic violence factors are linked to academic success, as these factors can have a significant impact on young children’s cognitive abilities.

Disadvantaged children (children from low-income families who face a higher number of domestic violence factors) begin school with significantly lower cognitive skills than their more advantaged peers (Sharma, Basad and Gupta 2015). Physical abuse, according to Dutton (2012), is any behavior that involves the intentional use of force against another person’s body that risks physical injury, harm, or pain.

Pushing, hitting, slapping, choking, using an object to hit, twisting a body, forcing the ingestion of an unwanted substance, and the use of a weapon are all examples. He further defines sexual abuse as any unwanted sexual intimacy forced on an individual by another as a form of domestic violence.

Oral anal or vaginal stimulation or penetration, forced nudity, and forced exposure to sexually explicit material or activity are all examples. Actual or threatened physical force, or some other form of coercion, may be used to obtain compliance.

Domestic violence threatens many Nigerian families and, sadly, is on the rise in our society. Domestic violence has injured, disabled, and killed many people, the vast majority of whom are children. Following recent events involving domestic violence, it has become a high priority that domestic violence is a threat that must be addressed as soon as possible and with all seriousness that it deserves.

It was also stated that domestic violence does not respect social classes or educational levels (Wopadovi,2014). Domestic violence is gaining national and international attention, and it is a type of violence that occurs in many homes around the world. It is a form of defilement, assault, sexual harassment, and rape or battering, child abuse, such as denial of rights, necessities, and opportunities, and threatening communication patterns such as insults, harassment, and neglectful lack of action.

Amnesty International defines domestic violence as the most violent attacks on an individual, a group of people, or a woman. It includes physical, sexual, and psychological violence in the family, such as battering, sexual abuse of female household children, dowry-related violence, marital rape, female genital mutilation, and other traditional practices that are harmful to any member of the household. Domestic violence can be perpetrated by any member of the family (Sharma, Basad and Gupta 2015).

Domestic Abuse

Domestic violence has become more widely acknowledged in society over the last two decades. Furthermore, it has become clear that some people are more vulnerable to victimization than others. Domestic violence has a negative impact on individuals, families, and society as a whole. Domestic violence, according to Ganley (1989), includes physical abuse, sexual abuse, psychological abuse, and abuse of property and pets.

According to him, exposure to these forms of violence has a high potential for being perceived as life-threatening by those who are victims, leaving them with feelings of vulnerability, helplessness, and, in extreme cases, horror. Physical abuse is defined by Dutton (1992) as any behavior that involves the intentional use of force against another person’s body that risks physical injury, harm, or pain.

Pushing, hitting, slapping, choking, using an object to hit, twisting a body part, forcing the ingestion of an unwanted substance, and using a weapon are all examples. Sexual abuse, according to Dutton (1994), is any unwanted sexual intimacy forced on one person by another. Oral anal or vaginal stimulation or penetration, forced nudity, and forced exposure to sexually explicit material or activity are all examples.

Actual or threatened physical force, or some other form of coercion, may be used to obtain compliance. Psychological abuse can include derogatory statements or the threat of death by another person. Isolation, economic threats, and emotional abuse may also be involved.

Domestic violence, according to Straus and Gelles (1990), is widespread and affects all socioeconomic groups. According to a national survey of over 6000 American families, between 53% and 70% of male batterers also frequently abuse their children. According to CWP (1995), women who have been hit by their husbands are twice as likely as other women to abuse a child.

Carlson observes that over three million children are at risk of being exposed to parental violence each year (1984). According to Mackay (1994), children from homes where domestic violence occurs are physically or sexually abused and/or seriously neglected at a rate that is 15 times higher than the national average. According to Regier and Cowdry (1995), 1 in 5 female children and 1 in 10 male children may have experienced sexual molestation.

Domestic violence is responsible for approximately 50% of homicides and 92 percent of murder-suicides in New Hampshire, according to statistics from the governors’ commission (2012). Domestic violence, according to Representative Shannon Chandley, an Amherst Democrat, is a pattern that usually escalates without intervention.

According to the US Department of Justice, children are victimized at a higher rate than adults, regardless of race or social class. Some children in that country are also subjected to daily violence, which can have long-term psychological consequences. Gabby Gifford (2014) advocates for congregational actions against domestic violence and legislative changes such as denying people facing domestic violence restraining orders the right to own firearms.

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DOMESTIC VIOLENCE’S EFFECT ON ADOLESCENT ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

THE STUDY’S BACKGROUND

Any child’s academic performance cannot be separated from the home environment in which the child grows up. A healthy home environment provides a child with emotional security.

Schools cannot simply provide a continuation of the home environment, but they can play an invaluable role in laying the groundwork for the child to learn to read and write; however, this influence is characterized by a variety of factors such as the parents’ home background learning facilities, levels of parental educational attainment, and other sociocultural issues.

The rate of poor performance in various school examinations, such as the senior secondary school examination, has steadily increased over the years in the society (S.S.C.E). According to educator comments, the blame for poor performance stems from students’ and parents’ neglect and carefree attitude toward academic work.

Against this backdrop, the researcher has decided to investigate a child’s academic performance.

As previously stated, there are numerous factors that influence a child’s academic performance.

It goes without saying that a child’s academic performance is directly related to his or her environment, including learning facilities and other sociocultural issues. Every child is born with the same intellectual ability, but a good and conducive environment with adequate learning facilities will aid in the development of the child’s intellectual and academic capabilities.

Parents from good learning environments will always have positive attitudes toward education and will provide learning materials such as television, instructional video tracts, books and journals, and so on that will aid in the learning process. In fact, these can give a child an advantage over his or her peers in a learning environment with limited resources.

Educated parents will always believe that it is important to help a child with his or her homework and to review the schoolwork that the child has completed, but a child from a poor home environment is often deprived of such opportunities, and thus struggles to serve the teaching and learning process.

As a result, a student in this category lacks confidence and consistency. As a result, he or she observes how academic performance thus, the motivation of any intelligent child towards learning is accelerated by the positive influence of his or her environment, whereas others are negatively affected as a result of their poor home environment.

PROBLEM STATEMENT

The value of education in a person’s life cannot be overstated. Education has a long-term impact on people’s lives. For example, the acquisition of knowledge and skills, as well as all other worthwhile things that are transmitted to a person through formal and informal education, determines his or her future potential.

Essentially, we believe that the home is a child’s first school, where he or she is taught the fundamental norms and values by the parents before the child enters formal education. Contrary to popular belief. Learning and reading start in school, but the child’s foundation starts at home. [Binkley, 1998]

Based on those facts, the purpose of this research is to answer the following questions about why student home environment affects student performance in school.

A child’s academic performance suffers when he or she is exposed to an unfavorable learning environment.

Can illiterate parents’ attitudes influence their children’s performance?

Can the attitudes of illiterate parents influence their child’s performance?

STUDY PURPOSE

The goal of this study is to thoroughly investigate the relationship between a child’s home environment, parental educational attainment, learning materials, and academic performance in school. In other words, the study wants to know how variations in the aforementioned factors in a child’s home affect his or her academic performance, and then it wants to suggest possible solutions to these problems.

THE IMPORTANCE OF THE STUDY

Individuals and society as a whole benefit greatly from education. Educators have long assumed that an individual’s progress in a learning situation is heavily influenced by his or her home environment. As a result, this study will highlight the significant differences in various home environments.

The study will enable educators and curriculum planners to plan for individual differences among children in any teaching/learning environment. It will also assist teachers in catering to different classes of school children in the classroom.

Furthermore, it will enable the teacher to adopt new dimensional approaches while teaching. Finally, regardless of educational qualification, parents should encourage the child at home and provide maximum stimulation at all times.

QUESTIONS FOR RESEARCH

The following research questions provide the focus of the study in terms of the study’s purpose.

I Does a child’s home environment affect his or her academic performance?

ii) Does a child’s academic performance depend on his or her parents’ academic achievement?

iii) Does the academic achievement of the parents have any bearing on academic performance?

iv) Does a child’s sociocultural background influence his or her academic performance?

STUDY OBJECTIVES

This study is primarily concerned with the impact of a child’s home environment on academic performance. However, the researcher is limited to a few selected secondary schools in Edo state’s Egor local government area.

TERMS DEFINITION

I ACADEMIC PERFORMANCE: This is defined as a child’s or individual’s score in a test or examination based on his or her learning experiences.

ii) HOME ENVIRONMENT: In this context, the home environment simply refers to a child’s immediate surroundings and the first institution where he or she is taught the fundamental norms and values by his or her parents before proceeding to formal education.

iii) SOCIO STATUS: This is an individual’s overall state based on differences in occupation, level of education, and other societal issues.

iv) SOCIO-CULTURAL BACKGROUND: This is an individual’s social and cultural makeup in relation to his or her environment.

v) EDUCATION: the formal instruction or training that a child receives in school.

vi) PARENT: any person (male or female) who has legal custody of a child

vii) EDUCATED PARENTS: possessors of a female or male child who has received formal education in addition to informal education.

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THE INFLUENCE OF A CHILD’S HOME ENVIRONMENT ON ACADEMIC PERFORMANCE

ABSTRACT

The study sought to investigate the effects of early childhood education on the cognitive development of primary one students in Lagos State’s Kosofe Local Government Area. An extensive and relevant literature review was conducted in this study under related subheadings.

In this study, a descriptive research survey was used to conduct an objective assessment of the opinions of the respondents chosen for this study. Furthermore, the questionnaire was used to collect the data needed for this study, and the sampling technique was used to select the samples for this study.

In this study, four null hypotheses were generated and tested using both the Pearson Product Moment Correlation and the t-test of independence variable. The following findings emerged from the analyses: there is a significant

relationship between pre-primary school education and cognitive development among children in schools, there is a significant difference between pre-primary school education and children’s school achievement in schools, there is no significant difference between the speech development of children taught by parents and those taught by teachers, and there is a significant gender difference.

Based on the findings of this study, the researcher suggested that the National Policy on Education be revised to include, among other things, the education of Nigerian children aged 0 to 2 years.

CHAPTER ONE

Background Information/Introduction to the Study

As soon as conception occurs, a baby is on the way. Normally, it takes 9 months for a fully developed baby in the womb to be born into the world, assuming no accidents or premature birth. Caplan and Caplan state that a baby is a unique individual with unique characteristics from conception (1995).

According to them, the nature of children is such that no two children are exactly alike in every way, not even identical twins. As a result, there are obvious differences that distinguish one child from another. According to Nwagbara (2003), the complexities in children are the result of both nature and nurture. From birth to young adulthood, children go through various stages of development.

The first two years of a child’s life, from the age of two to six, are crucial to his or her development. Children’s physical, mental, and psychological development accelerates during this time because they are in a constant state of flux. They are undergoing significant changes and making significant development strides, particularly in the area of language acquisition and development.

It is believed that children’s reading material should be linked to their own spoken language as well as their interests and experiences in order for them to grow intellectually. The emphasis on children’s cognitive development is a welcome development (Anyanwu, 1991).

This is because a child’s brain is “tabula rasa,” ready to be occupied. Recognizing this, educators search for appropriate stimuli that will produce the best results for the children. According to Webber (1970), it must be recognized that there is something that can be done about children’s intelligence as a result of the types of experiences that are provided for them.

According to Aiyedun (1984), story books provide such experiences that can contribute to children’s intellectual growth. Stories, he claims, provide and improve reading, writing, and thinking skills, particularly because they stimulate the intellect. Stories help people understand why they do what they do. Just one story can serve as the foundation for a more in-depth investigation of other actions.

Selected experiences, as depicted in story books, provide children with the opportunity to use words that they are familiar with from their family life. As a result, children are encouraged to broaden their vocabulary appropriately. Not only that, but because their story books are almost always pictorial, they learn the vocabulary of colors, shapes, textures, and so on at a young age.

Story books help children develop their intellectual abilities by allowing them to practice the four language skills of listening, speaking, reading, and writing. They also assist children in learning new words as well as alternative meanings of words in different contexts. This is possible, especially if the stories’ language is not overly simple.

Anyamelue (2003) asserts that it is critical to provide young children with the quality care, nutrition, and stimulation they require for healthy growth and development. Furthermore, both in Nigeria and internationally, the holistic care of young children is gaining traction. This was emphasized in the CRC and was recently echoed at the Dakar World Education Forum in 2000. The goal of expanding and improving comprehensive early childcare and education was reaffirmed at the forum.

The rapid development of the brain is one of the hallmarks of early childhood. “The last three months of prenatal life and the first two years after birth have been termed the most critical period to brain growth spurt,” Godges (2001) writes.

This is due to the fact that more than half of the adult brain weight is added during this period. It grows rapidly in the first few years of life, reaching about two-thirds of adult weight by the end of the first year, 7.5 percent by the age of two, and 90 percent by the age of five. As a result, a five-year-brain old’s has developed nearly to the level of an adult’s.

However, due to the rapid growth of the brain, the child requires adequate nutrition during this time. This is due to the fact that poor nutrition before and after birth, as well as in the first few years of life, can seriously impair brain development. This can result in neurological and behavioral disorders, as well as learning disabilities.

According to research, a baby’s brain is made up of trillions of neutrons waiting to be woven into the “intricate tapestry of the mind.” Childhood experiences influence which neutrons are used to wire the brain’s circuits. Begley observes that “the experiences of childhood determine whether a child grows up to be intelligent or dull, fearful or self assured, articulate or tongue tied,” according to Hodges (2001).

According to Munonye (2002), there is scientific evidence on the importance of adequate stimulation during the early childhood period for the child’s cognitive development. The environment can influence how the brain is “wired” for certain functions such as language, music, physical activity, and even mathematics during specific stages of childhood development.

As a result, the brain must receive the appropriate stimuli at the critical time in order to perform these functions; otherwise, it may be impossible for it to “re-wire” itself later in life. As a result, the early childhood period should be handled with extreme caution.

Statement of the problem

Most children today do not develop cognitively because of a lack of early childhood education, which is primarily provided to children by their parents and, secondarily, by their teachers, who are also regarded as surrogate parents in the school.

The majority of primary one students in Nigeria’s school system did not attend pre-primary schools, where children are primarily taught using methods appropriate to the children’s learnability and comprehension at this early stage of life. Because of this lapse, most children in primary schools fail to grasp the content of their lessons because they began their early education from the stem rather than the root.

Furthermore, the majority of teachers employed to teach in primary one schools do not use appropriate teaching methods that are understandable to children, and as a result, most children do not achieve high academic achievement in the early stages of their primary school education.

Children’s low cognitive development has resulted in poor academic performance at virtually all levels of our educational system. This is due to the fact that what a child is unable to achieve during his or her early education will be difficult for him or her to achieve at the pinnacle of his or her educational life.

The purpose of this study is to look into the impact of early childhood education on the cognitive development of primary one students.

The Study’s Purpose

The following will be among the specific goals:

(1) To investigate whether there is a link between primary school education and cognitive development in school-aged children.

(2) To determine whether there is a link between primary school education and speech development in school-aged children.

(3) To distinguish between the cognitive development of children taught by their parents and those taught by teachers.

(4) To determine whether there is a general difference in cognitive development between children who received pre-primary education and those who did not.

(5) Determine whether there is a gender difference in cognitive development as a result of pre-primary school education.

Research Issues

As a result, the following research questions will be addressed in this study:

(1) Is there a link between primary school education and cognitive development in school-aged children?

(2) To what extent can there be a difference between pre-primary school education and speech development in primary school children?

(3) How can we tell the difference in cognitive development between children who were taught by their parents and those who were taught by teachers?

(4) How can we determine whether there is a general difference in speech development between children who received pre-primary education and those who did not?

(5) Will there be a gender difference in children’s cognitive development as a result of pre-primary education?

Hypotheses for Research

In this study, the following research hypotheses will be developed and tested:

1. There will be no significant relationship between pre-primary school education and cognitive development in school-aged children.

2. There will be no statistically significant difference between pre-primary school education and children’s school achievement.

3. There will be no discernible difference in speech development between children who were taught by their parents and those who were taught by teachers.

4. There will be no significant gender differences in children’s cognitive development as a result of pre-primary education.

The Study’s Importance

The following people will benefit greatly from the research:

(1) Children will benefit from the study’s findings and recommendations because it will put their teachers and parents in a better position to teach or instruct them on the appropriate language to learn in their communities.

(2) As a result of this study’s recommendations, teachers would be exposed to how to best approach teaching or dealing with children at our school system’s lowest level, primary school. Not only that, but they would be exposed to the appropriate methods for teaching language to children in school, particularly in the primary school system.

(3) Parents would have a better understanding of the importance of teaching their child to master the language of his or her environment. Most parents are unaware that they are their children’s first teachers at home. This study will teach them that

they should be the first people to impart knowledge to children, especially when it comes to language development. With the results of this study and its recommendations, parents will be able to determine the best techniques to use when teaching language to their children.

(4) The society will be exposed to proper language acquisition knowledge for the child in the society. With the recommendations, society will be able to determine how best to assist the child in the areas of language acquisition and mastery.

The Study’s Scope

This study will include all primary schools in Lagos State’s Kosofe Local Government Area. Its primary focus will be on the investigation of the effect of primary education on the cognitive development of children in Lagos State primary schools.

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EFFECTS OF EARLY CHILDHOOD EDUCATION ON THE COGNITIVE DEVELOPMENT OF PRIMARY ONE PUPILS
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