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EFFECT OF
CHILD ABUSE ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Child abuse
and neglect are fastly becoming universal phenomena in the current world
societies despite the fact the child’s rights are being recognized and even to
some extent, protected by legislations and constitutions in many countries of
the world. Childhood abuse potentially has major economic implications for
Nigerian schools and for their students. Even conservative estimates suggest
that at least 8 percent of U.S. children experience sexual abuse before age 18,
while 17 percent experience physical abuse and 18 percent experience physical
neglect (Flisher, Kramer, Hoven, & Greenwald, 2007). Childhood
maltreatment, and adverse parenting practices, in general, has the potential to
delay the academic progress of students (Shonk & Cicchetti, 2001). It
therefore has the potential to undermine schools’ ability to satisfy standards
of school progress entailed in the No Child Left Behind legislation (U.S.
Department of Education, 2005), putting them at risk for loss of federal
funding. It also has the potential to adversely affect students' economic
outcomes in adulthood, via its impact on achievement in middle and high school
(Cawley, Heckman, & Vytlacil, 2001). Child abuse has been defined by the
African network for the prevention and protection against child Abuse and
Neglect (ANPPCAN) as the intentional and unintentional acts which endanger the
physical, health, emotional, moral and the educational welfare of the child.
Hopper (2004) also described child abuse as any act of maltreatment or
subjection that endangers a child’s physical, emotional and health development.
Gelles,
(2007) affirmed that child abuse include not only physical assault but also
malnourishment, abandonment, neglect, emotional abuse and sexual abuse.
According to Mba (2002), prominent form of child abuse in Nigeria are child
battering, child labour, child abandonment, neglect, teenage prostitution,
early marriage and forced marriage. Kolander (2000) stated that emotional and
sexual abuses are highly noticeable in Nigeria. Oji (2006) observed that babies
born by teenage mothers in Nigeria were 625,024 as at the reporting time.
According to Walsh (2005), unwanted pregnancy has been identified to be a major
cause of child abuse in Nigeria. Many abused children were unwanted in the
first place and turned out to be a severe burden on their emotionally immature
or impoverished parents. Odey (2003) stated that children from poor homes are
more vulnerable to abuse and Todd,(2004) in
his support said that Nigeria, which is are known corrupt nation in
Africa is heading towards a dangerous
poverty where her teeming population does not have enough food for
healthy living. Oluwole (2002) equally lamented when analyzing the situation of
children which are being used for house helps.
Child labour
is the major obstacles to the achievement of education for all (EFA) and this
result into a setback on the achievement of the world target of universal
primary education by 2015. According to Onye (2004), child abuse is an evidence
of poverty. Aderinto and Okunola (2008) equally recorded that some children
reported that they were pushed into street hawking for maintenance needs of the
family. That means that they are the breadwinners of their various families at
their early age. It is a common sight in major parks and streets in Nigeria to
see children of school age between 6-16 years as bus/taxi mates, hawking wares,
pushing trucks for money or begging for money when they are supposed to in the
classroom learning in the schools. All these point to the fact that the worst
hit groups are children who are at the risk of diseases, exploitation, neglect
and violence. Although, the potential impact of child abuse is large, but evidence of causal
effects of maltreatment on children's longer term outcomes in school is
generally lacking.
The current
state of evidence for a link between childhood maltreatment (physical and
sexual abuse or neglect) and school performance is limited to negative
associations between maltreatment and school performance. On average, children
who are abused receive lower ratings of performance from their school teachers,
score lower on cognitive assessments and standardized tests of academic
achievement, obtain lower grades, and get suspended from school and retained in
grade more frequently (Erickson, Egeland, & Pianta, 2003). Abused children
are also prone to difficulty in forming new relationships with peers and adults
and in adapting to norms of social behavior (Shields, Cicchetti and Ryan,
2004). Although, these examples of negative associations between child abuse
and school performance are suggestive of causal effects, they could be
spuriously driven by unmeasured factors in families or neighborhoods that are
themselves correlated with worse academic outcomes among children (Todd and
Wolpin, 2003).
In addition,
not much of the previous evidence linking childhood maltreatment to worse
school performance generalizes well to older children in middle and high school
and to children not already identified as needing services. Evidence of the
impacts of maltreatment on academic performance in the general population of
middle and high school students is needed to establish evidence of effects on
schooling attainment in the general education population and on economic
outcomes in adulthood.
Using a
large dataset of U.S. adolescent sibling pairs, this study explores effects of
maltreatment—neglect, physical aggression, and sexual abuse on adolescents’
performance in middle and high school. First, the questions of how childhood
maltreatment theoretically could negatively affect later school performance,
and of how unobserved family background and neighborhood characteristics might
influence ordinary least squares and fixed effects regression estimates of
relationships between childhood maltreatment and later school performance, are
discussed. Second, empirical estimates from models that controlled for
observable and unobservable family and neighborhood characteristics are
presented.
1.2 Statement of Problem
Grill (2009)
stated that the school can do a lot of things about child abuse since it has a
way of affecting the school system. The problem of child abuse have long been
existing in Nigeria, and have even become more even devastating to the society
has whole. That history of child abuse in Esan West Local Government Area of
Edo State is as old as the persistence of the phenomenon in Nigeria itself
cannot be overemphasized. Children suffered all forms of abuse ranging from
child battering, child labour, child abandonment, neglect, teenage
prostitution, early marriage and forced marriage. And in most cases, the
parents are even at the centre of the root cause of all these social maltreatment.
The school
though, as an agent of socialization portends
to have a strong and overwhelming influence on the development of
the child, but observation has shown
that these essence of education could
probably be defeated if the children are
made to continually suffer the pains
of child labour (Martins E.O. 2010).
This study however, centers on the extent to which the school has been involved
in its attempt to develop the child within the social context of child abuse.
And It is in the light of these, that the study attempts to unravel the major
causes of child abuse and how it affects the child’s educational performance.
1.3 Purpose of Study
This
research project has its main objectives the problem of finding out the effect
of child abuse on the academic performance of secondary school student in Esan
West Local Government Area of Edo State. Moreover, this research study sets:
1. To examine the causes of child abuse in Esan West Local Government Area
2. To determine the effect of child abuse on child’s educational
performance in Esan West Local
Government Area
3. To examine the consequences of child abuse
on child’s academic performance.
4. To determine possible solutions to child
abuse among secondary school students.
1.4 Significance of the Study
This study
is to provide parents and school administrators with an insight into how much
damage child abuse and especially hawking after school can have on the academic
development of student in general. This study is significant as the findings
will be beneficial to parents, guardians, teachers, school heads and all other
stakeholders in the educational sector, as they will be better enlightened on
the problems associated with child abuse.
Such knowledge may curtail any further action of exploiting the child
especially been used as object of raising family economy. Hawking no doubt
expose the child to many social vices, thus the fact that the study attempts to
create a model for proper upbringing of the child in the society makes it
justifiable.
1.5 Delimitation/Scope of study
The study
laid emphasis on the effect of child abuse and how it affects the academic
performance of the child using secondary schools in Esan West Local Government
Area as case study.
1.6 Definition of Terms
The
following terms are defined for the essence of this work:
1. Child Abuse: harsh or ill treatment melted
on any child; it could be by physical pr emotional means.
2. Physical Abuse: any form of corporal
punishment melted on a child by his parent, teacher or guardian.
3. Neglect: paying no attention, not given
enough care, to leave undone what need to be done.
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