EXAMINE THE ATTITUDE OF PARENTS TOWARDS THE PRIMARY EDUCATION OF THEIR CHILDREN

 

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Primary education is the foundation a child requires in his or her educational pursuit. The quality of primary education a child get would determine his performance in secondary school as well as tertiary level. It will equally affect his or her life after school. As such the importance of primary education cannot be overemphasis.

 

It is in this regard that Malotyre and Clarkj (1996) opined that the  attitude of parent determine the quality of  education their children or wards receive in primary school. The positive attitude of parent have a positive impact on their children performance and aspiration, help in raising knowledge and increasing understanding and facilitate academic progress through the involvement of parents in their children academic activities. On the other hand negative attitude of parent towards their children education have a negative effect on their academic progress leading to poor academic performance and consequently the withdrawal of such children from school. This makes such children take to street and become menace to the society later in life.

 

However, Obodochi (2003)  opined that most parent in the rural areas of Nigeria are careless about the primary education of their children as such put up negative attitude towards their children’s education at level. This is so because most rural dwellers in Nigeria are more interested in achieving short term immediate development of their children as such prefer sending their children to learn vocational trade or assist them in farm work but parent in urban areas have a positive attitude to education of their children and wards owing to their perception about education and the value they attach to education and its effect on the future of their children.

It is in this regard that Wilkinson (1997)  states that the perception of the value of education to a large extent determines the attitude of parent towards their children in Kwali Area Council Abuja.

1.2     Statement of Problem

Primary education is the foundation of education and is very vital to a child’s educational development Okoh (2005).

But in spite of the importance of primary education to children’s educational development, the attitude of parents towards their children education in unsatisfactory and remains a big impediment to primary education in the area understudy. This is evident in the high rate of street  hawking by children of primary school age and enrollment in vocational trade during school hours. This is attributed to myriad of vague problems ranging from poverty to cultural and religious constraints as well as parents lost of faith in Western educational sequel to the declining standard of education and the high rate of unemployed graduate combing the street in search of jobs endlessly. Hence the attitude of most parents towards the education of their children becomes questionable.

It is against this, that the subject matter: Attitude of parents towards the primary education of their children is seen as a problem worthy of being study. As such the search light is on Kwali Area Council Abuja.

1.3            The Objective Of The Study

The central objective of the study is to examine the attitude of parents towards the primary education of their children in Kwali Area Council Abuja. The specific objectives are:

·                    To find out the perception of parent about the value of primary education on their children educational development in Kwali Area Council.

·                    To evaluate parents involvement in their children academic work in Kwali Area Council.

·                    To determine whether the declining standard of primary education affect parent attitude towards their children education.

·                    To identify those parental attitude that is militating against primary education in Kwali Area Council.

1.                 To make recommendation for practice, policy and future research on the subject matter.

1.4     Significance of the Study

The significance of a study of this magnitude cannot be overemphasized. Parents, local government education department, state and federal ministries of education involved in policy formulation and implementation, would find this study really useful especially as they utilize the findings of the study.

The study will equally add to the existing body of knowledge on the subject matter. Students undergoing research work similar to the present study who may wish to use this work as a reference material or a spring board for their own work will find this work really useful.

1.5     Research Questions

1.       What are the perception of parents about the value of primary education in Kwali Area Council Abuja?

2.       How involved are parents in their children academic work in Kwali Area Council Primary schools?

3.       Does the declining standard of primary education has any effect on parent attitude towards their children primary education?

4.       What are those parental attitude that militate against the primary education of children in Kwali Area Council.

1.6     Scope and Limitation of the Study

The study covers the empirical examination of the attitude of parents towards the primary education of their children in Kwali Area Council. The study equally covers the perception of parent about the value of primary education as well as their involvement in their children academic work. The study also seek to find out whether the declining standard of education has any effect on the attitude of parent toward their children primary education as well as those parental attitude that militate against primary education in Kwali Area Council Abuja

The research is limited by inaccessibility of  research subjects resulting in using less than a fair representative sample, low return rate of questionnaires, inability to use correct data gathering instrument due to ignorance between the  researcher’s institution and the study area.

1.7     Definition of Terms

All the terms will be defined as they were used in the context of this research.

·                    Parental Attitude: The way parent behave toward their children primary school.

·                    Parents: This refers to a father, mother or guardian responsibility for the educational training of wards or their children in primary school.

·                    Primary School: School for children between ages of 5 and 11 establish for elementary studies.

·                    School Management: This is an act of getting things done through teachers or the day to day running and administration of primary school.

·                    Educational Policy: This is the statement of government on education.

·                    Educational leadership: This is the process of formulating and implementing educational polices in primary schools.

·                    Head teacher: A teacher who is in charge  of primary school.

 

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ASSESSMENT OF FACTORS IN PRIMARY SCHOOL RESPONSIBLE FOR THE POOR ACADEMIC PERFORMANCE IN PUBLIC

SCHOOL

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Poor academic  performance according to Aremu (2003) is a performance that is adjudged by the examine/testee and some other significant as falling below an expected standard. Poor academic performance has been observed in school subjects especially Mathematics and English language among primary school pupils (Adesemowo, 2005). Aremu (2000) stresses that academic failure is not only frustrating to the pupils and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.

 

Education at primary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulated that primary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of educational opportunities to all Nigerian children irrespective of any real or marginal disabilities.

 

The role of primary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have passed the blame of poor performance in primary school to pupils because of their low retention, parental factors, association with wrong peers, low achievement, low retention, and the likes (Aremu & Sokan, 2003; Aremu & Oluwole 2001; Aremu, 2000).

 

Morakinyo (2003) believe that the falling level of academic achievement is attributable to teacher’s non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about pupil’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance.

 

The question therefore is what is the cause of this fallen standard and poor academic performance of pupils? Is the fault entirely that of teachers or pupils or both of them? Is it that pupils of today are non achievers because they have low intelligent quotient and a good neutral mechanism to be able to act purposefully, think rationally and deal effectively with academic tasks? Or of is it because teachers are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interaction with pupils? Or is the poor performance of pupils caused by parents’ perception of the causes of poor academic performance among  primary school students in Nigeria.

 

1.2     Statement of problem

The differential scholastic achievement of students in Nigeria has been and still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of student’s low performance at both internal and external examination. This problem are attributed to poor foundation from primary school due to poor teaching standards as well as other factors such poor funding of education by government as well as negligence by parents.

It is against this constraints that the researcher sees the subject matter as an empirical problem worthy of investigation.

1.3     Objectives of the Study

The central objective of the study is to assess the factors responsible for the poor academic performance in public primary schools. The specific objectives are:

i.        Ascertain environmental factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.

ii.       Examine teachers factors as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.

iii.      Determine the attitudes of pupils as causes of poor academic performance of pupils in primary schools in Gwagwalada Area Council Abuja.

iv.      Find out attitudes of parent as causes of pupils poor academic performance in primary schools in Gwagwalada Area Council Abuja.

1.4     Research Questions

This research will attempt to answer the following questions:

i.                   Is the poor performance of pupils in primary schools in Gwagwalada caused by environmental factors?

ii.                 Is the poor performance of pupils in primary school Gwagwalada caused by teacher’s factors?

iii.              Is the poor performance of pupils in primary school Gwagwalada caused by teacher’s factors?

iv.              Is the poor performance of pupils in primary school Gwagwalada caused by the attitudes of parents?

1.5     Basic assumptions

From the  poor academic performance of the pupils from public primary schools in Gwagwalada Area Council Abuja the researcher based her assumption as follow:

i.                   The poor academic performance of pupils in public primary schools in Gwagwalada Area Council Abuja is predicated on the pupils’ study habits and attitudes to learning only.

ii.                 That the non-availability of instructional and other facilities like classroom size furniture etc influences pupils academic performance in public primary schools in Gwagwalada Area Council Abuja. The pupil’s environment and regular visit of inspector of education influence. The academic performance in public primary schools in the area of study.

1.6     Significance of the study

The justification of the study lies in the fact that it will bring out and correct the factors that lead to poor academic performance in the public primary schools. It will also help the government the non-go-environment agencies and the society at large to know and appreciate their effort and give necessary support for the improvement of teaching and learning in out primary schools.

1.7     Scope of the study

This research work covers an empirical study performance of pupils in public primary schools in Gwagwalada Area Council Abuja. The study focused entirely on the academic aspects of the schools. Therefore, the finding in this research work is guided or dependent on information derived from the sample schools. The study covers a period from 2006-2011.

 

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AN EVALUATIVE STUDY OF TEACHING AND LEARNING OF ENGLISH GRAMMATICAL STRUCTURES IN SOME SELECTED PRIMARY SCHOOLS IN KADUNA NORTH LOCAL GOVERNMENT AREA OF KADUNA STATE

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CHAPTER ONE

1.1    Introduction

The teaching and learning of English Language is very important in our society today. This is because of the various roles it plays in the geo-political structure of the country. In Nigeria, English Language is used for communication, education, economic and social purposes. In the school system, English Language is not only taught as a subject but it is also the core subject by which over school subject is being taught.

Despite the above, less attention is given to the grammatical aspect of English in the primary school. Today, the nature of teaching and learning of English grammatical structure in the primary school has become area of great interest to teachers, researchers, and policy makers because through it the acquisition of the four language skills (listening, speaking, reading and writing) is greatly enhanced.

In view of the above, grammatical structure which entails English tenses, parts of speech, punctuation, concord, clauses and phrases, is of immense importance to the teaching, learning and mastery of English language among primary school pupils. Therefore it must not only be taught to the pupils, but it should be taken seriously at the primary school level since primary education is a better foundation on which the future depends.

Looking however at what is applicable in some selected primary schools in Kaduna North Local Government Area of Kaduna State, the general practice by both teachers and pupils towards the teaching and learning of English grammatical structure is not encouraging. Emphasis has shifted from learning the grammar of the language to teaching of writing and reading comprehension, the use of past common entrance examination question papers, teaching of spellings, dictation etc instead of adequate instruction/explanation on the aspects of English grammatical structures which is much needed by the pupils.

Lack of trained/qualified teachers, inadequate materials (textbooks and teaching aids), poor classroom facilities, ambiguity of some English syllabi, inadequate evaluation of teacher’s work by the supervisory authority, the teacher’s inability to properly evaluate pupils’ work on grammar, are all contributory factors to pupils’ poor performance in not only grammatical structure but other aspects of English language at large.

Therefore the teaching and learning of English language in the primary school should be to ensure that pupils have good knowledge and mastery of the grammatical structures and the ability to use these effectively for a better improvement in English language. This is what has actually prompted the need for this research.

1.2    Statement of the Problem

The problem to be investigated in “An evaluative study of the teaching and learning of English grammatical structures in some primary schools.”

The research work is aimed at identifying the causes of pupils’ poor performance in using English structural items correctly. As a result of this, and other problems, this research will specifically investigate the following:

i)            How pupils in the primary schools are motivated to learn and use English grammatical structures.

ii)          The methods and techniques employed by teachers in the teaching of English structural items in the primary school and the effectiveness of these methods and techniques.

iii)        The types of materials (textbooks/teaching aids) used by the teachers and how relevant these materials are to the teaching and learning of English grammatical structures.

iv)         The types of teachers employed to teach English language in the primary school.

v)           The areas of difficulty faced by teachers and pupils in the teaching and learning of English grammatical structures in the primary schools.

vi)         Suggest how best to improve the teaching and learning of English grammatical structures in the primary school.

1.3    Objectives of the Study

The objectives of this research are:

1.           Find out how English grammatical structures are being taught in the primary school.

2.           Address the various challenges faced by teachers and learners of English especially in the aspects of grammatical structures.

3.           Make educational planners, language policy makers, curriculum developers and educational administrators to be aware of what is happening in the field (class room).

4.           Identify problem areas in the teaching and learning English grammatical structures in the primary schools and to proffer solutions to such identified problems.

5.           Assess and evaluate the quality of teachers teaching English and the materials used in the teaching of English grammatical structures whether the materials are adequate, relevant or not.

6.           Finally this research work will suggest and recommend some measures for improving the standard of English language teaching and learning with special focus on grammatical structures at the primary school level.

1.4    Hypothesis

There has been great and serious concern from parents, teachers and educational bodies about the declining standard of pupils’ performance in English language. It is because of this that the researcher sets out to test the following hypotheses:

i)                That pupils in the primary school show non challant attitude to the learning of English grammatical structures due to its rules and technicalities.

ii)                That some of the teachers teaching English are not qualified to teach English.

iii)                That some teachers use methods that are inappropriate and inadequate for pupils comprehension in the teaching of English grammatical structures.

iv)                That there is general neglect by both teachers and pupils on the aspect of grammatical structures.

v)                That some English textbooks are inadequate, outdated and inappropriate for pupils’ learning background.

1.5    Scope and Delimitation of the Study

Due to the large size of the study area and the number of primary schools availably, the researcher finds it uneasy to cover the whole primary schools in the local government area. Few schools are therefore randomly selected for the purpose of this study, namely:

i)                L.G.E.A Primary School, U/Sarki

ii)                L.G.E.A Primary School, U/Rimi

iii)                L.G.E.A Primary School, Kaduna

iv)                L.G.E.A Primary School, Kawo

v)                L.E.A Primary School, U/Shanu.

vi)                L.G.E.A Primary School, M/Gari.

This research is also going to centre on the teaching and learning of English grammatical structures in the above primary schools only.

Continue reading AN EVALUATIVE STUDY OF TEACHING AND LEARNING OF ENGLISH GRAMMATICAL STRUCTURES IN SOME SELECTED PRIMARY SCHOOLS →

AN ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN TOTO LOCAL GOVERNMENT AREA OF NASSARAWA STATE 

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CHAPTER ONE

1.0    Background of the Study

1.1   Introduction

It is today universally accepted that Education is the fountain and foundation of all wisdom, therefore, the importance of education in any community cannot be overemphasized. Education is the major factor for sustainable development as well as a strong pillar around which every other action revolves. This is because education is the most necessary and effective weapon identified by the world over advancement of human progress and development. For rapid socio – economics and social political development of Nigeria, education or at least the basic one is indispensable (Wales,1996).

The biggest obstacle that needs immediate attention in Nigeria and other developing countries is how to reach the unreached. Education wise, how to take education to the door steps of the masses. A lot of researchers found that between 65% to 70% of children do not go to school. From analysis made by stakeholders, it was obvious that the explanations advanced that low enrolment among others was mostly financial. Many parents find it hard to enroll their children in the school and where they do, many of the children do not stay to complete their studies due to financial problem, poverty and low level of awareness on the needs to send children to school. The Universal Primary Education (UPE) Scheme was the first attempt at the national level by government to establish a universal education programme in Nigeria. It was launched in 1976 by President Obasanjo, the then Military Head of State, compared to the Universal Basic Education (UBE) programme launched in 1999 (Isyaku, 2000).

The objectives of the UPE were more modest and directed by what was perceived to be the needs of the nation at the time it was; To ensure that every Nigerian child from age of six, attended primary school and remained therefore the next six years, under a free education scheme funded by the federal and state government (Obasanjo, 1999).

It is of interest to note that the UPE was not a total failure as general opinion tends to portray. This was so because the programme recorded and increased in the number of children in primary school from 6 million in 1977 when it started to `12 million in 1980 (Obasanjo, 1999).

The obstacle UPE faced, began from the middle of the 1980s were also acknowledged. The problems faced them were categorized in three broad groups. First, is the population explosion of the 1980s which led to sudden astronomical rise in the number of school age children who could not be accommodated within the existing school structure, this was in turn due to inadequate schools and acute shortage of trained and qualified teachers. Second was the decline in national revenue which militated against the allocation of sufficient funds for the expansion and quality improvement of the scheme. The third and final problem was political instability in the country which caused confusion in terms of what priority should be given to advance education at all levels for UPE to go beyond mere recommitment and for it to represent the actualization of the “expand vision”, all hands must be on deck (of those who lead, the led and those who stand between the leaders and the led) must occupy sincerity, transparency and accountability to implement the UBE programmes.

There was a world conference on education held in Jomtien, Thailand in 1991 which was popularly called Education for all (EFA). This conference was sponsored by the effort of some of the world organizations and attracted all the Ministers of Education from all the countries of the world. The outcome of the world conference on education was the recommendation of the concept of ‘Basic Education’ to be adopted by all countries in the bid to reduce dropout and illiteracy rates in every society.

The report on the state level policy dialogue on UBE programme organized by Nasarawa State Universal Basic Education Board (SUBEB) Primary Education Board states that every citizen of the world enjoys fundamental human right to education. To determine its exact nature and content depends on the context – political, socio – economic, cultural, technological etc of each society. UBE therefore entails the following:

–               An enlarged view of education to integrate formal and informal possibilities for the development of human potentials.

–               An attainment that is not confined to orthodox education agencies but which requires the input of other socio – economic development sector.

–               An affair that is a lot more than the government organization and the entire civil societies.

–               A strong emphasis on learning, that is, success in acquiring basic skills of literacy numeracy to learn as the most valuable end result of education.

“Education for all is the business of all” is the slogan used to summarize what UBE is all about (UBE Digest 2002) to narrow down UBE to the Nigerian situation, one can say that basic education in Nigeria encompasses vertical and horizontal dimension. The vertical dimension is the broad spectrum of formal and informal approaches to education. The horizontal dimension covers the linear vision of education from early childhood care and education of junior secondary school with respect to the scope of programmes, it goes beyond junior secondary school, since the concept of UBE is a life long based venture, as skills acquired are used for further learning according to changes, in individual and national development.

The basic aims and specific objective of the UBE as spelt out in the Federal Republic of Nigeria (FRN) implementation guidelines for UBE programme (2000) are:

–               The provision of free, universal education for every Nigerian child of school age.

–               Reducing drastically the incidency of dropout from the formal school system through the relevant quality and efficiency.

–               Catering for young persons who for one reason or the other have had to interrupt their schooling as well as other out of school children/adolescent through appropriate forms of complementary approaches to provision and promotion of basic education ensuring the acquisition of the appropriate levels of literacy, numerically manipulative, communicative and life skill as well as ethical moral and civil values needed for laying a solid foundation for life long learning.

There is need to identify the main areas of strategy, in implementing the UBE successfully. The key areas are: a teachers training programme for curriculum defines a building programme designed for the new curriculum. The infrastructure and facilities remain inadequate for coping with the system that is growing at a rapid pace. Lack of teaching and learning resources. The financial crisis left the existing facilities inadequately maintained and has retarded progress in building new facilities.

1.2    Statement of the Problem

One of the objectives of education in Nigeria, to which the nation’s philosophy is linked to, is the acquisition skill, abilities and competencies both physical and mental as an equipment for individual to line and contribute to the development of the society (UPE, 2004). Thus after completion of primary school, an individual can choose between continuing with his studies or opt for immediate employment because it is expected that he might have acquired some basic skills that equipped him or her for employment.

Nevertheless, the implication of this is that adequate facilities, like, classrooms, libraries, instructional facilities and enough qualified teachers will be provided in all the primary schools. This smooth implementation of the UBE also requires that adequate fund is to be provided for the procurement of facilities and training of personnel.

Educational system in Nigeria over the years has faced a lot of problems including lack of needed human and material resources. Inadequacy in this area has lowered educational standard in the country. For successful Implementation of the Universal Basic Education (UBE), the Education sector must make sure it manages its financial, physical and material resources properly.

This study is designed to appraise the Universal Basic Education in Toto Local Government Area of Nasarawa State.

1.3    Purpose of the Study

The general purpose of the study is to assess the implementation of UBE in Toto Local Government Area specifically, the study aims at.

1.   Determining the availability of instructional materials

2.   Determining the availability of Infrastructure

3.   Determining the number of trained teachers.

1.4    Significance of the Study

The study will be beneficial to administrators and policy makers in the planning unit of Nasarawa State Ministry of Education towards professional training of sufficient teachers for sound implementation of universal basic education. The study will also be useful in determining how government will make effort to ensure successful implementation of the UBE programme.

The study will be useful to pupils and students as ways of improving the standard of education as determined at primary schools and JSS level so as to give the students, the required skills needed for employment or further studies in their various schools.

1.5   Basic Assumption of the Study

This study is based on the following assumptions;

i.             That respondent to the questionnaire gave honest answers and were not influenced by their professional background, national identification and educational status.

ii.            It also assumes that the information in the secondary data were accurate and unbiased.

iii.           The research further assumes that the reader has a fair knowledge of basic national security terminologies. Therefore, only the variables shall be defined and explained.

1.6    Research Questions

1.   What are the available instruction materials?

2.   How available are the infrastructure?

3.   How available are the trained teachers?

1.7    Scope of the Study

This research work is restricted to find out the progress of Universal Basic Education in Toto Local Government Area in terms of the Infrastructures, instructional materials and the number of trained teachers

1.8   Limitations

In the course of carrying out this study, the limitation confronted with were that of not getting back the questionnaire immediately. Some teachers were very busy as such the questionnaire stayed one to two weeks with them before completion. They complained of too much engagement in their work, that is why they could not fill the questionnaire on time. All these led to the missing of some of the questionnaires and this led to partial effect on the analysis of the result.

1.9    Historical Background of Toto Local Government 

Toto Local Government was formerly located within the Keffi emirate, not until in 1976 when the local governments were reformed and it became a district entity.

The Local Government is created during President Ibrahim Babangida Military administration in 1991.

Toto Local Government was occupied by the Hausa, Fulani as well as the Gwari people. Some historians have it that the Gwaris were in the area before the arrival of the British troops in 1891. this also bring me to how the Local Government got its name. The colonialist asked  different question form the Gwari people and out of ignorance, the gwaris took the question to be something else and instead gave “Kada ana” s the answer to the question. (Google search: www.google.com).

The Local Government has an overall population density of 23 person  per-square metre. The area is able to have over a hundred herds per square metre which is ranging to over 150, 794 people.

The settlers engage themselves in some form of.

AGRICULTURAL ACTIVITIES : Like the cultivation of crop such as millet, Guinea corn, Maize, Cowpea, cassava rice etc and rearing of animals like cow for their milks and meat production and every other domesticated animals worthy of managing.

COMMERCIAL ACTIVITIES: Some inhabitant engages is petty trading and local craft works such craft works includes black smiting, weaving, leather work, ties and dies. There also exist quite a number of commercial bank and service.

More importantly the local government under its councils provides social services to its people such social services like electricity, water, health care center, educational facilities etc. they maintain roads under their care and construct new one. It also has a refuse disposal unit which is meant to serve the three districts, this shows how clean and tidy most places in the entity are. (Google search: www.google.com)

1.10  Operational Definition of Terms

UBE: Universal Basic Education

Assessment: measuring or evaluating and appraising of performance

SUPEB: State Universal Primary Education Board

Implementation:         means the realization of an application or the execution of plan, idea, model, design, specification, standard, algorithm or policies.

Methodology:- Is the study and practice of various method of teaching. This implies that methodology is both the study of different methods and the systematic means of presenting subject matter and learning experiences.

Motivation:- Motivation comes from the word motive it is defined as a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties.

Researcher:- He is an individual or group of individuals who carry out investigation about an issue.

Research:- It is defined as the systematic and objective analysis and reporting of controlled observation with a view to arrive at the development of generalization, principles, theories or explanation of phenomena.

Teacher: One who teaches or instructs; one whose business or occupation is to instruct others; an instructor; a tutor

School Authority: Refers to an organized system of administration in which the whole members in the school are united on agreeable constitution that enable the school function towards achieving of her objectives and goals

Continue reading AN ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION →

A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS

 

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CHAPTER ONE

INTRODUCTION

Background to the study

Transition from secondary school to the University is a complex process for almost all students.Adjusting to college life immediately after school becomes a difficult transition for many students.The decision to go to University depends on many reasons. It can be for higher education, earning a degree, increasing knowledge or personal growth. Going to the University gives a chance to the students to learn new things, meet new people, to deal effectively with new experiences and challenges which eventually help them in their personal growth and development.

 

Adjustment difficulties arise from the differences between the expectations of the students and realities of University life.Students whose expectations were fearful reported more stress, depression, and poorer university adjustment than students with other types of expectations, particularly prepared.Adjustment to the University involves a variety of demands differing in kind and degree and requiring lot of coping responses or adjustments. It’s not only academics with which the students are concerned; they are equally affected by the social and emotional changes. The first year students have an increased personal freedom where they have to make their own decisions and take the responsibility to maintain balance between various newfound demands. In college they are required to adjust to the new environment and to work out their concerns directly with the teachers. As far as the academic adjustment is concerned, students are expected to beindependent learners in college where they need to adjust with the new academic demands. It is different from what they experienced in school because here they have to face more competition, deal with more academic load and to maintain pace with other students in the class they need to follow the different teaching styles.

 

For fresh students it is again important to adjust themselves with the social climate of the university. A major task for them is to learn to manage their feelings and to express them appropriately.According to Geredes and Mallinckrodt (1994) who studied 155 freshmen, and found that personal adjustment and integration into the social fabric of campus life play a role at least as important as academic factors in student retention.Pascarella and Terenzini (1991) describe this transition as a “culture shock involving significant social and psychological relearning in the face of encounters with new ideas, new teachers and friends with quite varied values and beliefs, new freedoms and opportunities, and new academic, personal and social demands”.

 

According to Astin’s (1999) theory of involvement, a highly involved student is one who, for example, devotes considerable energy to studying, spends much time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students.Enochs and Roland (2006) examined the relationship between living environment, gender, overall adjustment to college and social adjustment in freshmen’s academic and overall adjustments. The study found that boys had significantly higher overall adjustment levels than girls regardless of living environment.The main purpose of education is the progress of physical, social activity, emotion, and wisdom of student sustainability. The adequate education makes good quality human resources for a rapidly developing country. According to this reason, many countries have been trying to develop the educational quality in the national policy and strategy to enhance effective implementation.

 

The student’s academic achievement problem is not only occurring in Nigeria but it also in many countries around the world. Some countries have been trying to solve this problem by educational staff development, teaching processes, and parent and community cooperation and some country have been looking backward to student inner character by depicting causal relationship influencing to academic achievement. The result of studies revealed some important factor strongly related with academic achievement is “Emotional Maturity” and “Self – confidence”.

 

Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intrapersonal.Emotional maturity can be understood in terms of ability of self-control which in turn is a result of thinking and learning.Emotional Maturity is a process in which the personality is continuously striving for greater sense of emotional health both intra psychically and intra personally. “An Emotional mature person is one who is able to keep a lid on feelings. He can suffer in silence. He can bide his time in spite of present discomfort. He is not subject to swing in mood, he is not volatile. When he does express emotion, he does so with moderation, decently and in good order”.

 

Emotional maturity is the ability to bear tension and it is the ability to develop high tolerance for disagree circumstance.Dosanjh (1956) says, ‘Emotional maturity means a balanced personality. It means ability to govern disturbing emotions, show steadiness and endurance under pressure and to be tolerantand free from neurotic tendencies’. Good (1981) has stated that emotional maturity refers to emotional patterns of an adult who has progressed through the inferior emotional stages characteristic of infancy, childhood and adolescence and is not fit to deal successfully with reality and in adult love relationship without under emotional strain.Self-confidence is considered as one of the motivators and regulators of behavior in aIndividual’s everyday life (Bandura, 1986). Self-confidence is a positive attitude of oneself towards one’s self concept. In general terms, “self-confidence refers to an individual’s perceived ability to act effectively in a situation to overcome obstacles and to get things go all right” (Basavanna 1975).Self-confidence has been directly connected to an individual’s social network, the activities they participate in, and what they hear about themselves from others. Self-confidence has been linked to factors such as psychological health, mattering to others, and both body image and physical health.

 

On the contrary, low self-esteem has been associated with the outcomes of depression, health problems, and antisocial behavior. Usually, adolescents of poor health will display low self-confidence.During adolescence, self-confidence is affected by age, race, ethnicity, puberty, health, body height, body weight, body image, involvement in physical activities, gender presentation, gender identity, and awakening or discovery of sexuality. Self-confidence can vary and be observed in a variety of dimensions. Components of one’s social and academic life affect self-esteem. An individual’s self-confidence can vary in different environments, such as at home or in school.Many researchers like Goswami (1980)

 

Agnihotri (1987) and Kaur (1993) have observed positive relationship between self-confidence and adjustmentThere is a paucity of research on assessing the adjustment processes of students in universities in Nigeria. Not much work done on student adjustment and related interventions. Deducing from above studies it has found that entering to university is considered as a time full of stress and strain many emotional and psychological issues are raised as a result. Since pursuing university degree students put their major time, energy and money into it, it is crucial to give proper attention to the problems related to adjustment among freshmen students. A major adjustment difficulty could mean an inability to graduate which in turn can affect their future.

 

 

 

 

Continue reading A STUDY ON THE EMOTIONAL MATURITY ON SCHOOL ADJUSTMENT OF FRESH UNDERGRADUATE STUDENTS →