EFFECT OF WORKING MOTHERS ON EDUCATIONAL DEVELOPMENT OF THEIR CHILDREN
ABSTRACT
The descriptive survey method was used for this study, titled “The Effect of Working Mothers on the Educational Development of Their Children.” The study enlisted the participation of 49 children. These were basic six students, and the students’ scores for the previous three years were used.
This information was gathered using a simple questionnaire. To guide the study, five hypotheses were proposed, and these hypotheses were tested using analyses of variance (CANOVA) and the regression technique at the 0.05 level of significance.
According to the study, children’s educational development has a high correlation with the mother’s working status, whereas children’s moral development has no relationship with the mother’s working status.
Furthermore, mothers’ work has no effect on whether their children are male or female, and mothers’ work has no effect on children who participate in extracurricular activities. Finally, mothers’ efforts have a long-term impact on their children’s exam performance.
As a result, the study recommends that working mothers be given some consideration at work in order to have time to attend to their children’s school, and that the government establish a policy that allows mothers who are raising children to leave the office early during their children’s daycare period for proper upbringing.
CHAPTER ONE
1.1 BACKGROUND TO THE STUDY
The need to ensure that all children have access to quality education has prompted the Federal Government to reintroduce universal basic education, which provides free and compulsory education for all Nigerian children from primary one to primary mine. Because of this need, the various levels of government have devised a series of incentives to encourage children to enroll in school (Fagbemi, 2006).
The Federal Government’s efforts have not yielded any positive results because the standard of education in Nigeria has been rapidly declining in terms of achievement in writing and oral examinations over the years.
Nigerian students perform poorly in public examinations such as the National Examination Council (NECO), the West African Examination Council (WAEC), the Joint Admission and Matriculation Board (JAMB), and the National Business and Technical Examination Council (NBTE), and the rate of student participation in examination malpractice has reached alarming proportions.
According to the scenario painted, Nigerian students are more interested in misbehaving than in studying. This development in the educational system has become an issue, with stakeholders looking for answers as to what may have caused it. Parents have been identified as one of the primary causes of the loss of virtue in the Nigerian educational system.
Because of the high cost of living, many women have abandoned their traditional responsibilities of child rearing in order to pursue paid employment. Women in traditional African settings stay at home and care for their children (Parker, 2010). Children learn the norms and obligations of society through them from the start.
During this time, the children mature into morally competent and hardworking adults. The need to provide for the well-being of the family as well as for their children has pushed many women into the labor force today.
Women have advanced to high levels in educational and career pursuits as a result of equal access to education. Women work as lawyers, accountants, engineers, architects, medical doctors, and pilots, among other professions.
Many of these jobs do not provide them with benefits It’s time for women to return to their traditional roles as housewives. As a result, they must rely on the services of a third party to ensure the safety of their children.
What happens to these working women’s children? Is it possible for them to reach the expected limit in their educational development? Is it possible for working mothers to raise academically competent children?
On that note, the purpose of this study is to investigate the impact of working mothers on their children’s educational development.
1.2 STATEMENT OF THE PROBLEM
Many people believe that working mothers have a negative impact on their children’s education. Children of working mothers are thought to be slow learners in their early years of development.
These children do not have the luxury of motherly care, and they receive less support from their mothers in terms of homework assistance. They are left unsupervised at home, and they are placed in the hands of the media, which does not have positive norms to show to these children.
1.3 OBJECTIVES OF THE STUDY
The primary goal of this study is to investigate the impact of working mothers on their children’s educational development. Specifically, the study’s sub-objectives are as follows:
i. To ascertain the impact of working mothers on their children’s educational attainment.
ii. Determine the extent to which mothers’ work influences their children’s moral development.
iii. Determine whether there is a difference in the impact of working mothers based on the gender of the children.
iv. To investigate whether mothers’ frequent visits to their children’s schools have an impact on their children’s educational attainment.
v. To investigate whether children of working mothers participate actively in school activities.
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1.4 RESEARCH HYPOTHESIS
Working mothers have no significant impact on their children’s educational attainment, according to HOI.
Working mothers, on the other hand, do not have any significant impact on the moral development of their children
H03: There is no statistically significant difference between the effect of working mothers on their children’s education and the sex of their children.
H04: Frequent visits to their children’s schools by working mothers have no effect on their children’s educational development.
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