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ATTITUDE OF PARENTS TOWARDS COUNSELLING IN PRIMARY SCHOOLS IN ABUJA

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ATTITUDE OF PARENTS TOWARDS COUNSELLING IN PRIMARY SCHOOLS IN ABUJA

 

 

ABSTRACT

This study was carried out in order to determine the attitude of parents towards counselling in primary schools in Abuja.

It was born out of the fact that counselling teaching in primary schools is highly neglected. The investigation so far carried out covers four primary schools in the locality.

The findings were based on four basic research questions.

From the research question it was discovered that the attitude of parents towards counselling have a significant impact on the educational development of primary school pupils. Also, there is a strong relationship between the attitude of parents and the academic development of primary school pupils in Abuja.

 

TABLE OF CONTENT

Title page

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE

Introduction

Statement of problems

Research question

Hypothesis

Purpose of the study

Significance of the study

Scope of the study

Limitation of study

Definition of terms

CHAPTER TWO

Irregularity and unpunctuality to class

Neglecting of practical work in counselling

Lack of proper attention at home

Attitude of head master, teachers and pupils toward the teaching of counselling

Unqualified teachers and shortage of counselling equipment

Teaching profession not been motivated

No proper planning of lesson

No provision of incentive to both pupils and teachers

Summary of literature

CHAPTER THREE

Designed of the study

Sampling procedure

Sampling population

Research instrument

Data collection

Data analysis

CHAPTER FOUR

Analysis of data

Summary of analysis of data

CHAPTER FIVE

Finding, recommendation and conclusion

REFERENCE

APPENDIX

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

BACKGROUND TO THE STUDY

Parents’ positive attitude towards child’s education is important in determining school  attendance and academic achievement of the child. Favorable attitude towards schooling and  education enhances parental involvement in c hildren’s present and future studies .Parent’s

attitude towards their children’s education is affected adversely by low socio-economic status  and since the  tribal constitute the disadvantaged population, it is expected that the attitude of

parents of tribal children will be unfavorable towards education.

 

However, the present study  aims to examine whether the tribal parents, today, exhibit a positive and favorable attitude

towards their children’s education as a result of increasing awareness of values of ed ucation  through Government Endeavour’s and initiatives. Parental attitude is a measure or an index of  parental involvement.A child, brought up with  affection and care in the least restrictive environment would be able to cope up better with the

sighted world. Therefore, the family shapes the social integration of the child more than a formal  school. Turnbull  (1983)  has identified four basic parental roles- parents as educational decision makers; parents as parents; parents as teachers and parents as

advocates. Since the parent’s attitude is so important, it is essential that the home and school work closely together, especially for children with disabilities.The Warnock Report (1978) stresses the importance of parents being partners in the education of their children. The role of parents should actively support and enrich theeducational processes.

Korth (1981) states that parents should be recognised as the

major teacher of their children and the professional should be considered consultants to parents.Tait (1972) opines that the parents’ psychological well-being and the ease or difficulties with  which they decipher the cues that facilitate the socialisation process influence the personal and social development of the child. It is the parents who exert the major influence on the development of the child from birth to maturity. One of the most important attributes of parental  attitude is consistency. As children mature into adolescence, family involvement in their learning remains important.

 

 

 

 

STATEMENT OF PROBLEM

Both in developed and develop ing countries, children from families with more socio-economic resources are more often enrolled in school

.For wealthier families, the direct costs associated with education, such as fees, books and uniforms are less likely to be an obstacle. Opportunity costs of children not being able to  help at home, at the family farm or by earning additional income through child labour, are also less important to them (Evangelista de Carvalho Filho, 2008; Basu, 1999). Besides household wealth, the educational level and labour market positionof the parents is expected to play a role. There is ample evidence that children from better educated parents more

often go to school and tend to drop out less (UNESCO, 2010).Parents who have reached a certain educational level might want their children to achieve at least that level (Breen &Goldthorpe, 1997). For educational enrolment of girls, education of the mother might be

especially important (Emerson &Portela Souza, 2007; Shu, 2004; Kambhampati & Pal, 2001; Fuller, Singer and Keiley, 1995). Mothers who have succeeded in completing a certain level of education have experienced its value and know that it is within the reach of girls to complete that level. Therefore, we expect them to use the power and insights derived from

their higher education to make sure that their daughters are educated too (Smits &Gündüz-Hogör, 2006). The income of the parents plays a strong determinant of children education.Regarding father’s

labormarket position, we expect fathers who are in salaried employment to be more aware of the importance of education and hence to invest more in their children’s education (Breen

& Goldthorpe, 1997). The children themselves may also be more aware ofthe benefits of education. On the other hand, pare

nts are less likely to invest in their children’s education when direct occupational transmission or transference of capital is a viable option to obtain a good position in society for their children (Treiman &Ganzeboom, 1990; Blau &Duncan, 1967). Hence farmers and business owners may feel less need to invest in their children’s education than people in dependent employment. Also, for small farmers the opportunity costs of sending their children to school ma

y be high, since they are more likely to expect their children to help

out tending the land and rearing livestock, especially during peak

working times (Bhalotra & Heady 2003; Basu, Das & Dutta, 2003)

 

 

 

RESEARCH QUESTION

  • How does parents’ attitude affect counseling in primary schools in Abuja
  • Does parents’ qualification also affect pupils performance

 

HYPOTHESIS

H01: Attitude of parents towards counseling has a significant negative impact in primary schools in Abuja.

H1: Attitude of parents towards counseling has a significant positive impact in primary schools in Abuja.

H02: There is a strong relationship between attitude of parents and the development of education among primary school pupils

H2: There is a strong relationship between attitude of parents and the development of education among primary school pupils

 

 

 

PURPOSE OF STUDY

The purpose of this study is to find out the problem militating against counseling in primary schools in Abuja.

 

SIGNIFICANCE OF STUDY

research has shown that parental beliefs and expectations about their children’s learning are  strongly related to children’s beliefs about their own competencies, as well as their achievement  (Galper, Wigfield, & Seefeldt, 1997). Parents who evidenced high levels of school contact

(volunteering in the classroom, participating in educational workshops, attending Policy Council  meetings) had children who demonstrated greater social competency than children of parents with

lower levels of school contact (Parker et al., 1997). It was hypothesized that home-based involvement would be most strongly associated with positive classroom learning outcomes and

that direct school-based involvement would predict lower levels of conduct problems. Home-Based Involvement activities, such as reading to a child at home, providing a place for educational activities, and asking a child about school, evidenced the strongest relationships to later preschool classroom competencies. These activities were

related to children’s approaches to learning, especially motivation and attention/persistence, and were found to relate positively to

receptive vocabulary

 

OBJECTIVES OF THE STUDY:

  1. To examine the attitudes of parents towards schooling and education of their children.
  2. To compare the parents attitude towards children’s schooling and education.
  3. To examine whether there exists a significant gender difference in attitudes of parents towards children’s

education.

  1. To examine the future planning and aspirations of the parents with regard to their child’s

education.

 

 

 

 

LIMITATION OF STUDY

To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study

It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project

 

 

 

 

 

 

 

 

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