The causes and effect of diarrhea among children in plateau state

ABSTRACT

This research work was designed to examine and analyze the causes and effect of diarrhea infection among children in plateau. Ten (10) research questions were formulated and questionnaires were administered to one hundred and fifty (150) respondents in order to gather data for the research. Results showed that poor environmental sanitation leads to diarrhea infection among children in Benin City, washing of children’s hands before eating help to prevent diarrhea infection among children , drinking contaminated water by children leads to diarrhea infection and lastly, poorly kept toilet causes diarrhea etc. recommendations included that; government should swing into action by providing various measures in other to prevent diarrhea infection in plateau state and Nigeria at large, our water should be treated properly with chlorine before drinking and batting with it.

Factors influencing parents involvement in children’s academic achievement in early childhood education in Nigeria

CHAPTER ONE/INTRODUCTION

Background of the Study

Early childhood education encompasses all forms of education that pertains to learning of children between ages zero to five years (0-5years). In other words, it involves schooling for young children beginning at age zero who intended to prepare them for primary school (Caldwell, 1999). Universally, there is no one definition of early childhood education. Early childhood education is more of a social intervention, where the children learn how to interact with their peer and learn from each other. It therefore follows that all societies have specific aims about raising and educating their children. In effect, most societies care about early childhood education. However, every society has its individual arrangements for such childcare and education that tend to be culturally, historically specific and varied. It is in the light of this that coined the term educare to help widen the scope. Educare is a quality early childhood education that combine the best of childcare, preschool and family supports to help low-income children ages birth to five grow up eager to learn and ready for school (Bowman, Donor and Burn, 2001).  It aims to take the best early childhood study from the lab to the classroom through development of a network of excellence. The new expansion of childhood education now includes the child minding centers for infants, nursery schools and kindergarten. Internationally, educare or childcare in a group setting could be offered in a crèche, day care, or childcare centers, nursery and kindergarten schools.

Early childhood is a period of rapid growth which Obiweluozo (2012), defined as foundation period of life, a period that holds the key to the overall maximum development of a child. Therefore, early childhood stage is the foundation for a better future. Early childhood education is a period characterized by different forms of activities by children such as playing with toys, running around, jumping up and down, walking, catching, kicking, curious and explorative in nature, they learn very easily through play (Maduike, Maduike and Ekeh, 2013). Similarly, Papalia and Feldman (2011) noted that the early childhood children are full of questions such as; who filled the river with water? Do smalls come from inside my nose? Why do people have too eyes? among others. In other to give reasonable answer to satisfy the curiosity and to give proper care and education to the children, there is need for early childhood education, where the professional takes care of the children and give room for exploration of the environment to discover things on their own.   According to the Nigerian National Policy on Education (NPE) (FRN, 2004) early childhood education is the education given in an educational institution to children prior to their entering the primary school. Early childhood education includes the crèche, the nursery and kindergarten. National Policy on Education (NPE), outlines the objectives of early childhood education to include: effecting a smooth transmission from the home to the school, preparing the child for the primary level of education, providing adequate care and supervision for the children while their parents are at work, inculcating social norms, inculcating in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys, developing a sense of co-operation and team spirit, and teaching the child the rudiments of numbers, letters, colors, shapes, forms through play (FRN, 2004: 3). The objectives of early childhood education reflect the philosophy, which specifies that early childcare environment has a tremendous influence on children’s development. As explained by Ibiam (2011), the education of young children must be organized and vigorously pursued through well-articulated programmes. This, according to Ibiam (2011) is because the nature of the education a child receives in the first five years of life is crucial for his/her overall development and later life chances. Maduewesi (2005) postulates that the care and support received by a child in terms of good health, nutrition and psychological care and protection are crucial in the formation and development of personality and social behaviour.

Similarly, good care during the early years is emphasized because children who receive good care during childhood age are more likely to benefit from later education and other social services (United Nations International Children’s Emergency Fund UNICEF, 1999). To actualize the objectives of childhood education as stipulated in the N.P.E, there should be provision of qualified childhood education schoolteachers that are also adequate in number. In childhood education schools in some states in Nigeria, the availability and adequacy of teachers in number and quality deserves investigation, as casual observation seems to suggest that there is gross inadequacy of teaching personnel both in quantity and in quality.

The National Policy on Education also provides that childhood schools should operate with a suitable curriculum. Curriculum is the totality of the environment in which education takes place, that is, the learner, the teachers, the content, the method, the physical and psychological environment (Anwuka, 2005). It could also refer to all the experiences a learner passes through in a learning situation and these many include individual outdoor activities, written, verbal physical and mental activities (Maduewesi, 2003). Curriculum is the document plan or blue print for instructional guide, which is used for teaching and learning to bring about positive and desirable learner behaviour change (Offorma, 2009).

Parents, who have been considered as one of the stakeholders of the school community, play tremendous roles in children’s education. Among the many tenets of the educational reform efforts is the idea that (PI) is an essential element in children’s academic achievement and social adjustment (Jeynes, 2012). Parental involvement according to Miksic (2015) can be broadly defined as the ways in which parents support their children’s education in word and deed. Parents can be involved in the school setting or at home. Prominent aspects of PI at home include discussion of school activities, parental aspirations and expectations, checking homework, parenting style, home roles and supervision. At school prominent aspects of PI include contacting school personnel, attending parents, teacher organisations (PTO), and volunteering at school (Shote, Hansen, Underwood and Razzoole, 2011 as well as Dearing, McCartney and Weiss, 2006). Student achievement is most commonly defined by report cards and grades, enrolment in advanced classes, attendance and staying in school, and improved behaviour (Henderson and Mapp, 2002).

Research has shown that there is correlation between PI and academic achievement. Sheldon and Epstein (2005) conducted a study to determine if a correlation existed between PI and children’s performance on Mathematics achievement tests in 18 schools in Ohio, Maryland, Wisconsin, Minnesota, Michigan, Kansus and Califonia. They established that learning-at-home-activities linked consistently with improvement on Maths achievement tests. Children who worked with their parents at home on Mathematics homework achieved better Mathematics grades (Bartel, 2010).

 

Schools are developing programs aimed at reaching out to parents in hopes of improving the relationship that exists between school and families of learners. Parents are already involved as primary teachers of their children as soon as they are born, and it makes sense to continue involving them in the formal education of their children (Liu and Liu, 2000). They are the children’s first teachers and have a life-long influence on children’s values and aspirations. In the United States of America evidence of PI in education exists both at home and within the school. According to Echaune, Ndiku and Sang (2015) The No Child Left Behind Act of 2001 recognizes parents’ involvement and empowerment in determining the quality of teaching and learning processes in schools

The roles of health education in the prevention of childhood diseases

In the last 10 to 15 years, nutrition has become a major component of health promotion and chronic disease prevention. Two widely recommended strategies for incorporating nutrition education directed toward children and youth into health promotion and disease prevention efforts are school-based nutrition education and the integration of nutritional care into health care. School-based nutrition education programs targeted toward very specific eating behaviors are showing very promising results in regard to behavior and attitude change of children and adolescents. Substantial changes in health care providers’ attitudes and practices and in the funding and financing of health care will be needed if nutrition education delivered in the context of routine health care is to be a major force in health promotion and disease prevention for youth

Assessment of factors influencing Teachers Effectiveness in Early childhood Education

Teachers’ role in any educational system cannot be over-emphasized.  Teachers are the executors and implementers of the educational policies and curriculum. 
Hence whether there are loopholes in the educational processes and outcome, teachers tend to receive more blame for these shortcomings than any other agent connected with educational activities.
Adesina (1987) recognized teachers as the heart of Nigeria’s educational system at all levels.  The teachers continue to be the major determinants of quality of education, be it at primary, secondary or tertiary level.  The revised National Policy on Education (1998) confirms that, “No educational system can rise above the quality of its teachers”

          Similarly, the National Curriculum Association conference held in 1969 described the teacher as the “Keyman in the entire educational programme”.  The implication of the foregoing for educational policy makers in particular and the society at large is that, adequate attention should be paid to teachers’ welfare in all its ramifications.  This should be the case as point out by Edem (1987):
The curriculum however well developed and however properly interpreted, will come for short of our hopes unless it is applied by teachers who are themselves the product of its philosophy.
In a situation where teachers are left to their fate to face the rigours of academic and in some cases administration work, there is the high tendency that they would decline both in efficiency and effectiveness.  Worst still, inspite of these rigours they are being poorly motivated in terms of salary remunerations.  According to Borton (1981) “Education is not just for personal survival or to increase one’s income or power over others, but it is for enriching one’s life for personal growth beyond survival and income”.  While agreeing with his view, the question is will it also be justifiable for teachers to use their meager income for the provision of school facilities, materials and equipment needed for effective school work to progress?  If the answer to this question is positive, according to Byme (1981) there is a danger that the teacher will lose his initial keenness in teaching for something better.
Moreover, the nature of teachers earns them the regards as experts who know more than their students.  This may involve answering questions, correcting or validating the students’ work or what they have said.  For the teacher to remain as an expert, there must be a continuous in-service training programme for him and the urge to expand his breadth of understanding.
In a situation where there is little or no in-service training programmes and other opportunities for the teachers to widen their knowledge, it is obvious that they will become incompetent.  This is further buttressed by Wilbert (1978) when he said that the teacher’s ability to remain well informed on new developments in his ability to make creative and critical judgments concerning the main trends in his field bear directly upon his competence as an expert.   In other words, if teachers are behind time and obsolete in their disciplines, their effectiveness becomes questionable.
Teachers’ performance can be said to be the ability of the teacher to effectively and efficiently carry out the following duties:

• Adequate preparations for lesson
• Teach the number of periods allocated on the timetable, regularly and punctually;
• Keep the teaching records;
• Sees to the cleanliness of the classrooms and its environment;
• Maintains discipline among his students in and outside the class.
• Check and mark notes given to the students regularly.
• Sets, marks, records, class assignments, tests and examination scripts promptly.
• Properly invigilate both internal and external examinations.
• Attends staff, P.T.A. and other meetings regularly, punctually and partakes actively in them.
• Marks the attendance register daily and takes note of the absentees.
• Sees to the welfare of every student in the class.
• Prepares the continuous assessment booklet and the class master’ sheet.
• Carries out other assignments given to him by the school authority.

High teacher-student ratio, inadequate facilities, equipment and materials could affect teachers’ effectiveness, and also could reduce the performance level expected of an average learner.  Thus, the students will directly feel the inconveniences experienced by the teachers.  In a situation of unconducive school climate, teachers may find it difficult to function effectively.  The school climate entails the sum total of the values and attitudes held by those in the school.  These include the interpersonal relationships existing between the principal and teachers, between the teachers – students and other people within the environment as well as everything the school reflects.
According to Ajetunmobi (2001) “there is a direct relationship between the environment and the intellectual development of the child inspite of the hereditary germ plasma”.
For instance, in a situation where there is a good school environment physical and materially, a child will perform well.  On the other hand, a school whose tone is poor and prevent experiential learning by the child, whose physical plants are inadequate and some times very old and not in good condition, whose leadership is uninspiring, whose curriculum is too unwieldy, too narrow or shallow to provide efficiency of use and where pedagogical considerations are non-existent may produce a child with low academic achievement.

PATTERNS AND INCIDENCE OF CHILD ABUSE AMONG PRIMARY SCHOOL PUPILS IN LAGOS METROPOLIS

CHAPTER ONE/INTRODUCTION

1.1 Background to the Study

Child abuse has become a global problem that needs to be tackled if children are to be given the right to education and freedom. The issue of child abuse has been given serious attention in many parts of the world and Nigeria is not left out. Given this serious effort, one would have thought that this menace will not persist (Alexander, 2009).

Although child abuse occurs in Nigeria, it has received little attention. This is probably due to the emphasis placed on the more prevalent childhood problems of malnutrition and infection. Another possible reason is the general assumption that in every African society the extended family system always provides love, care and protection to all children. Yet there are traditional child rearing practices which adversely affect some children, such as purposeful neglect or abandonment of severely handicapped children, and twins or triplets in some rural areas. With the alteration of society by rapid socioeconomic and political changes, various forms of child abuse have been identified, particularly in the urban areas. These may be considered the outcome of abnormal interactions of the child, parents / guardians and society. They include abandonment of normal infants by unmarried or very poor mothers in cities, increased child labour and exploitation of children from rural areas in urban elite families, and abuse of children in urban nuclear families by child minders. Preventive measures include provision of infrastructural facilities and employment opportunities in the rural areas in order to prevent drift of the young population to the cities. This would sustain the supportive role of the extended family system which is rapidly being eroded. There is need for more effective legal protection for the handicapped child, and greater awareness of the existence of child abuse in the community by health and social workers (Brunk, Henggeler and Whelan, 1997).

A child is a person that has not attained the age of 18. For centuries, the Nigerian child has been seen as an instrument or property with no absolute privilege of its own. In the traditional African society the belief was that children should merely be seen and not heard. Children were not allowed to listen to adults’ discussion/conversation let alone make contributions. This situation was prevalent not only in the society but found its way into the educational system. Consequently, teachers only all owned children to make contributions when they deemed necessary (Chang, Theodore, Martin, and Runyan, 2008).

Recently, there has been serious concern about the child with the realization that children play important part in the family and the society. It is generally agreed that children are the future generation, the leaders of tomorrow and the potential flag bearers of any nation. To carry out these duties, the child therefore has certain rights that must be protected and not be trampled upon or denied (Craig and Sprang, 2007).

Child abuse can be defined as causing or permitting any harmful or offensive contact on a child’s body; and, any communication or transaction of any kind which humiliates, shames, or frightens the child. Some child development experts go a bit further, and define child abuse as any act or omission, which fails to nurture or in the upbringing of the children (Currie and Spatz, 2010).

The child abuse prevention and Treatment Dunn, Culhane, and Tassig (2010) defines child abuse and neglect as: a minimum, any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse or exploitation, or an act or failure to act which presents an imminent risk of serious harm. A child of any age, sex, race, religion, and socioeconomic background can fall victim of child abuse and neglect. There are many factors that may contribute to the occurrence of child abuse and neglect. Parents may be more likely to maltreat their children if they abuse drugs or alcohol. Some parents may not be able to cope with the stress resulting from the changes any may experience difficulty in caring for their children (Eisen, Goodman, Qin, Davis and Crayton, 2007).

Child abuse is the physical or emotional harm to children caused by parents, guardians or other adult members of the society, Achilles (2000). In the United States of example, physical abuses per a million people are reported each year. An approximately equal number of cases of serious neglect are reported. One third of all types of child abuse affect children under 1 year of age, one-third from ages 1 to 3 and one third over 3 years. Every country of the world has laws requiring physicians and other professionals to report suspect child abuse (Greenberg, Warwar, S., and Malcolm, W. (2008).

Oloko (2005) is of the opinion that the magnitude of child abuse neglects and its frequency of occurrence are such that it has attracted global attention for example, she claims that the protection of children from all forms of abuse has been a major crusade in our society and beyond. According to her, symposia were organized in Lagos arid other places to mark the day of the African child in which people participated. Representative from United Nations Children Education Fund (UNICEF) were not left out. In addition, other organization such as the Organisation for African United (QUA) the International Labour Organisation (ILO) etc frowned at this phenomenon in the society.

Children are abused in many ways by either parents or the adult members of the society. The abuse ranges from sexual abuse, physical abuse, psychological abuse, emotional abuse, to total neglect which in any case leads to their negative social behavior in the society (Hildvard and Wolfe, 2002). Child sexual abuse and neglect are widely regarded as a cause of mental health problems in adult life. The possible influence of child sexual abuse on adult social and economic functioning has not received the attention it perhaps deserves, as well as documented difficulties that sexually abused children experience in the school situation with academic performance and behavior (Hussey, Chang and Kotch, 2006).

Macfie, Cicchetti and Toth, (2001) states that, the fact that the Nigerian children are subjected to various forms of abuse and neglect by individuals and the society does not means that it is legal and fashionable to treat children in such manner. He therefore, supports the opinion of the Nigeria constitution, which stipulates in chapter 11, section 18 that children of young persons and the aged in our society or communities are to be protected against moral or material neglect.

Reinert and Edwards (2009) states that in the United States of America, various laws are made in order to protect the interest of children. Their provision is further buttressed by the fact that the children must not be subjected to any kind of abuse or neglect. Moreso, as they symbolize the further growth of the society in which they live.

Children abuse has caused untold hardship on the children who are abused, especially children given to serve people as house helps, in many cases, children who serve as house helps do not go to school. Even, when they go to school their school fees are not paid promptly and their necessary schools materials such as school uniforms, textbooks, exercise books etc are not provided. This condition of being a house help lead a child to absenteeism, truancy and dropping out of school syndrome (Reinert and Edwards, 2009).

These in any case, lead to poor academic performance, anti social behavior and poor socio-economic status of the child when he/she becomes an adult member of the society. In many cases, child abuse has led to prostitution, and sexual harassment which in turn led to unwanted pregnancies, aborting, death or early motherhood without education. For example a girl child who hawks wares on the street may end up being a prostitute and consequently contracting sexually transmitted disease such as the deadly HIV/AIDS and this may lead to premature death and cutting short of her opportunity and career in life (Nwagbo, 2004).

Child abuse may be limited to the following factors: Lack of parental care, poverty, loss of parents or death of breadwinner(s) in the home, parental separation of marital divorce (Russell, 2004). Some of these factors can lead to a child being left in the hands of care-giver, such as step-parents/guardians etc who now mishandle the affairs of the child in the most unfortunate way or manner which contributes abuse to the child’s social behavior and cannot be over emphasized. Due to the abuse meted on the child by those who are supposed to take care of him /her, make the child to be socially maladjusted in the immediate community or society where he/she finds him/her self. This leads to social deviations and delinquencies which are anti-social behaviours or negative norms the society abhorrers and avoids (Romero, Donohue and Allen, 2010).

Bamidele (2003) state that children are commonly seen in Lagos hawking while their parents/guardians comfortably sit at home waiting for the proceeds, apart from not being in school, female children are given out in early marriages at a very tender age. Also, the female genital mutilation abounds in almost all parts of the country today, it is very pathetic to observe that despite media reports regarding its hazards some parents and guardians still subject their children or wards to this dangerous practice,. It is impossible to eradicate child abuse or neglect when in actual fact, parents/guardians, actively encourage it. For example, in some communities, parents actually give out their children or wards as house helps only to come at the end of the month for salary.

Not all children exposed to similar experiences of abuse and neglect are affected in the same way. A range of other life experiences and family circumstances both positive and negative impact on a child’s vulnerability or resilience. These are referred to as risk and protective factors”. Resilience refers to the ability of a child to cope and even thrive after a negative experience (child welfare information gateway, 2008). When a child who has experienced abuse or neglect has few protective factors (such as positive relationships with extended family and friends), the risk of more serious adverse outcomes increases. Risk factors that may contribute to poorer outcomes for children exposed to abuse and neglect include socio-economic disadvantage, social isolation, dangerous neighourhoods, large families and whether the child has a disability (Dubowitz and Benneth, 2007).

In spite of the risks of negative outcomes, some children exposed to maltreatment may emerge unscatted due to protective factors that strengthen their resilience (Runyon, Deblinger, Ryan and Thakkar-Kolar, 2004). Factors that contribute to a child’s resilience include child attributes (such as self-esteem and independence), features of the family environment and community resources (Mapp, 2006).

1.2 Statement of the Problem

The increase in the incidence of child abuse in the society has been of great concern to both the government and educationists. The issues of child abuse have been persistent in many parts of the country. Many children who are neglected by their parents are a times hooligans, robbers etc while the female ones go into prostitute and other related cases, such as rape, sexual harassment, drug abuse and addiction which is a deviant behavior in the society.

The rate of which adolescents are turning to become touts and hooligans in the society is one of the reasons this researcher is embarking on this study. This is because many students from good homes seem to turn out to have anti social

Behaviour. Perhaps due to the problem of parental abuse or neglect. The numbers of homeless, street trading, touts, area boys and girls have increased greatly overtime.

1.3 Purpose of the Study

The objective of this study is to investigate the incidence and patterns of child abuse among primary school pupils in Lagos State. Other specific objectives of the study include:

• To find out whether physical abuse of children influences their social behaviour.
• To investigate whether a relationship exists between sexual abuse and children’s social behaviour.

1.4 Research Question

The following research questions will guide the conduct of this study:

To what extent is child abuse prevalent among primary school pupils?
What are the patterns of child abuse?
To what extent does physical abuse influence the social behaviour of children?
Is there any relationship between sexual abuse and children’s social behaviour?

1.5 Research Hypothesis

The following null hypothesis will be tested in the study:

There is no significant influence of physical abuse on children’s social behaviour.
There is no significant influence of sexual abuse on children’s social behavior.

1.6 Significance of the Study

The importance of this research work will be that it would provide more knowledge to the masses especially, the parents or guardians on the implications of any from of child abuse and neglect on adolescents and children.

It will also enlighten people on the different forms of abuse of children and maltreatment and various ways it would also suggest the best methods of handling the issue of child abuse in the society. As this has posed serious concerns to both the government and parents in the country today.

Not only that, new upcoming researchers and students would find this work a great treasure and reference material in their future work.

1.7 Scope of the Study

The study will be limited to the influence of child abuse on the social behavior of children in Ogudu Nursery Primary School, Ogudu Ojota Lagos State.

1.8 Operational Definition of Terms

• Child Abuse

Child abuse is the physical, sexual, or emotional ill-treatment or neglect of a child, especially by those responsible for its welfare.

• Parents

A parent is a caretaker of the offspring in their own species. In humans, a parent is of a child (where “child” refers to offspring, not necessarily age).

• Pupil

A student in primary school under the direct supervision of a teacher or professor

• Sexual Assault

Sexual activity that is deemed improper or harmful, as between an adult and a minor or with a person of diminished mental capacity. It is a statutory offense that provides that it is a crime to knowingly cause another person to engage in an unwanted sexual act by force or threat.

• Child Neglect

failure of caretakers to provide adequate emotional and physical care for a child.

• Child Maltreatment

Words or overt actions that cause harm, potential harm, or threat of harm to a child.

• Primary school

A primary school is an institution in which children receive the first stage of compulsory education known as primary or elementary education

Effect of classroom management on children’s education in pre- nursery School in rural areas

CHAPTER ONE/INTRODUCTION

1.1    Background to the Study

Classroom management is a prerequisite for achieving instructional objectives and safeguarding the well being of pupil for whom the teaching and learning activities are centered (Ogunu, 2000). Classroom management entails planning, supervising, controlling and coordinating the activities of pupil in teaching “learning process. According to Grieser (2007), successful classroom management enhances pupil questioning and exploration only if the learning environment is conducive. Classroom management techniques as used in this study, refers to tactics adopted by teachers to ensure decorum in the classroom and thus create a healthy and conducive atmosphere for learning.

Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting equally indicates that management is applicable to all establishments which do not exonerate educational setting. The Oxford dictionary (6th edition) defines management as the act of running or controlling or skill of dealing with people or situations in any way (Oyira, 2006)

Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by pupil. The term also implies that the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching altogether.

The classroom is the immediate management environment for formal knowledge acquisition. It is made up of the teacher, the learners, learning equipment and the environment. Usually a pre-nursery school instructor is in a modest-sized room with between 10 to 20 pupil (Kimberly, 2001).

Most formal organizations like pre-nursery school are aimed at effective and efficient management of the human and material resources available for the attainment of organizational goals. The classroom teacher is charged with lots of functions to perform in the teaching and learning process. One of the most challenging functions of the classroom teacher is classroom management and control. The teacher’s effectiveness in teaching is assessed by his ability to use varied classroom management techniques to control pupil towards effective and meaningful learning during instruction (Kolawole, 2004).

Meaningful teaching and learning cannot be achieved in a classroom environment characterized by noise making and other distractions by pupil. The academic achievement of pupil of a particular classroom can be attributed to the teachers’ ability to manage and control the classroom during instruction. Oyira (2006) reported that the variables that measures` the classroom learning environment as perceived by pupil actually predicts their attitude towards schooling and academic performance.

All educational plans of a school involving teaching and learning takes place in the classroom. According to Kyriacou (2005) the classroom is the meeting point for both teachers and pupil where curricular activities are implemented. Educational objectives cannot be fully achieved without the use of conducive classroom environment. The classroom is characterized by a network of interpersonal relationships directed at the attainment of educational goals. Oyira, (2006) refers interpersonal relationship as the reciprocal behaviour that occurs between individuals such as exchange of information, exchange of expression and mutual activities. Good classroom environment must be well ventilated, fully supplied with age appropriate chairs and desks, have adequate spatial arrangement, have sizeable chalkboard, good floors, beautiful walls and lightings (Kolawole, 2004). A good classroom environment facilitates desirable behaviour and attitude among pupil and thus enhancing their academic performance positively. Such an environment provides avenue for effective teacher/pupil and pupil/pupil interaction.

1.2 Statement of the Problem

In Nigerian pre-schools, the most common problem reported by teachers is those that relate to behavior management in the classroom (Offorma, 1994). The evidence is irrefutable, surveys of graduates education schools and colleges indicate that sometimes in an attempt to maintain order in the classroom sometimes teachers can actually make the problem worse which leads to known implications such as; lackadaisical attitude towards learning, loss of interest in the subject and in general a poor academic performance of such a child. Considering this observation, one wonders the extent these teachers are aware of and apply research supported classroom behavior management skills (Kyriacou, 2005).

It has also been observed that pupil no longer have interest in education. Since classroom management is a keystone for pupil learning and has been cited by virtually every researcher and reviewer who looked at the relationship between educational practices and pupil results (Idu, 2003).

It is therefore against this background that the study seeks to examine the teachers’ classroom management style on pupil’s academic performance in Yaba LCDA.

1.3     Purpose of the Study

The purpose of the study is to examine the effect of teachers’ classroom management style on pupil’s academic performance in Yaba LCDA. Basically the study will:

1. Examine teacher classroom management styles in Nursery classes
2. Determine the effect of management style on pupil academic performance.
3. Ascertain pupils classroom management preference.

1.4     Research Questions

The study is guided by the following research questions:

1. To what extent will teacher classroom management styles influence Nursery Classes?
2. How effective is management style on pupil academic performance?
3. What are the strategies for ascertaining pupils’ classroom management preference?

1.5     Research Hypothesis

The following hypotheses were developed for the study:

H_o1:   There is no significant impact of teachers’ classroom management style and pupils academic performance.

 1.6     Significance of the Study

The significance of the study are stated below

The findings from the study will enlighten the general public on teachers’ classroom management style on pupil’s academic performance in Educational District IV, Yaba, Lagos State.

The study will serve as a guide to teachers on how strategically enhance classroom management and as such district education officers, district inspectors of schools to realize the effects of poor classroom management on pupil’ performance.

It will enable pre-nursery school proprietors to be able to plan systematically for the provision of good classroom which enhance pupil’ academic performance

It will contribute to the existing body of knowledge and will help other researchers when working on related issues.

 1.7     Scope of the Study

The scope of the study covers all the care-givers or instructors or teachers who are currently working in schools located in LCDA Yaba.

1.8     Operational Definition of terms

The under listed terms are relevant to this research study:

• Classroom: A room or place especially in a school in which classes are conducted.
• Teachers Management Style: Classroom management style is defined as a climate emphasizing and conducive to proper learning, good behaviour and positive inter personal relationships.
• Pupil:  Pupil is a person formally engaged in learning, especially one enrolled in primary school.
• Academic Performance: Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
• Teacher: A teacher or schoolteacher is a person who provides education for pupil.
• Classroom management: Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by pupil.

RELATIONSHIP BETWEEN PARENTING PRACTICES AND ATTACHMENT STYLES AMONG EARLY CHILDHOOD EDUCATION PUPILS NIGERIA

ABSTRACT

 

The study investigated the relationship between parenting practices and attachment styles of pupils in early childhood education in Kaduna metropolis, Nigeria. The study had nine objectives; nine hypotheses were formulated and tested. The population for the study was 451 early childhood education pupils out of which 83 pupils were studied; 39 males (47%) while  44 females (53 %). Correlation survey was employed in the conduct of the research. The instruments used in collecting data were parenting practices and child attachment style checklists. The attachment style checklist was administered by the research assistants on the sampled pupils while the parenting practices checklist was administered to the parents of the sampled pupils. Pearson Product Moment Correlation (PPMC) was the statistical tool used to analyze the data collected. Results of the analyses indicated significant correlation existed between attachment parenting practice and secure attachment style (p = .003), but there was no significant correlation between attachment parenting practice and ambivalent attachment style (p = .212) as well as between attachment parenting practice and ambivalent attachment style (p

=. 081. Also there was no significant correlation between fosterage and secure attachment style (p =.126) but significant correlation existed between fosterage and ambivalent attachment style (p =.012) and fosterage and avoidant attachment style (p = .015). No significant correlation was found between multiple parenting practice and secure attachment style (p = .822) but significant correlation existed between multiple parenting practice and ambivalent attachment style (p =.002) as well as multiple parenting practice and avoidant attachment style (p = .000). Based on the findings of this study, it was recommended that parents and caregivers should employ best parenting practices like attachment parenting so that the child grows up in secure environment and develop secure attachment style among others.

• CHAPTER ONE: INTRODUCTION
• Background to the Study
• Statement of the Problem
• Objectives of the Study
• Research Questions
• Research Hypotheses
• Basic Assumptions
• Significance of the Study
• Scope and Delimitation
• CHAPTER TWO: REVIEW OF RELATED LITERATURE
• Introduction
• Conceptual Framework
• Concept of Parenting Practices
• Types of Parenting Practices
• Concept of Attachment Styles
• Types of Attachment Styles
• Concept of Early Childhood Education
• Types of Early Childhood Education
• Theoretical Framework
• Theories of Parenting Practices
• Ferberization Theory
• Attachment Parenting Theory
• RIE Theory
• Theories of Attachment Styles
• Origin of Attachment Theory
• Ethological Theory
• Psycho-social Theory
• Object Relation Theory
• Theories of Early Childhood Education
• Behaviouristic Theory
• Constructivist Theory
• Maturationist Theory
• Review of Empirical Studies
• Parenting practices and Children‟s attachment styles
• Summary of Reviewed Literature
  CHAPTER THREE: METHODOLOGY
• Introduction
• Research Design
• Population of the Study
• Sample and Sampling Techniques
• Instrumentation
• Scoring Procedure
• Validity of Instruments
• Pilot Testing
• Reliability
• Procedure for Data Collection
• Procedure for Data Analysis
  CHAPTER FOUR: RESULTS AND DISCUSSION
• Introduction
• Analysis of Demographic Variables
• Testing of Hypotheses
• Summary of Major Findings
• Discussion
  CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
• Introduction
• Summary
• Contribution to Knowledge
• Conclusions
• Recommendations
• Suggestion for Further Studies
• Reference
• Appendices