Effect Of Working Mothers On The Educational Development Of Their Children
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Effect Of Working Mothers On The Educational Development Of Their Children
ABSTRACT
The study “The Effect of Working Mothers on the Educational Development of Their Children” used a descriptive survey method. A sample of 49 children was chosen for the study. These children were in basic six, and their three-year-old scores were used.
A simple questionnaire was created to collect this information. Five hypotheses were proposed to lead the investigation, and they were examined using the analyses of variance (CANOVA) and regression techniques at the 0.05 level of significance.
The study found that children’s educational development is strongly related to their mother’s employment position, whereas children’s moral growth is unrelated to their mother’s working status.
Furthermore, moms’ work has no effect on whether their children are male or female, nor does it have any effect on whether they participate in extracurricular activities. Finally, mothers’ efforts have a long-term impact on their children’s examination results.
As a result, the study recommends that working mothers be given some consideration at work so that they can attend their children’s schools, and that the government establish a policy that allows mothers who are raising children to leave the office early during their children’s nursery period for proper upbringing.
Chapter one
1.1 Background of the Study
The necessity to ensure that all children have access to excellent education has prompted the Federal Government to reintroduce universal basic education in Nigeria, which provides free and obligatory education for all children from basic one to basic six.
This requirement has prompted various levels of government to implement a range of incentives to encourage youngsters to enrol in school (Fagbemi 2006).
The Federal Government’s efforts have achieved no beneficial outcomes, as the standard of education in Nigeria has declined quickly over the years in terms of accomplishment in writing and oral tests.
Nigerian students perform poorly in public examinations such as the National Examination Council (NECO), the West Africa Examination Council (WAEC), the Joint Admission and Matriculation Board (JAMB), and the National Business and Technical Council (NABTEC), and the rate of student participation in examination malpractices is alarming.
The scenario shown is that Nigerian students are more interested in malpractices than in studying. This evolution in the educational system has become a concern, and stakeholders are looking for reasons why. The parents have been identified as one of the primary causes of the loss of virtue in the Nigerian educational system.
Because of the high expense of living, many women have abandoned their traditional child-rearing responsibilities in search of paid work. In traditional African cultures, women stay at home to care for their children. They teach youngsters the standards and obligations of society from the start.
During this time, children develop moral competence and work ethic. Today, the desire to care for the well-being of the family and their children has driven many women into the labour force.
Equal access to education has propelled women to new heights in their educational and professional pursuits. Women work in a variety of fields, including law, accounting, engineering, architecture, medicine, and aviation.
Many of these jobs do not allow them to fulfil their traditional obligations as women in the home. As a result, they must rely on the services of a third party to ensure their children’s safety. What about the children of these working women?
Are they able to meet the expected educational milestones? Is it conceivable for working women to have academically competent children? This study aims to investigate the impact of working mothers on their children’s scholastic development.
1.2 Statement of the Problem
Many people assume that working mothers have a negative influence on their children’s scholastic development. Children of working mothers are thought to be slow learners during their early development.
These children do not have the advantage of motherly care, and they receive less support from their mothers in terms of homework assistance.
When they are at home, they are left unsupervised and fall into the hands of the mainstream media, which does not have positive norms to show young children.
These youngsters have no one to turn to when they require the assistance of a trustworthy and dependable individual, who is none other than their parents. As a result, they indulge in all forms of social vices since this is what they have learnt from the media, which has become their “foster parents.”
They smoke, fight, commit sexual immorality, and cheat in exams, and many of them die as a result of drug, cigarette, sexual abuse, homosexuality, alcohol, cultism, and street fighting to investigate the influence of working mothers on their children’s educational development.
1.3 GOALS OF THE STUDY
The primary goal of this study is to investigate the impact of working mothers on the scholastic development of their children. The study’s specific sub-objectives are as follows:
i. Determine the influence of working mothers on children’s educational attainment.
ii. Determine the extent to which moms’ job influences their children’s moral development.
iii. Determine whether there is a difference in working mothers’ impact dependent on the gender of the children.
iii. To investigate whether moms’ frequent visits to their children’s school have an effect on their educational success.
v. Determine whether children of working mothers participate actively in school activities.
1.4 Research Hypotheses
HOI: Working women have no meaningful influence on their children’s educational attainment.
Ho2: Working women have no major influence on their children’s moral development.
H03: There is no significant difference between the effect of working mothers on their children’s schooling and the gender of their children.
H04: Working mothers’ frequent visits to their children’s schools have no effect on their children’s scholastic development.
H05: Children of working mothers will actively participate in school extracurricular activities.
H06: Children whose mothers work and are highly educated perform poorly in school compared to those whose mothers are less educated and also work.
1.5 Significance of the Study
The prevalence of low academic achievement and moral decay among Nigerian schoolchildren necessitates a coordinated effort to investigate the influence of working mothers on their children. These issues have raised concerns among stakeholders in education, family, and society.
As a result, this study will provide some insights to all stakeholders in education, family, and society by bringing to light some fundamental but unresolved issues concerning working mothers and their children’s educational development.
To that end, it may hopefully serve as a foundation for the government in developing good policies for women who work while raising children.
1.6 Delimitation of Study
This study is limited to working mothers who live in the Alimosho local government area of Lagos State. This will contain several types of working mothers. Alimosho Local Government is one of Lagos State’s 20 local government areas recognised by the Federal Government of Nigeria.
1.7 Limitations of the Study
The study’s limitations stemmed from respondents’ reluctance to complete the questionnaire, as well as their ignorance of some of the respondents. Also, the researcher must consider time limits and distance when doing this investigation.
1.8 Definition of Terms
Working mothers are women who have children while also working.
Impact refers to the influence one variable has on another. This study examines the impact that working women have on their children’s scholastic development.
Educational Development: This refers to the qualitative and quantitative development of children as a result of their educational experiences.
NECO (National Examination Council)
WAEC: West African Examination Council.
JAMB: Joint Admissions and Matriculation Board
NABTEC (National Business and Technical Educational Council)
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