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INFLUENCE OF
AFTER SCHOOL LESSON IN THE COGNITIVE ACHIEVEMENT OF PRE-SCHOOLERS
ABSTRACT
The study
investigated influence of after school lesson on the cognitive achievement of
pre-schooler in Shomolu Local Government Area of Lagos State. Three research
questions were raised and answered while three hypotheses were formulated and
tested at 0.05 level of significance. The descriptive research design was
adopted for the study. One hundred (100) participants comprise fifty (50)
primary school teachers and fifty (50)
parents withinShomolu Local Government Area of Lagos State was used for
the study. The research instrument used was modified four point modified Rensis
Likert Rating Scale Questionnaire type. Data analyses was done using
descriptive statistics of frequency counts and percentages to answer research
questions while the hypotheses formulated were tested using PPMC, Chi-square
and t-test statistical tool at 0.05 level of significance. All stated
hypotheses were rejected. The study established various forms of parental
support in educational activities at home which were found to have impact on
the academic and cognitive development of preschool children. Based on the
result from the findings of this study, it was concluded that there is a
significant relationship between after school lesson and pre-schooler cognitive
achievement; there is a significant influence of parental involvement on
pre-schooler cognitive achievement and that there is a significant difference in
cognitive achievement of pre-schooler that attend after school and those that
did not. The study recommends that parents involvement in schools’ activities
should be encouraged and the government should consider developing and
implementing policies that support this. The collaborative effort enhances
children learning and that teachers should establish effective partnerships
with parents to support learners learning.
Chapter One
Introduction
Background
to the Study
Children's
after-school hours have been identified as an important part of their day. It
is then that children have an opportunity to play, socialize, do homework,
participate in sports, take music and other enrichment lessons, and simply
relax. The benefits of after school activities for children are wide and
varied, ranging from physical benefits due to the promotion of increased
activity, to psychological and social advantages. Scientific research proves
that encouraging children to engage in activities after school could aid their
development (Jenner, 2007). The most important years of learning begin at birth
(Kane, 2004). During these early years, humans are capable of absorbing more
information than later on. The brain grows most rapidly in the early years.
After-school
activity is any organized programme which invites children to participate
outside of the traditional school hour. Some programmes are run by a primary
school and some by externally funded non-profit or commercial organizations
(Gottfredson and Wilson, 2013). After-school lesson or programme can occur
inside a school building or elsewhere in the community, for instance at a
community center, library, park, etc. These activities are a cornerstone of
concerted cultivation, giving children experience with leadership and dealing with
adults. Research has shown that structured after-school programmes lead to
better test scores, improved homework completion, higher grades, and even
improved psychosocial development among students (Adoga, 2009).
Every parent
knows how important school is for their child’s growth during the early years.
However it doesn’t just end when the bell rings at 2 P.M. After-school
lesson/programme are a great way to further improve child’s development. After-school lesson offer the opportunity for
kids to not only work on their homework but to get help if they need it.
According to
Apsler (2009), children feel more comfortable working on school assignments in
a slightly less formal environment where they can ask questions at any time.
There are other programs that introduce kids to mathematics and the sciences,
getting them excited about these subjects. This can lead to better efforts in
school courses and less absent days due to skipping because the child may be
more interested (Honore, 2008).
Some working
parents wish for their children to be more supervised during after-school hours
and this is leading reason for student enrollment in structured after-school
lesson. According to Wu and Van Egeren (2010) parents enroll their students in
after-school programs in order to give them a supervised, safe place to spend
time. Many after-school activities take place in the afternoons of school days,
on the weekends, or during the summer, thereby helping working parents with
childcare.
Cognitive
skill development in children involves the progressive building of learning
skills, such as attention, memory and thinking (Chen and Lu 2009). These
crucial skills enable children to process sensory information a.nd eventually
learn to evaluate, analyze, remember, make comparisons and understand cause and
effect. Although some cognitive skill development is related to a child's
genetic makeup, most cognitive skills are learned. That means thinking and
learning skills can be improved with practice and the right training.
One of the
most important cognitive shifts in the preschool years that occurs between
three- to four-year-olds is the development of symbolic thought. Symbolic
thought is the ability to mentally or symbolically represent concrete objects,
actions, and events (Cook, 2010). The most obvious sign of the development of
symbolic thought in four-year-olds is the significant increase in their use of
make-believe play, which becomes more elaborate as they grow.
Some
proponents of after school lesson for preschooler argue that if children left
unsupervised, children may fall into undesirable activities such as aggressive
behaviour, fighting and rough playing. On the contrary, Levine (2006) argue
that spending so much time in organized after-school activities, and missing
out on time or emotional closeness with their families, children fail to
develop self-management which is a powerful precursor to both psychological
inner strength and academic achievement.
There is
dearth of empirical study on influence of after school lesson in relation to
cognitive achievement of a preschooler in Nigeria as a whole and Lagos state in
particular. It is against this backdrop that this study seeks to investigate
the influence of after school lesson in the cognitive achievement of a
preschooler in Shomolu Local Government Area of Lagos State.
Statement of
the Problem
Parents play
a vital role in the development of children cognitive skills. Children’s
development of the cognitive skills needed for later success in school is best
supported their parents. Enrolment of preschooler in after school lesson
reduces time preschooler spent with their parents.
Although
after-school lesson and activities appear to benefit children, there are several
other factors that need to be considered in evaluating their impact. As noted,
children spend their time after school in many different ways and with a
significant range in supervision.
While
after-school lesson provide supervision, as well as academic assistance,
studies have also shown that involvement of preschooler in after school lesson
is also shape children moral, attitude and behaviour toward their peer and
parents. Students may development good behaviour; attitude and moral so also
can easily learn bad attitude and behaviour (Jordan, 2000 and Mahoney &
Cairns, 2007). After school lesson for preschooler can be blessing to child
cognitive achievement it can also turn out to be course to child cognitive
achievement. It is against this backdrop that this study seeks to investigate
the influence of after school lesson on the cognitive achievement of
preschooler in Shomolu Local Government Area of Lagos State.
Purpose of the Study
The main
objective of this study is to investigate the influence of after school lesson
on the cognitive achievement of pre-schooler in Shomolu Local Government Area
of Lagos State. Specifically, the study seeks to:
1. examine whether after school lesson relates
to pre-schooler cognitive achievement.
2. find out the influence of parental
involvement on pre-schooler cognitive achievement.
3. determine whether there is any difference in
cognitive achievement of pre-schooler that attend after school and those that
did not.
Research
Question
The
following questions were raised to guide the study.
1. To what extent do after school lesson relate
to pre-schooler cognitive achievement?
2. How does parental involvement on
pre-schooler influence cognitive achievement of pre-schooler?
3. Will there be any difference in level of
cognitive achievement of pre-schooler that attends after school and those that
did not?
Research
Hypotheses
For the
purpose of this study the following null hypotheses were postulated to guide
the study.
1. There is no significant relationship between
after school lesson and pre-schooler cognitive achievement.
2. There is no significant influence of parental
involvement on pre-schooler cognitive achievement.
3. There is no significant difference in
cognitive achievement of pre-schooler that attend after school and those that
did not.
Significance
of the Study
The work of
this nature will help parents to be aware of the role of parents on children´s
well – being and how such affect the child positively or negatively in relation
to their academic performance.
It will
encourage parents to make their children relatively comfortable by providing
them with what they need to be successful in schools. The study will educate
parents the pros and cons of sending their children to after school lesson.
More so,
educational and curriculum planners would be guided in planning the curriculum
without rigidity to suit children from diverse home environments. In addition,
the teachers would be aware that a cordial teacher - parent relationship would
improve and influence cognitive achievement of pre-schooler.
Finally, the
research when completed will add to available literature and would encourage
further research on the topic.
Scope and
Limitation of the Study
This study
centred on influence of after school lesson on the cognitive achievement of
pre-schooler. Content wise, the study is delimited to variables such as after
school lesson, pre-schooler and cognitive achievement. Geographically, the
study is limited to Nursery and Primary Schools within Shomolu Local Government
Area of Lagos State. Shomolu was choosing as the study area because it nearness
to researcher institution. Thus, researcher has easy access to most of the
school and this facilitates easy data distribution and collection.
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