APPRAISAL OF CHILD LABOUR ON THE PUNCTUALITY AND STUDY HABITS AMONG SELECTED PRIMARY SCHOOLS IN ETI-OSA, LAGOS STATE
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APPRAISAL OF CHILD LABOUR ON THE PUNCTUALITY AND STUDY HABITS AMONG SELECTED PRIMARY SCHOOLS IN ETI-OSA, LAGOS STATE
Chapter one
INTRODUCTION
1.1 Background of the Study
Western education is the primary driver of social transformation in Nigeria. Education is the most reliable and significant investment a country can make to accelerate the development of its economic and human resources. Education is a long-term strategy that must be followed while the country is in desperate need of an immediate return to economic equilibrium.
Nigeria, like other nations throughout the world, needs citizens who will contribute to the country’s progress through education. Such education should be designed to provide knowledge and skills for pursuing cultural values and technological advancement (Akinlami, 2013).
Children are a special link between the present and future generations, and they are a source of pride for all parents. Childhood is a stage in life where every child is considered incapable of making major decisions and must always be cared for by a responsible adult.
According to Denga and Denga (2007), childhood is a stage of life in which a child is free of strain, enjoys playing and learning new things, and is also the family’s lover. According to the researcher’s observations, not all children experience the beautiful stage of childhood; most youngsters struggle through this period in full strain and burden, forced to work to help provide for their family, a practice known as child labour.
Child labour has existed throughout human history. It has occurred since the beginning of time. Child labour is defined as work that is cognitively, physically, socially, or morally unsafe and detrimental to a child, depriving the kid of educational and developmental chances (UNICEF). Child labour is a complex phenomenon that occurs primarily in rural areas of African and Asian countries.
Chalk, Gibbons, and Scarupa (2002) defined child labour as street hawking, farm work, and home duties such as caring for babies, fetching water and firewood, preparing and cooking food, personal sanitation, and washing.
Most Nigerian cultures urge youngsters to work with their families to gain skills that will be useful as adults. However, today’s children are forced to labour for their own and their families’ survival. A child’s earnings have become an important source of income for disadvantaged families.
Shonk and Cicchetti (2001) agreed that education is a crucial aspect of children’s lives. People typically identify education with schools; nevertheless, education can occur in settings other than schools. Children learn from their parents, siblings, friends, literature, watching television, and using computers.
Primary education is the initial phase of compulsory education. Preschool or nursery education comes first, followed by secondary education. Most countries require students to receive primary education.
Primary education’s main goals are to help students achieve fundamental literacy and numeracy skills, as well as to lay the groundwork for science, geography, history, and other social sciences.
1.2 Statement of Problem
It has been claimed that there are incidents of child labour, or working children, which have an impact on the punctuality and study habits of primary school students. The study discovered that a large proportion of the population works in trade and other domestic jobs, with only a handful making a living from other businesses.
It is vital to determine whether certain parents/guardians involve their children in their trade at the expense of their education. Furthermore, children’s failure to complete their primary school education is owing to their inability to balance school attendance with income-generating activities to fund their education.
According to Alokan and Olatunji (2014), children engage in child employment as a result of new technology, household dynamics, culture, market failure, and political failure, all of which influence young children’s labour force participation rates and educational attainments. Poverty, a lack of employment or partial employment, and illiteracy among parents/guardians have contributed to the majority of child labour issues.
Child labour reduces children’s ability to attend school and function well academically. Against this backdrop, the researcher began this study, which aims to investigate the impact of child labour on the punctuality and study habits of primary school students.
1.3 The purpose of the study
The study’s goal is to investigate the impact of child labour on punctuality and study habits in selected primary schools in Eti-Osa, Lagos State. This study primarily aims to:
Examine how child labour will effect the study habits of chosen primary school students.
Determine whether the rate of timeliness affects children exposed to child labour among chosen primary school students.
To investigate the negative impact of child labour on classroom engagement among selected primary school students.
1.4 Research Questions.
The following questions were asked to lead the study:
To what extent will child labour influence study habits among chosen primary school students?
How would the punctuality rate effect children exposed to child labour among chosen primary school students?
What negative impact does child labour have on classroom participation among chosen primary school students?
1.5 Research Hypotheses.
The following null hypotheses were examined throughout the study:
Ho: There is no substantial association between child labour and children’s study habits.
H1: There is a considerable association between child labour and children’s study habits.
Ho: The rate of timeliness has no significant link with child labour.
H1: There is a significant association between punctuality rates and child labour.
Ho: There is no significant correlation between child labour and classroom participation among selected primary school students.
H1: There is a substantial correlation between child labour and classroom participation among selected primary school students.
1.6 Significance of the Study
Based on the results of this research, it is hoped that:
Regular school attendance and timeliness will enlighten children on the importance of education, allowing them to recognise the worth of their academic success.
Parents and the community will foster a positive interest in their children’s education, punctuality to school, and study habits.
The Ministry of Education and curriculum planners will devise measures to limit or eliminate child labour.
Curriculum designers will be encouraged to implement appropriate curricula for each season of the year.
Educators will now reward and encourage students by awarding certificates of regular attendance and punctuality to those who merit them.
1.7 Scope of Study
The study looks at the impact of child labour on punctuality and study habits in selected primary schools in Eti-Osa, Lagos State. This study involves students from five (5) primary schools in the Eti-Osa Local Government Area of Lagos State. The schools are distributed evenly over the Eti-Osa Local Government Area.
1.8 Operation Definition of Terms
Child labour is defined as the exploitation of children through any sort of work that deprives them of their childhood, prevents them from attending regular school, and is cognitively, physically, socially, or morally detrimental.
A primary school is a school where children receive primary or elementary education between the ages of five and eleven, following preschool and infant school but before secondary school.
Study is the devoting of time and attention to learning about an academic subject, primarily via the use of books.
A habit is an acquired behavioural pattern that is followed on a frequent basis until it becomes virtually involuntary.
Punctuality is the ability to perform a specified work or fulfil an obligation before or at a predetermined time. “Punctual” is often used interchangeably with “on time”.
Education is the process of assisting learning, which involves the development of knowledge, skills, attitudes, beliefs, and habits. Storytelling, conversation, teaching, training, and focused study are all examples of educational methods.
Teaching is the process of transmitting or transferring knowledge from someone who is familiar (the instructor) to someone who is unfamiliar (the students).
Learning is the method and process of obtaining knowledge through formal, informal, and non-formal education.
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