School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education
ABSTRACT
The study was conducted in Etinan Local Government Area of Akwa Ibom State to establish a relationship between schools location and numeric skills development among pre-primary school pupils. Three null hypotheses were formulated. An expost-facto research design was used: four hundred and seventy two pre-primary two (472) pupils from twelve schools in the study area formed the population of this study. From this, 30% of the population in each of the twelve selected primary schools was selected through purposive sampling technique which gave a sample size of one hundred and twenty (120) pre-primary two used for the study. The instrument used for data collection was the achievement test called “Numeric Skills Achievement Test” (NSAT). Data collected from the instrument was analyzed using an independent t-test method while the hypotheses were tested at 0.05 level of significance. The results from findings revealed that schools location has significant relationship with numeric skills development among pre-primary schools pupils. The study found no significant difference in numeric skills development between male and female pupils in either urban or rural schools. Based on findings, the researcher recommended among others that equal learning environment should be provided in all the primary schools irrespective of location through funding and provision of quality instructional resources, this will enhance skills acquisition among pupils.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The provision of quality education is essential for spearheading socio-economic development. Indeed many writers have observed that quality education is the most effective way to shape the value, attitudes, behaviours and skills which are important for individuals to function productively in an integrated society. According to Amannah (2014), school is one of the social institutions that is responsible for the development and training of the mind and skill of man. It is also for the preparation of man for the challenges and responsibilities in society at large.
The importance of education has been well accentuated in all societies whether developed or developing; ancient or modern. It is as the result of this obvious truth that every country accords great emphasis to education both in terms of quality and access irrespective.
School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education
Similarly, pre-primary education is the foundation on which the rest of the education system is built upon. The National Policy on Education (2004) described pre-primary education as the education given in an educational institution to children prior to their entering primary school. the goals of pre-primary education as listed in the National Policy on Education (FRN, 2004), include: to teach the rudiments of numbers, letters, colours, shapes forms, etc, through play. However, the development of numeracy skills plays an important role at pre-primary schools.
De Lange (2003) noted that mathematics literacy is emerging as the knowledge to know and apply basic mathematics in our everyday lives. It is important that children and young people in the educational system will be able to understand and use mathematics in their everyday lives and in further learning (DES, 201). A lot of parents have reported the inability of their wards at this level of education to exhibit adequate numeric skills. Different factors are attributed to this poor development in children. Different studies have been carried out to identified factors responsible for poor numeric skills development among pupils but none was done to assess the location of schools in this area. Hence, this study is therefore conducted to investigate the extent to which schools location could be significantly related to the development of numeric skills among pupils in pre-primary schools in Etinan Local Government Area.
1.2 Statement of the problem
It has been argued that a school located in a rural area will have all the characteristics of a rural environment. Similarly, an urban school will have environmental-based activities peculiar to its environment but different from a rural location. Thus, as the school environment differs, the level of operation and activities may also differ.
Location of a market affects buying and selling, location of a church affects its attendance and participation, location of a hospital measures the extent to which its serves the needs of both the users and the operators. The rural areas are characterized by lack of infrastructures, an aging population, and agrarian orientation, Adediji (2008); whereas the urban areas are characterized by increasing industrialization and availability of modern infrastructures.
It has be noted that the citing of primary and pre-primary schools by the government does not take cognizance of the differing characteristics of the rural and urban areas because of its plan to make pre-primary schools more accessible to the people. Behaving the above as correct and indisputable reality little wonder then whether the school location can have any relationship with the development of numeric skills among pupils. Hence, this study controversy of the relationship between school location and development of numeric skills among pupils in Early Childhood Care and Education in Etinan Local Government Area of Akwa Ibom State.
School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education
1.3 Purpose of the study
The general purpose of this study was to investigate the extent to which school location relates to development of numeric skills among pupils in Early Childhood Care and Education in Etinan Local Government Area. the specific objective of this study was to:
- Determine the difference in numeric skills development between pupils from urban and rural schools.
- To examine the difference in numeric skills between male pupils in urban schools and those in rural schools.
- To assess the difference in numeric skills between female pupils in urban schools and those in rural schools.
1.4 Significance of the study
It is the researchers’ view that the result from these findings will be of immense benefit to government, school administrators, and parents as follows:
- The study will enlighten the government on the need for adequate provision of equal educational opportunities to all the children irrespective of location.
- Help government to see the need to provide adequate infrastructural facilities as well as instructional personnels in all the schools irrespective of the areas where the school is cited.
- Schools administrators should ensure that mathematics teachers order to promote the adequate development of suitable skills expected from a child at any level of education.
- Assist parents on the needs to encourage their wards and teach them the rudiment of numbers at home where the child comes out from.
- Serve as a reference manual for future research work on the related issue.
1.5 Research Questions
- To what extent does the development of numeric skills differ between pupils from urban schools and those from rural schools?
- To what extent does the development of numeric skills differ between male and female pupils from urban schools?
- To what extent does the development of numeric skills differ between male and female pupils from rural schools?
1.6 Research Hypotheses
Three null hypotheses were formulated to guide the study, thus:
- There is no significant difference in numeric skills differ between pupils from urban schools and those from rural schools.
- There is no significant difference in numeric skills differ between male and female pupils from urban schools.
- There is no significant difference in numeric skills differ between male and female pupils from rural schools.
School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education