FAMILY BACKGROUND AND ITS INFLUENCE ON THE CHILD ACADEMIC PERFORMANCE IN SCHOOL

 

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ABSTRACT

This research work was set out to examine the family background and its influence on the child academic performance. If the child family background has any effect on his performance at school, some selected primary schools in Oredo local government area of Edo State as a  case study in the process of carrying out this research work, certain thought in the vain of questions came to mind which are:

–               To what extent does the students’ family structure (family size) affect his performance academically?

–               To what extent does the parents educational position influence the students academic performance

–               How far does the family background affect their academic performance?

–               Does the socio-economic class of parents influence the students’ academic performance?

In the same vain, through or during the process of carrying out this research work, there was certain discovery viz:

1.            That the structure and position of students in the family has effect on his academic performance

2.            That student from a more conducive family background performed better than those in non conducive background for a conducive background facilitate the learning situation and improved the academic performance of students.

3.            It was also discovered that family structure (monogamous or polygamous) has the ability to affect the students academic performance either positively on negatively o the basis of discovery, recommendations were made in order to improve the academic performance of students.

 

 

 

TABLE OF CONTENT

Chapter One

Introduction

Background of study

Statement of the problems

Objectives of the study

Research questions

Significance of the study

Scope/limitations of study

Definition of terms

Chapter Two

Literature review

Chapter Three

Methodology

Design of study

Area of study

Study population

Sample/sampling techniques

Instrument of data collection

Method of data

Chapter Four

Data analysis and discussion of results

Chapter Five

Summary, Conclusion and recommendations

References

Appendix

 

 

 

CHAPTER ONE

INTRODUCTION

Every child is unique and so he must react to the school environment in his own way. Since a child behaviour is the product of heredity and environment (a child family background, his upbringing, his peer group and al forces of his own environment) must play a major role in his school performance. The family unit is the first and primary foundation of the child learning process.

 

Apart from the materials stimulation, needed by the child and provided by his family for his intellectual development a child also is expected to be emotionally balanced. This will enable him to cope with all the social tolerant that would disturb him at school. All families do not have equal economic and social status and since children from different homes attend different problems therefore the various children under this condition would be disturbed at school much effect is therefore required of the teachers in identifying the child’s problems which may be traceable to his family. The teacher should study the child’s family background and correlate them with the child performance at school.

 

 

BACKGROUND TO THE STUDY

In the recent past, sociologist achieve tried to identify the characteristics of family background which are directly related to cognitive development and achievement in schools. The impact of family background on the academic achievement of pupils in schools today is receiving wide acknowledgement in many educational circles in the world.

 

Family background plays an important role in the students’ performances because it is the foundations of education. The family is an institution which provides for the child’s primary socialization and initial education. The initial stage of child socialization depends on the influence of people around him of all the agents of socialization. The family is the most immediate and most important.

 

The problems of why students achieve or fail to achieve success in school has always been an issue to psychologist, educationist etc. family background has a significant influence on the socialization of the child. Some writer like Lovell P. (1999) are of the view that parents who are educated and economically well off are likely to have fewer children than parents who are not only poor but are illiterate or semi illiterate and ignorant.

 

Rich children they opined do lack attention from their parents in matter relating to education. At home life for such children is comfortable with amenities like house helps television sets, video sets, stimulating cognitive materials and all sorts of things to play with while at school, the child does not have to think of where his next fee will be coming from. Simply because the child is assured and therefore feels confident and is alert also scholars like Lovell P. (1999) are also of the view that a child whose parents are illiterate and poor is not likely to attract such attention from their parents.

 

Children from the above mentioned different family background come together to study in the same school under the same class teachers using the same curriculum. It is in the light of this that the researcher intends to find out the effect which family background has on the pupils performance in primary schools.

 

 

STATEMENT OF PROBLEM 

In Nigeria today, the standard of education has fallen thus leading to lots of arguments among scholars, traders, stake holders, educationalist, civil servants etc as to the immediate and the remote cause of the fallen standard and the factors hindering high standard of education, while we blame government, teachers and pupils the family which the pupils came from have much to be desired. It is of great importance to note that we cannot exonerate the family which the child comes from when we are talking about pupils performance in school. This is based on either the family background which is either polygamous or monogamous in nature social economic status of the parents or level of education of parents or of the family and health facilities may also be involved.

 

 

RESEARCH QUESTIONS

To deal with the influence of family on the academic performance of the child in selected primary schools in Oredo local government area of Edo State certain questions are to be asked for example:

1.            To what extent does the level of education of parents influence the academic performance of the pupils?

2.            Does the socio-economic status of parents influence the pupil’s performance academically?

3.            Does the family structure in terms of monogamy and polygamy influence the academic achievement of pupils?

4.            How far does the attitude of parents and siblings affect the academic performance of pupils?

 

 

PURPOSE OF THE STUDY

Family background is one of the factors that influence the academic achievement of children at school. The family is the bedrock of the child’s socialization process. A child starts leaning about life as soon as she came into the world from the family background, the school as a source of western education. It has been argued that a child family background influence his educational outcomes by affecting her attitude in school. It has been observed that the pupils’ poor performance in their school work could be traced to their parents educational status, the parents socio-economic status, and the family structure of the pupils. It is therefore the purpose of this study to investigate the background of family on the academic achievement of the pupils.

 

 

SIGNIFICANCE OF THE STUDY 

Every parent wants a successful result from the child who goes to school. Children succeed in school when certain factors are put into place some of these include: ensuring that the child feeds well at home, does his homework, provided with the required textbooks and writing materials and has her work checked regularly. Unfortunately many pupils fail in school owing to no fault of theirs.

However, some parents are ignorant of what they are expected to do, to help the pupil perform well academically in school. Teachers themselves are not left out. As young children, there is need for proper guidance and education on the relative benefits of schooling to the pupils. The study will assist parents to have an insight into the behaviour needs of their children.

 

This study also will enable the teachers to know that pupils are not solely responsible for their poor performance in school. The teachers will be able to come to grip with some of the problems that affect pupil’s performance. It will avail the teacher the corrective measures which if adhered to will help both the teachers and pupils achieve greater academic excellence. This study intends to reveal the factors that impede or enhance the progress of the child at school.

 

 

SCOPE OF THE STUDY 

This study, is limited to findings out family background and its influence on the child’s academic performance in some of the primary school selected in Oredo ;local government area of Edo State are: Emotan, Oguola, Agbado, Emokpae, and Payne primary schools, Benin City.

 

DEFINITION OF TERMS

Family background: This involves the condition I the home created by parents. These include educational background, home status, and family structure in terms of monogamy and polygamy and provision of educational materials.

Social class: The group that people belong to which is defined by property ownership and control of health.

Academic performance: The scores an individual obtain in a class, test or examination based on his learning experience in school.

 

 

 

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THE IMPACT OF WOMEN EDUCATION IN ATTAINING THE GROWTH AND DEVELOPMENT OF THE NIGERIA ECONOMY

 

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ABSTRACT

This study was under taken in order to investigate the impact of women’s education in Nigeria so as to know if the educated women contribute positively or negatively to the development of the country economy using Oredo Local Government Area of Edo State as a case study.

This study was limited to Five Public Secondary School Namely:

a)     Oredo Girls college

b)    Idia college

c)     Edokpolor Grammar school

d)    Edo college

e)     Akenzua Secondary School

The findings showed that education of women has immensely contributed to the growth and development of this country and has brought about better stand and of living in their various homes. The findings also revealed that education women could stand anywhere to face any challenge socially, economically, politically and otherwise the study also showed that some educated women neglect their homes while in their respective Jobs.

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

Introduction

Background of the study

Statement of problem

Purpose of the study

Significance of the study

Hypothesis

Research problems

Scope/delimitation

Definition of terms

CHAPTER TWO

Literature review

CHAPTER THREE

Design and methodology

Population and sample

Instrumental and data collection

Analysis of data

CHAPTER FOUR

Presentation and analysis of data

Introduction

Percentage analysis

Research problem analysis

CHAPTER FIVE

Summary, conclusion and recommendation

Summary and conclusion

Recommendation

REFERENCES

QUESTIONNAIRE

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Education is a training which incorporate, time, pain, lasting valves, cultural ideas, utility of experience which are geared toward the orientation of the mind to perform and exhibit such visible skill of change which are enduring and transferable according to Richard Amayo.

Education can also be seem as the development of each unit of the society to maximize his potentials abilities and also to enable one contribute meaning fully to the growth of that community and share its accomplishment according to risk.

Education can also be seen as complete and generous education that which fits a man to perform justly, skillfully and magnanimously, all in the office both public and private of the peace and wa-according to Milton.

 

Fafunwa (1974) sees education as an aggregate of all process by which a child or young adult develops abilities attitudes and other to the society which he/she lives.

Horne (1976) sees education as the internal process of supervisor adjustment of the physically and development free conscious. John

Dewey (1944) sees education as a continuous reconstruction of experience in which there is development of immature experience which there is development of experience which are founded with the skill and habits of intelligence.

 

Education enable individual to develop abilities, attitude and acquired the norms and valves in the society.

Education is the gateway to knowledge and development for the individual and the nation. It is best legacy that parents can leaves for their children and it is the most valuable possession that a person or individual can ever acquire.

 

The women here protested their commercialization or their being made consumer objects. They claimed that they have the resources to sustain and accelerate their social economic political and educational status and further affirmed that their male counterpart misallocates these resources. Woman here largely excluded from any place in policy making and other important position in public or private sectors. In post independence period in many developing countries Nigeria inclusive, education wag given to both men and women as a right to facilitate the developing process. Women can contribute to national development if they are educationally empowered.

 

According to attain (1959) women have always been regarded as weak vessel but they have in react time refused the lag in terms of education. She said that woman have confessed that they have over come self select and mediocrity due to their exposure to educational world instead of being a burden or a liability to their husband they will support and help the family to achieve greater height and their children have more opportunities to be a literate than those of the non-educated people which will help to increase the growth and development of the society and the country at large. With education, women can partake in any field, political, socially, economically, religiously and soon in politics for instance which was almost abominated by men (male child) is now being appreciated by women even married women because they are educated and carefully participate to the growth and development of the Nigerian economy by being a politician.

 

Malam Kaita (1982) said that what a man can do, a woman can do as well, apart from bringing up children in the right manner so that they can match or fit with the present day society, advocated women have the chance and ability to contribute their talents, and knowledge in the task of national economic revival for the country growth and development. The educated women is better and more useful housewife and a mother, neighbors and citizen, community mobilizes and social workers and even a good philanthropist, we must therefore encourage the young girls (female children) and women with necessary attitude to benefit from the fruit of education not merely for their own self improvement but for the rapid growth and development of the Nigeria economy.

 

 

STATEMENT OF THE PROBLEM

The bane for women education in Nigeria is entrenched in the nation’s new national policy on education which states that!

“With regards to women education special efforts will be made by ministries of education and local government authorities in conjunction with ministries of community development and social welfare and of information to encourage parents to send their daughters to school”

The tacit (understood) reference made to women education in the national policy on education is contained in the primary education section of the document. It must be observed here that no further reference was made to the provision of women education in this all important document on education.

 

Nagess (1995) opined that the absence of a policy statement on women education has reflected in the national policy on education (NPE), makes the NPE fall short of women expectation and it amounts to a total disregard for that section of the population in this country.

 

The plight of women, interims of education is further compounded by the negative attitude of parents toward female education. Some parents are usually reluctant to send their girl child to female education especially to higher levels like their male counterpart. Another problem closely related to this is the reluctance to acquire western education and misunderstanding on the part of the girls themselves about the value of the acquisition of formal education. In education equity means equal access to good schooling.

 

According to Ocholi (2002) geography (in terms of location) and families, relative’s wealth has been discovered to also affect equity. For example in Nigeria, in the last few years, the regression (toward male, female education in balance) in basic education is reflected in the fact that the net enrollment rate of girls in primary school is lower than the female literacy rate Ocholi, noted that in 1995, 25 percent of girls who should have enrolled in school did not. It was equally observed that in 1995, the average primary school completion rates for boys and girls were 56.3 percent and 45.7 percent respectively. Most girls leave school due to inability to pay cost among of her reasons

 

It is however, an open secret today that Nigeria women are educationally backward when compared with their male counterparts. According to the 1991 national population census, women alone constitute 49.7% of the overall population with 70% being of Nigeria women 35 years and above are illiterate. The level of illiteracy is said to be thrice as high in the rural areas when compared with the urban areas.

Three fundamental barriers have been identified by Awe (1990) 10 be responsible for low level of development and enhancement of women especially for educational advancement. These barriers are:

i)                   Restricted access to education

ii)                Reluctance to aspire and

iii)              Resistance to women advancement within a patriarchal system.

 

Restricted access to education by women in this country is profoundly rooted in history, religion, culture the psychology of self, law political institution, limit women access to school when compared with their male counterparts for example it has been observed that Nigeria women are lagging behind their counterparts in developed and some developing nations due to the late start in educating them. This is caused by our tradition and culture which are hostile to women, the tradition and culture reduces them to kitchen manager eases and producers of babies, thus their ideally is expected to end in the kitchen a condition which ironically is detested by many parents thereby discouraging their investment in girls-child education.

 

Reluctance to aspire is another major problem against women education. This is main manifestation of African wrong socialization which tends to impress upon the women folk the belief that certain of subjects and profession are the exclusive preserve of men. Our socialization at the same time confines women to certain roles (e.g. cooking, baby making, baby nursing, home keeping etc.). This state of affairs is definitely a negative of the scientific discovering that women are not intellectually inferior to men. This is because of the fact that both male and female have 42 chromosomes in the genes. Furthermore, science has revealed that there are no innate biological or psychological reasons why girls should not do well as boys if given the opportunity and if provided with adequate motivation.

 

Resistance to women advancement with a patriarchal system is further manifestations to our cultural practices which convert interact to hinder women advancement especially for educational view points. The resistance is further engendered by cultural impediment imposed on women by her traditional assigned roles of housewife, mother baby sitter, member of inferior sex, stereotyped gender victim, among others. Thus it is stated that the problem of resistance to women advancement are culture based as they include those brought about by home work, conflict, ignorance or the part of many parents, erroneous belief that religion is against the provision of sound formal education to the girl child, gender stereotyping and stigmatization, socio-economic constraints and poor attitudes of some parents.

 

It is pertinent to note at this juncture that the greater access of men in Nigeria to education more than their women counterparts have very negative consequences on the latter. In fact, it has been observed that this unwholesome situation is the principal factor that is responsible for the preponderance of women lower position in work organizations and less paid jobs for instance, it has been noted by Oladunni (1999) that Nigerian women are found predominated in such a way that occupation as teaching, nursing services, agriculture, small scale food, processing, consequently it has been opined that majority of them are therefore poor improvised and susceptible to attack by a number of debilitating diseases such as vesto virginal fistula etc.

 

Other problem against women education includes the familiar problem in Nigeria like lack of funds, inadequate facilities; inadequate man power sexual harassment, conflicting societal role expectation, government policies and lack of political will to power implement the entire educational programme.

 

The inferiority complex observable in Nigeria, women can be attributed to the influence of environmental manipulation fore example, through the traditional socialization process of the typical Africa society, women are made to accept negative self fulfilling prophecy, stereotyping and stigmatization that they are members of a weaker sex, at present, the forces which combines to hamper women education and development in Nigeria could be viewed broadly to include denial of access to education, early marriage, confinement to solitary living, subjugation by culture to accept choices forced on them, discrimination and harassment at work, political disenfranchisement from elective and political appointment and exposure to cruel mourning rites upon the death of their husbands.

 

 

PURPOSE OF THE STUDY

The need for women empowerment can only be achieved through the provision of adequate and functional education to the women folks. This is crucial because no matter how rich or vast a nation is without an effective efficient adequate and functional education for all citizens (men and women) education which as relevant to its immediate needs, goals and objectives, such as nation would find it difficult to stand on its own. The brand of education being advocated is that type of education in which is embedded the spirit of self realization and all that area needed for the country overall development like mass literacy, economic empowerment etc.

 

 

The need for women education is also informed by the fact that purposeful occupational achievement and satisfaction ensure by deep self awareness and understanding which can only be achieved through the provision of effective and functional education and or guidance and counselling. This has been noted is likely to guarantee women empowerment with its root based on women struggle to improve their status, the empowerment suggested is such that entails the process of challenging power relations and of gaining wider control over source of power. This however, cannot be achieved without the provision of reasonable access to formal education to the women folks; this is based on the premise that education has been adjudged to be viable instrument of change in the positive direction.

 

 

In the spirit of universal basic education (UBE), provision of formal and functional education needed for the women folk because

i)                   It would empower them to know and ask for their right to education, health, shelter, food, clothing etc.

ii)                It would empower them to fight against every form of discrimination against their folk, assert themselves about their equal treatment with their men counterpart as bonafide citizens of this nation Nigeria.

iii)              It would enable the women take decision and accept responsibilities for taking such decision concerning them.

iv)              It would give economic power to the women and there by enable them to contribute their quota to the economic growth of the nation.

v)                It would empower the women scientifically through exposure to science and technological education age and the challenges of the present technology break through unfolding world wide.

vi)              It would help women to reduce materials and infant mortality through improved nutrition, improved child rearing practice, health care and prevention against killer diseases.

vii)           It would avail women the opportunity of participating keenly in the world of sophisticated policies and governance as enlightened citizens.

 

 

SIGNIFICANCE OF THE STUDY

This study will reveal the attitude of women which hinder their education as well as the socio-economic benefit of educated women in the growth and development of the country economic. Education will also be pottered to these problem to ensure equal education of women and men.

 

 

RESEARCH QUESTIONS

The study in hanged on the following research questions:

1)    Does the attitude of teacher in school neglect the education of women?

2)    Does the education of the girl child (women) bring about the breakdown of culture?

3)    Does your religion’s belief support women’s education?

4)    Does parental educational background play a role in women’s education?

5)    Does family size affect education of women?

6)    Does the society support women’s education in attaining the country’s goals?

7)    Does a woman really have low 1 Q as reported by men being described as fish brain?

 

 

SCOPE OF THE STUDY

This study which examines the impact of women’s education in Nigeria in attaining the growth and development of the country’s economy limited to five secondary schools in Egor Local Government Area and also draw sample from the secondary schools teacher and from educated and non-educated parents

 

DEFINITION OF TERMS

For clarification and prevention of possible confusion and ambiguity, meanings have been attached to some terms in the research:

Attaining: To achieve something, to actualize something

Development: To increase something or for something to change and have an increased size or take a new shape.

Education: Systematic training and instruction, school for the acquisition of knowledge, skills information etc by a more experienced person i.e. teacher.

Income: The money hat a person receives or earn as a salary, sales or from nay productive ventures.

Factors: Things that affect a situation event or process.

Growth: It is the increase of something for another new change (dynamism)

Culture: Way of life of people in terms of religion, marriage, belief, art, music, etc.

Attitude: It refers to a character of behaviour possessed by someone.

Prevail: It means to overcome a problem or barriers which stand as a hindrance to achieve something.

Shallow brain: The brain that cannot assimilate deeply and rapidly or brain that cannot reason/think deeply or indebt.

Community: Is a geographical location where people come together and habit it or a place meant for habitation of people.

Participate: To be included man activity or to take part in carrying out particular activities.

Weaker vessel:  It refers to somebody that does not have much strength/might to do something or not having much say in something.

Polygamous: It refers to a family whereby a man marries two or more wives.

Upkeep: This is keeping something or somebody in a continuous good condition.

Philanthropist: A person that helps others who are in need financially and otherwise.

Women education: This is the type of education given to women in order to acquire any formal education or knowledge and skills under the guidance of a school.

 

 

 

 

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IMPLEMENTATION OF ADULT LITERACY PROGRAMME

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ABSTRACT

This work was meant to study the problems of implementation of adult literacy programmes in Egor Local Government Area of Edo State. Five adult literacy centers were used for the study. The population used for the study is the programme coordinator, teachers, participants, non-participants of the programme and the sample is one hundred respondents. The ages range between 20 and 70. Questionnaires were the instrument used for data collection. The data collected were and used with the use of frequency and percentage tables, and descriptive methods. The findings of the study revealed that participants were between the ages of 20 and 70 years and their occupations included farming, trading and artisans. The literacy centers were grossly inadequate. The attitude of some adults towards the programme is not encouraging. The materials supplied by the government were inadequate and untimely. Based on the findings, recommendations were made that the local government to solve the problems of mobility and distance to the participants. The organizers should embark on effective method of publicity of the programme through the use of media and public lectures on the usefulness of literacy. The government should supply adequate fund and materials regularly for the participants.   

TABLE OF CONTENTS

CHAPTER ONE   

Introduction

Background of the study

Statement of the problem

Purpose of the study

Research hypothesis

Significance of the study

Limitation of the study

Definition of terms

CHAPTER TWO   

Literature review

CHAPTER THREE         

Methodology

CHAPTER FOUR

Presentation and analysis of data

CHAPTER FIVE   

Summary, findings, conclusion and Recommendation

REFERENCES     

QUESTIONNAIRE

CHAPTER ONE

BACKGROUND OF THE STUDY          

Although Nigeria began its campaign against illiteracy during the colonial era, It was not until independence that literacy programmes gained increased momentum. In the 1950s, regional government launched a free primary education, programme to enable adult have access to primary education, and in 1976 the central government introduced a compulsory, free universal primary education (U.P.E) Scheme. The UPE programme ushered in an era of expanded growth for primary school and education as a whole.

Many teachers were trained through distance learning by the national teacher Institute (N.T.I) In 1982 the government of Sheu Shagari launched a ten year adult literacy campaign which included the establishment of state agencies whose main objective was to combat illiteracy in Nigeria. In 1996, the UNDP began to assist the literacy programmes with equipment, technical and financial resources. This enables the government to transfer the U.P.E into the universal basic education scheme (U.B.E 1999). Unlike the U.P.E, which endeavored to promote access to primary education, the U.B.E sought to promote access to education for all, including adults, out of school, youths, children and people living in special circumstances, such as nomads.

During the period 1995-2004, these programmes raised the national literacy rate to 84% 69% for youth and adult respectively. Other efforts are currently underway to use the media, especially the radio to reach the countries 60 million and the more illiterates.

The majority of the adults are farmers some are artism while others are petty traders. A close observation has show that since the introduction of mass literacy programmes in the country in 1982 by the federal government, the programme has not been fully felt by the adults in the local government area.

With far reaching experiences, it has been discovered that the implementation of adult literacy programmes is faced with a great number of problems and this is focus of this study.

Ovedeji (1980) describes literacy as the skill of reading and writing and computing. He pointed out several advantages of literacy. Literacy helps individuals to understand their civil rights and responsibilities, it helps individuals to take part meaningfully in the democratic process of their nation and contribute immensely to productiveness at individual state and national levels.

On the background of its organization owes its success to the organizational strategies engaged by the organizers.

Adult education is increasingly being seen as a response to the educational needs of men and women it covers a whole range of part time educational provision for persons whose social and economic responsibilities give them adult status. Adult education with in which literacy education is centered is of immense importance.

It is said that health is wealth, without good health nothing can be done successfully and ill health can affect the general community. The well being and growth of the community can be maintained if the members are to a large extent literate.

It is also note worthy that literacy helps people to be enlightened in the community with this such individual will be able to think mature and progressive decisions on issues concerning his life and those of others apart from this, the people who are handling affairs of this country are the adults and they take part in decision making process. Thus their education is a paramount importance as as not to allow the ship of the nation to capsize.

The world is dynamic; changing every day for adults to be able to change with it, there is need for literacy programmes which are very important at community level up to national level.

As a young and newly created local government, the Egor needs all the resources it can harness to develop among which are human resources.

This people need to be literate before they can partake meaningfully in the development programmes of the local government. It could therefore be said or concluded that the people of Egor local government area need to become literate so as to be able to develop themselves, the local government, the state and Nigeria in general

STATEMENT OF THE PROBLEM

Education, which is the backbone of developed nation in instrumental in the development of the developing nations like Nigeria. The level of adult education has been the major concern of the government as well as private individual since the launching of mass literacy campaign in 1982 by the federal government.

The status of adult as at now in the educational system is very much more viewed with apathy by adults as by government agents.

Politicians see it as an important instrument for development but the patriotic support for this programme dwindles the moment they get to the office.

These problems range from inadequate finance, lack of enthusiasm on the part of the learners and instructors, inadequate infrastructure and materials and ignorance on the part of the clientele. It therefore with these problems in mind that this study is carried out.

In the view of the above, the study looks at the problems involved in the organization of adult’s literacy programme in Egor local government area of Edo state was has contributed to its present status.

PURPOSE OF THE STUDY

This study is purposely meant to identify the problems militating against the implementation of adult literacy programmes in Egor local government area of Edo state in Nigeria.

RESEARCH HYPOTHESIS

Several literacy programmes are known to have failed due to faulty organization strategies, similarly many factors contribute to the success of adult literacy programmes these include organizational frame work, positive attitude of adults, provision of adequate resources which include qualified personnel and materials.

The following have been raised for this study;

1. That inadequate supply and low quality of literacy teacher must have affected the organization of adult literacy programmes in the local government.
2. The difference attitude of adults towards organization of adult literacy programmes must have affected it Implementation.
3. That inadequate provision of materials hindered the development of literacy education in the local government.

SIGNIFICANCE OF THE STUDY

It is generally hoped and believed that the solution put forward in the study will make great contributions to the society. It will be useful to adults who are yearning to acquire more knowledge. It will be of special benefit to the ministry of education administrators that have relevance to adult’s learners. The study may also be useful to further researches in the area of the development of informal education and continuing education systems.

RESEARCH QUESTIONS

Research questions are necessary in order to have the maximum result in standing the problems involved in the organization of adult literacy programmes in Egor local government area of Edo state.

These research questions were asked

1. Was adult literacy programme organized regularly?
2. Were there adequate and sufficient materials for the programme?
3. Was there any specific curriculum for the programmes?
4. Were the instructors paid by the government or the participants are not even paid at all?
5. What were the qualities of the instructors?
6. Did the instructors face any problem in teaching the adults?
7. Did the participants turn out in large numbers?
8. How successful is the programme in the local government?
9. Is the programme financed by the government or the participants?

DEFINITION OF TERMS

Adult education: can be defined as any education given to adult person’s men and women. Adult education is sometimes defined as the education provided for all men and women who are aged 21 and above. This is a biological definition based in the assumption that adult is one who is aged 21 and above.

Literacy: can be defined as the ability to read, write and speak a language as well as the ability to compute in broad terms, literacy is the ability to make and communicate meaning from and by the use of a variety of socially contextual symbols. According to (Cunningham, 2010) and Harste, 1994). Literacy has for instance, expanded to include literacy information and communication technologies and critical literacy.

Non formal adult education: can be defined as the training and instruction which takes place outside the formal education system or within the four walls of institutions adult and non formal education may be aimed also at young people who legally have not attained adult status, but for whom there is no further provision within the school system.

Adult literacy education: adult education is thus sometime using the programmes as the basis for an operational definition. For example, adult education been defined as adult literacy education. The weakness of this definition is that it excludes the body of knowledge accumulated in per literate and non literate societies. Yet it is known that such societies provided some knowledge and skills averting most facts of human endeavour religion, polities, work, and play. Language health and morals…

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THE IMPACT OF UNIVERSAL BASIC EDUCATION PROGRAMME (UBE) ON THE NIGERIAN CHILD

 

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ABSTRACT

This project work is aimed at critically examining the impact of universal basic education (UBE) programme on the Nigerian child using New Era Junior secondary school, Benin City as a case study. The project work therefore studies the impact of universal basic education (UBE) on Primary and Junior secondary students. The school used as sample here was collected and critically analyzed using simple percentage method to analyze the questionnaires administered for this study. The result of the study shows that the universal basic education (UBE) programme has impact on the Nigerian child especially in the area of academic performance.

 

 

 

TABLE OF CONTENT

Chapter One      

Introduction

Background to the study

Statement of result

Research questions

Purpose of the study

Significance of the study

Delimitation

Limitation

Definition of terms

Chapter Two      

Literature review

The early schools

The new system

A philosophical insight into the meaning and content of universal basic education (UBE) programme

Content of UBE programme

The effect of UBE on Nigerian child

Funding the universal basic education programme (UBE)

The problems of UBE

Chapter Three   

Research methodology

Instrument for data collection

Population of study

Sample and sampling techniques

Data analysis

Chapter Four     

Presentation and data analysis

Research questions 1

Research question 11

Research question 111

Chapter Five      

Summary, conclusion and recommendations

Summary

Conclusion

Recommendation

References

Appendix

 

 

 

  

CHAPTER ONE

BACKGROUND TO THE STUDY

INTRODUCTION

The National Policy on Education was developed to eradicate illiteracy at all levels of human existence and provide affordable education for all Nigerians irrespective of class, religion, ethnic origin of physical appearance. The policy was driven by a desire to eradicate poverty, increase indices of national policy, increase political consciousness and encourage issues of national interpretation. These basic objectives of the policy have not been realized.

 

In pursuance of the aforementioned objectives of the national policy, the federal government under the federal ministry of education have from time to time introduced different educational reform programmes with the hope of realizing its objectives. One of such programmes for educational reform is the universal basic education (UBE).

 

Yoloye (2004) opined that the concept of basic education is not a relatively new concept to the Nigerian educational system. Within the last decade, it has assumed a global significance and its meaning has assumed a wider dimension. The expanded vision of UBE comprises the universalizing of access and promotion of equity, focusing on learning and enhancing the environment of learning and strengthening partnerships. The UBE of 2004 represents a significant educational reform which addressed the lapses and loop holes of the UPE. The UBE was formulated to be the bed rock of a life long learning that will impact reading, writing and the acquisition of the other relevant skills for sustenance and development. This education comprises of formal and non formal acquisition of basic skills.

The (UPE) programme was however hampered by a number of foreseen difficulties, which rendered it virtually unimplemented. First of all, the large population of the 1980s meant that there were suddenly a large number of the primary school children who could not readily be accommodated with in the existing schools. Secondly, there was scarcity and trained and qualified teachers coupled with the political instability in the country at the time.

The former president of the federal republic of Nigeria, Chief Olusegun Obasanjo launched the universal basic education (UBE) programme, on 30th September 1999 in Sokoto. The first batch of primary one pupils for the programme were enrolled nation wide in the 2000/2001 academic.

 

 

The objectives of UBE programme are as follows

·        Developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion.

·        The UBE programme is free, universal and compulsory education for every Nigerian child for school going age.

·        Reducing drastically the incidence of drop-out from the formal school system (through improved relevance quality and efficiency).

·        Catering for the learning needs of young persons who for one reason or another, have had to interrupt their schooling through appropriate forms of complementary approaches to the provision and promotion of basic education; and ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills, as well as the ethical, moral and civil values needed for laying a solid foundation for life long learning.

STATEMENT OF PROBLEM

Over the years, the country’s educational system has not met this yearnings and aspirations of the Nigerian people. this necessitated the regular changes in the system. For any nation to minimize illiteracy, ignorance and poverty as well as stimulate and accelerate the pace of national development, political consciousness and national integration, there is need to make basic education compulsory for the populace.

Having recognized this fact, Nigeria introduced universal basic education about nine years ago. The study therefore investigated the perceived contribution of universal basic education to national development in Nigeria.

RESEARCH QUESTIONS

1.     Do the primary school pupils have access to free education?

2.     Do students in junior secondary schools have free books?

3.     Are teachers greatly motivated for teaching?

4.     Are there enough teaching materials/equipment for teaching?

PURPOSE OF STUDY

The purpose of this study is to examine the objectives and problems associated with the implementation of universal basic education and suggest possible solutions which will assist to overcome the challenges faced by the programme.

 

 

SIGNIFICANCE OF THE STUDY

The findings of the study will be of great relevance to the educational sector.

a)       It would create awareness on the masses as regards the importance of the programme to educational system.

b)      It would provide information to practitioners e.g. teachers, planners and other stakeholders in the education of the child.

c)       The study will enable planners to identify the problems that militated against the UPE with a view to avoiding its occurrence in the UBE programme.

 

 

DEFINITION OF TERMS

Education: This is the process of imparting knowledge and skills through training to enable the child or individual develop positive attitude to adjust to the society to which he/she belongs.

Basic education: This is the type of education given to a child in the first year level of education to develop skills and practical orientation.

Primary education: This is the first level of education organized in the formal school system offered to a child usually age (6-11) years in Nigeria.

Secondary education: It is the type of education given in an institution for children aged normally (12-14) for junior secondary schools and (15-18) years for senior secondary schools.

Experienced teacher: This is one who taught a particular subject in his/her area of specialization continuously in a school over a period of time.

Free and compulsory informal education: This is the education given to a child of school going age freely from primary level to junior secondary level

 

 

 

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THE IMPACT OF PARENTS OCCUPATIONAL STATUS ON THE ACADEMIC PERFORMANCE OF STUDENTS

 

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ABSTRACT

This project work was undertaken to survey the influence of socio-economic background in the academic performance of students a case study of some selected secondary schools in Oredo local government area of Edo State. To find solution to the problems, which give to undertaking the survey questionnaire, were raised to check influence of socio-economic background on the academic performance of students in some selected public secondary school in Oredo local government area of Edo state. From the findings it was discovered that socio-economic performance of students in Oredo local government area of Edo state are affecting the students. Recommendation was therefore made as follows:

1.The local education Boards in Oredo should conjunction with the principals of the various school provide adequate educational facilities in schools (such as a well-stock library where the students who cannot afford the necessary textbooks and other material can borrow.

2.Guidance and counselling service should be intensified in schools so that students could be shown and taught how to succeed despite all odds.

3.Parents should be intimated with the adverse effects of having many children and also they should be encouraged to practice family planning.

 

 

 

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

Background of study

Statement of problem

Purpose of study

Basic assumptions

Research question

Significance of study

Scope of study/Limitation of study

Definition of terms

CHAPTER TWO

Literature review

CHAPTER THREE: METHODOLOGY

Design

Population

Sample and Sampling technique

Instrument for data collection

Administration of instrument

Validity of instrument

Method of data analysis

CHAPTER FOUR: ANALYSIS AND INTERPRETATION OF DATA

Research question one

Research question two

Research question three

CHAPTER FIVE: SUMMARY,

CONCLUSION AND RECOMMENDATION

Summary of the study

Conclusion

Recommendation REFERENCE       

QUESTIONNAIRE

 

 

 

        

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Our secondary school today offer some subject like chemistry, physics, English language, mathematics, economics, commerce,, fine art, history, government, geography, home economics etc in an attempt to categorize these subject above into broader areas, we would certainly find out that fall under science, social sciences and pure arts. These subject listed above are very important for our day to day exercise and they are designed to relate them to experience in life to achieve success therefore, both side have to be very active in other words, the teachers must be dedicated towards effective teaching and the students must strictly adhere to the rules governing hard work in order to succeed in the pursuit of their academic career in life. It therefore means that poor performance of students is serious problem which demands urgent solutions.

 

 

Education is very vital in the human existence because the society and education are interrelated and inter-dependent. This can also be seen in the nature and development of a child born in a given society. The school is an umbrella governing children for different parental background and social background and as such the children learning and rate of academic development is closely related to other experience. The child’s performance in school is determined by environment which the child finds his or her self. In the socio economic different factors can be found, these include social, economic, psychological, cultural, genetic, environmental and emotional.

 

 

STATEMENT OF THE PROBLEMS 

Education has been defined as a continuous process which start from birth and ends at death, parents, teacher’s educators and researchers are aware of factors that could influence or fell on a child performance in school. This effect of education on a child’s life can either be positive or negative and it can both be emphasized based on itemizing the importance of education.

 

The potentiality of a person can be determined by both formal educations he set or receives. Research work on study has shown that when a child is born he is a tabular raser, but both other researchers have shown that a child does not take into school bank. He or she goes into school equipped with what his home has to offer, it is therefore important to know that the research work is designed to investigate and analyze The impact of parents occupational status students performance academically at senior school certificate examination (SSCE) in some selected secondary schools in Benin City.

This work hopes to finds out the different in educational performance between children whose parents are academically, socially and economically balanced and those that are not academically, socially and economically balanced.

 

 

PURPOSE OF STUDY  

The purpose of this work is to find out or show the effect of socio economic on children performance in school. It is based on selected secondary schools in Benin City. The research work will show among other things suggested or proffer solutions to some of these problems that militate against student’s performances in school. This research work will assist students in the future who want to conduct researcher on the same topic. This project work therefore intends to examine if the under factors could affect the child’s performance academically.

1.            Economic academic backgrounds

2.            Socio economic status (SES) of parents

 

 

RESEARCH QUESTIONS

The following hypotheses have been formulated from the above assumptions.

a.            There is no significant relationship between facilities in the school and his academic performance in school

b.            There is a relation between structure and students academic performance

c.            The academic fulfillment of parents does not affect the child’s academic performance at school

d.            Depending on how good a child academic performance is bound to be affected.

 

 

SIGNIFICANCE OF STUDY 

It has been asserted that a child performance in school is determined to a large extent by the socio-economic of the child, since social life is the primary source of letting. This work will therefore show the significance different in socio-economic of child with result to academic performance in school. This research work will assist curriculum planners in planning of school curriculum. It will help them recognize individual differences of individuals or parents.

 

Apart from benefits of curriculum planners works, the teachers should make sure that a classroom learning situation should enter for various categories as well adjusted pupils or students. It also help create a new method of teaching conclusively, irrespective of parents, socio-economic status (SES) parents should endeavour to encourage their wards at home and provide them with all amenities that enhance academic performance.

 

SCOPE OF STUDY   

This research work restricts the researcher to just one of the reasons or factors affecting the educational performance of students at the senior school certificate examination (SSCE) in some selected secondary schools in Benin City. The researcher shall visits Itohan Girls, Emotan, Imaguero Secondary School and Idia College. These schools are the sample population which represents the entire population. The senior secondary I (SS I) students will in these schools represent the entire students population.

 

DEFINITION OF TERMS 

Social Class: Social class can be defined as a level o r class in society. this level is made up of individual who see income and occupation, value and some attitude towards social issues.

Economic Background: This has to do with wealth; the family is rich or poor. If they have factors land, houses, cars or if they don’t have at all.

Higher Education: This has to do with the educational qualification e.g. NCE, Bed, Med etc.

Lower Education: This refers to education which starts with the educational life of the students e.g. primary school, SSCE etc

Stimulating Homes: These are situations where individual are kept alert mentally by parents, by involving them in brain tasking activities and provision of learning requirements.

 

 

 

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