Effects Of Broken Homes On Students Academic Performance In senior Secondary School In Gwagwalada AreaCouncil FCT
Many psychologist such as Fraser (1959) Newton (1970) and Davghas (1968) viewed that, home environment has a great influence on individual’s general development. This can be perfectly elucidated that environment influences every facts of an individual’s development. These facts can be social, academic and Continue reading effects of broken homes on students academic performance in senior secondary school
The role of Reward and Punishment on Academic Performance of Primary School pupil’s in Makurdi Local Government, Benue State.
This research is centred on the reward and punishment on the academic performance of primary school pupils in Makurdi Benue State. The main problem of this research is financial constraint. The research would have cover all Local Government Areas in Benue State but because of inadequate capital, the research is restricted to Makurdi Benue State. Descriptive research design method was used in carrying out the research. In sampling the area simple random sampling was applied where each school sampled have equal chance of been selected. The instrument used for the study is questionnaire and interview in collecting accurate statistical data. It discovered during the research that pupils compete in class activities because reward, the investigation revealed that the teachers applied punishment wrongly especially corporal punishment, reward and punishment also help in checking learners bad behavior. Punishment was also used to suppress unwanted behavior. Recommendation include eradication of corporal punishment, curriculum designer should consider reward and punishment when designing curriculum for the pupils, teachers should have sound idea of reward and punishment few to mention Continue reading Role of reward and punishment on academic performance of primary school pupil
The Influence Of Broken Homes;On Academic Achievement Of Students In Bwari Area Council.
When a child is born, the family is the first primary group which it comes into contact with. The transmission of social values of right and wrong, moral and religious are transmuted by the immediate family; it therefore follows that by the time a child attains five to seven years of age he must have learnt what his rights are, its obligations and roles in the society.
However, the background of a student goes a long way to determine his or her individuality. As the child attends school, he or she will start manifesting different attitudes, traits and expectations. In addition to these, whilst they may interact with other children of the same age group, development may differ as some may be able tocope with the intellectual and social tasks in the school in varying extent and degrees.
However, a home can either be stable or broken; it is therefore the level at which the home operates that determines the academic achievement of a student in school. A broken home, can negatively influence the achievement of a student morally and academically. Also, children that have suffered from neglect or lack of love (in a broken home) are known to be psychologically imbalanced to face the realities of life. When there is disunity in the family or a difference between a mother and a father the child is caught in the middle and will be at a disadvantage. According to Blackby (1999), adequate research methodologies are used to proffer solutions in this direction to ensure smooth transition of children in these categories from early stage to adulthood.
The child’s home and his family may offer the best education since parents serve as primary teachers. The parent lays the desired foundation for the social, moral, emotional, spiritual and intellectual well-being of the child. The training received from home is of great importance in total personality formation and academic achievement as a student. It can also be observed that the pattern of life in the home (stable or broken), the economic and social status of the family in the community and many other conditions that give the home a distinctive character can influence the achievement of a student in school. Continue reading The influence of broken homes;on academic achievement of students
The Psychological Effects Broken Homes On The Education Of Primary School Pupils.
The concept of broken home is variously understood and construed. To many, it is a bastardized home, orphanized home, troubled home, constant quarrelling home among others. In fact, a more radical school sees broken home as bedeviled, curse, outcast, beggary and uncultured homes.
However, not all these attributes are themselves true but, can at best be as more explanatory to the intensity of psychological pinches on them.
The consequences of divorce, death of one of the parents, victim of child abandonment, negligence due to excessive materialistic pursuit and sheer wickedness leading to child abuse constitute what is called broken home (Loveli, K., 1973). The home (family or parent) plays a rolemodel. This has greatest impact on the overall child’s personality development. Thus Browby J. (1952) graphically opines that: “Among the most important frustrating environmental conditions is detective failure to give the child love, security and direction.”
Psychological breakdown occasioned by broken home to the child threatens severally, his emotional stability. At a very tender age and formative age children are left at the mercies of excessive frustrated mother and surrogate parents.
The negative effect from the above scenario are new-found-above lack of motherly care, serious deprivation from attending nursery schools leading formally to acute psychological maladjustment, though from modest beginning, the result is far reaching. The broken home child will conceive in his mind the society as too hostile. Continue reading the psychological effects broken homes on the education of primary school pupils.
CORRELATION OF PERSONALITY, AGE AND PARENTAL MARITAL STATUS ON PERCEPTION ON HOMOSEXUALITY AMONG UNDERGRADUATE
This study investigated the influence of personality, age and parental marital status on perception towards homosexuality. Two hundred and twenty two (222) Comprises of (106 males and 116 females) Five Institutions: ABSU, ANSU, EBSU, IMSU and ESUT were used as participants. Participants age ranged from 18-30 years with means age of 27.74 years. Five factor personality Traits-short form (FFPT – sf) scale containing 5 items was use to assesses students personality traits. The adapted Home Affairs Bureau HAB (2006) Survey scale containing 10 items was used to assess students perceptions toward homosexuality. A 2 x 2 x2 factorial design was adopted and a three way analysis of variance (ANOVA) was used to test the hypotheses. Results showed a non significant influence of personality on perception towards homosexuality. Continue reading PERCEPTION ON HOMOSEXUALITY AMONG UNDERGRADUATE