Perception of Parents on Over-Schooling of Children at the Pre-Primary Education in Onitsha Educational Zone of Anambra State.
ABSTRACT
Over-schooling at the pre-primary school is a serious violation of the provisions of National Policy on Education. It is seen as over burdening, over tasking and over-tutoring of the pre- primary school children.
The study was carried out to ascertain the perception of parents on over- schooling of these young children using Onitsha educational zone as the area of study. Five research questions and two null hypotheses were formulated while a descriptive survey design was employed.
The population of the study was made up of 2,440 parents of young children who attend private pre-primary schools in the Onitsha educational zone. Parents’ Perception on Over- schooling of Children Questionnaire (PPOCQ) was used for data collection.
The questionnaire was validated by three experts while the trial testing was done outside the area of study. Cronbach alpha method was used to establish the internal consistency of the instrument.
Data collected were analysed using descriptive statistics (mean and standard deviation) and t-test statistic was used to test the hypotheses formulated to guide this study.
The findings of the research showed that there was over-schooling at this level of education, but unfortunately the parents were ignorant of its negative influences on the young children.
The study recommended among other things that parents should be part of the decision making body of the pre-primary schools, that is, being part of the Parent-Teacher Association of the schools.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 14
Purpose of the Study 15
Significance of the Study 16
Scope of the Study 17
Research Questions 18
Hypotheses 18
CHAPTER TWO: REVIEW OF LITERATURE 19
Conceptual Framework 20
Concept of Perception 20
Concept of Parents 20
Concept of Child/Childhood/Pre-Primary School Child 24
Concept of Pre-Primary Education 30
Concept of Over-Schooling 37
Concept of Homework 41
Theoretical Framework 46
Jean Piaget Intellectual Development Theory (1896-1980) 46
Harvighurst Developmental Tasks Theory 47
Erik Homberger Erikson’s Psychosocial Development Theory 48
Review of Empirical Studies 49
Summary of Review of Literature 54
CHAPTER THREE: RESEARCH METHOD 56
Design of the study 56
Area of the Study 56
Population of the Study 57
Sample and Sampling Technique 57
Instrument for Data Collection 58
Validation of the Instrument 58
Reliability of the Instrument 59
Method of Data Collection 59
Method of Data Analysis 60
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS 61
Research Question One 61
Research Question Two 62
Research Question Three 63
Research Question Four 65
Research Question Five 66
Hypothesis One 68
Hypothesis Two 69
Summary of Major Findings 69
CHAPTER FIVE: DISCUSSION OF RESULTS, EDUCATIONAL IMPLICATION, CONCLUSION, RECOMMENDATIONS AND SUMMARY 72
Discussion of Result 72
Implications of the Study 76
Conclusion 78
Recommendations 79
Limitations of the Study 80
Suggestions for Further Studies 81
Summary of the Study 81
REFERENCES 85
APPENDICES 93
INTRODUCTION
1.1 Background of the Study
The concept of a child differs from one culture to another. Some cultures regard one as a child if one is not married, no matter one’s age.
According to Opara (2012), a child is a young person, especially between infancy and youth. In the Nigerian Legal system, a child is one that is below the age of 18 years. This is because the person cannot vote or be voted for. He/she is not also qualified to drive.
This is in line with article 1 of the Convention on the Right of the Child by United Nations. Furthermore, Umobi and Igu (2010) define a child as a boy or a girl at any age between infancy and adolescence, a new infant, or a person of any age in relation to his parents.
The Federal Republic of Nigeria (2004) in her National Policy on Education posits that the pre-primary school child falls within the age bracket of 0-6 years while Maduewesi (1999) views pre-primary school children as young children between 2-5 years engaged in specially designed academic programmes before the age of formal schooling.
It is necessary that all who are involved in the education of the child understand and get acquinted with the pre-primary school child.
The pre-primary school children possess certain characteristics which are peculiar to them. According to Abidoye and Agusiobo (2000), these pre-school children are egocentric.
That is, they view the world from their own perspectives. They are curious in nature. Their world is filled with excitement. The curiosity varies according to the center of interest at any given time. The children love exploration and in fact, they are investigators.
REFERENCES
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Alemika, E. C. O.,Chukwuma, I., Lafratta, D.,Messerli,D., &Souckova, J. (2005).Report on the implementation of the Convention on the Right of the Child by Nigeria. Retrieved from www.cleen.org/nigeria-ngo-report-OMLT.pdf on 12/6/14
Anderson-McNamee, J. K., & Bailey, S. J. (2010). Importance of play in early childhood development.Retrieved from http://www.msextensio.org/publications/HomeHealthandfamily/MT20100 3HR.pdf. on 30/6/13.
Anon (2013a). Who is the preschool child. Retrieved from www.inlyschool.org/academics/who- is-the-preschool_child_ofm. on June 2013.
Anon (2013b). What is the difference between education and schooling? Retrieved from https://site.google.com/site/edu-visntel-2013-6/ on June, 2013.
Armes, C. (2011). The great homework debate. Retrieved from www.scilearn.com/blog/homework-debate-is-important/ on 12/12/13