Effect Of Formal Education On Nigerian Women’s Attitude Towards Family Planning
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
Effect Of Formal Education On Nigerian Women’s Attitude Towards Family Planning
ABSTRACT
The study sought to determine the impact of formal education on Nigerian women’s attitudes towards family planning in Lagos State. The investigation also looked at relevant and substantial literature under subheadings. The descriptive research survey design was used in this study to analyse respondents’ opinions through the use of a questionnaire and sampling technique.
A total of 160 (one hundred and sixty) respondents were chosen as samples to represent the overall population of the study. Four null hypotheses were developed and tested in this study utilising the Pearson Product Moment Correlation and independent t-test statistical techniques at the 0.05 level of significance.
At the conclusion of the analyses, the following outcomes were obtained:
1.Hypothesis one suggested that adult education programmes will have a major impact on couples’ family planning.
2.Hypothesis two determined that couples’ socioeconomic situation has a considerable impact on their level of family planning.
3.Results from Hypothesis 3 reveal that couples’ religious beliefs have a substantial association with their amount of family planning.
4.Hypothesis four demonstrates a considerable difference in the attitudes of educated couples towards family planning against those who are illiterate. All null hypotheses were rejected.
This demonstrates that adult educational initiatives had a significant impact on the amount of family planning among couples in the Ikeja Local Government Area of Lagos State.
Chapter one
INTRODUCTION
1.1 Background for the Study
Education can be defined as a dynamic activity that involves a systematic, deliberate, and persistent attempt to acquire knowledge and skills (Olusakin, 1998). According to Awoniyi (1999), formal education is the process by which the human mind grows through learning at school in phases ranging from pre-primary to primary, secondary, and postsecondary (university) institutions.
The current socioeconomic condition in Nigeria has made it clear that women must have the same quality, formal education as males.
According to Lai (1995), women used to have little or no status as individuals. Women in Nigerian society were seen as their husbands’ property, and as such, they had no voice in domestic issues.
The women’s primary responsibilities were to care for their husbands and children, as well as their in-laws, the family complex, childbearing, and childrearing.
Her natural place was thought to be in the kitchen. However, few individuals would disagree that women play functional roles in society. Even though the average Nigerian woman continues to fulfil her basic traditional roles as a daughter to her parents
sister to her siblings, wife to her husband, mother to her children, and daughter or sister-in-law to her husband’s family, she is economically viable and contributes financially to the family’s upkeep.
According to Adiele (2000), education for girls was not common in traditional Nigerian society prior to independence. In fact, her birth would not be celebrated as much as the birth of a male kid, and depending on how many female children the mother had given birth to before her, the arrival of another girl-child could lead to her mother’s marriage. This remains a serious issue in some homes, even among educated males.
Need help with a related project topic or New topic? Send Us Your Topic