^

CHAPTER ONE Q..

INTRODUCTION

1.1 Background to the Study

One of the major problems facing the Nigerian society today is that lack of
commitment and

dedication by her citizen to the course of national progress. This is the

manifestation

indiscipline in the schools of which truancy is an aspect. The eradication

which can be done

by attempting to restructure the nature and organization of the society. From

the grass root

through the family, the secondary school and other organization in the
society. Truancy is

one of the major antisocial discipline problems among secondary school

students in Nigeria. The

concept and acts of indiscipline have received a lot of attention by

researchers. Peck opined that

the various behavioural disorders like stealing, violence, dmg abuse,

examination malpractice,

sexual abuse and truancy have so undermined effective teaching-learning

processes that some

teachers have become helpless and disorganized in their task of impacting

knowledge to the

learners.

Dewey (2023) was of view that a school is a special environment, where

ascertain quality of life

and certain types of activities and occupations are provided with the object
of securing the
child's development along desirable lines. Erickson (2019), Truancy is when a
school-age child

or adolescent frequently misses school without an adequate excuse. Each

state has its own

laws about missed school days and the exact definition of truancy. Most
communities face

problems with truancy. While absenteeism and truancy are more common
among middle

school and high school students, truancy also occurs in elementary students,
especially in

inner city schools, resulting into more serious or further problems in our
educational system.

This study therefore attempted to assess the impact of truancy on academic

performance

among junior secondary school students ofFagge Local Government Area.

According to Hall

(2017), truancy means missing several days of school and several class
assignments that may

ever get made up which can have a huge impact on students academic
performance. This means

that the students' performance in the class will be very poor in the sense
that he or she may not

have assessment record of class activities and test that were conducted by
the teacher in order to

measure the learning outcome of the students. The implication of this is that
schools where

students are likely truants are reliable predictors of delinquent behavior

especially among males

^vho engage in undesirable and antisocial behaviors such as gang

membership, smoking, alcohol

use, in haling and hard drug uses, high-risks sexual behavior, theft and
vandalism. Truant girls
are more likely to become pregnant and dropout of school. As adults,
habitual truants have more

employment and marital problems and are jailed more than non-truants.
Truancy is gateway to

serious violent and non-violent crimes. Baker, -Q—^. (2017), Law

enforcement agencies have

linked high rate of tmancy with high rate of daytime burglary and vandalism,
more likely to

participate in violent crime and assault. Truancy is a special concern, in

which educational sector

has received a lot of attention on it in relevant research and theoretical

literature about it. In the

same manner, individuals and organizations over the years. In the school
context, the behaviors

which are usually classified as act of truancy are products of indiscipline.

Tmancy as a case has

occupied the minds of many people and it becomes vital to trace its
consequences on the learning

process and seek possible ways of culminating it or procuring solution to it.

Truancy as it relates

to discipline among junior secondary school students is identified from

staying away from school

for no good reasons or without permission. It is more common among the

adolescent team gang

group.

Baker (2017) law enforcement officials have linked high rate of truancy and
daytime burglary

and vandalism. He further reported that one-third of burglaries and one-fifth

of aggravated

assault, occurring between 8:00am and l:00pm on weekly days were

committed by juveniles.
Police reported that sixty (60) percent of juvenile crime occurred between
8:00am and 3:00pm

on weekdays. Students with the highest tmancy rates have the lowest
academic achievement

rates and pout of school, they have high rate of dropout as well. Many
children may play truancy

on one or two occasions, but the persistent truancy often occur as a result of
inconsistent home

indiscipline. This tmancy act of some the progress of achieving the

predetermined educational

objectives. There is a common relationship between persistent truancy and

lying, stealing and

eventually resulting in what is described as a first step to indulgence in

criminal acts; as such

persistent tmancy must be seen as behavior disorder rather than laziness or

mischievousness on

the part of the victim. Many individuals because of poor supervision from
their homes are able to

!l^wiA the 8an8..and fo"ow either "1 group OI an individual basis- Together
w'th his only

partly developing of life causes him to make unwise decisions that an elder
person might'not

make. Every adolescent encounter frustration and he is made to face his own
inadequa^s'in

"any rations as such, he feels that adult society is treating him abnonnally.
This necessitated

the through exploration of the impact oftmancy behavior on the academic

performance of junior

Secondary Schools student in Fagge Local Government Area, Kano State.

1.2 Statement of the Problem

Truancy, the habitual absence from school without legitimate reasons, poses
a significant
challenge to academic performance. The ideal scenario is a consistent
attendance, where students

actively engage in the learning process. However, truancy disrupts this Kleal
by leading to

irregular class attendance. Truancy negatively impacts academic

performance as students miss

valuable instructional time. The ideal of a structured learning environment is

compromised,

hindering the acquisition of essential knowledge and skills. This deviation

from the ideal state

results in a gap between what is taught and what tmant students

comprehend. The consequences

of truancy are multi-faceted.^Firstly, academic achievement suffers due to

missed lessons and

assignments. Secondly, students may struggle to develop a strong

educational foundation,

affecting their long-term success. Lastly, the broader societal impact

includes increased dropout

rates and diminished workforce preparedness, perpetuating a cycle of

educational challenges.

1.3 Objective of the Study

The objective of this study is ta

1. To identify the causes of truancy among junior secondary of Fagge Local

Government

Area, Kano State.

2. To find out the impact of truancy on academic performance junior

secondary of Fagge

Local Government Area, Kano State, Nigeria.

3. To find out the e^ of truancy on academic performance among junior

secondary ^ '-)

school students, Fagge Local Government Area, Kano State, Nigeria. — ./ •'
1.4 Research Questions

The study sought answers to the following questions:

1. whatarethecausesoftruancy »o»g the junior Secondary Schools students of

Fagge

2' 2lnmletZacl°^rZCJ among thejunior secondary schools of Fag8e Local

3f ^lareJteffect of !ruancy °" academic perfomance amon6the J— -ondary

students ofFagge Local Government Area, Kano State.

-7 7

1.5 Hypothesis

1. There is no significant relationship between truancy and academic

performance

students among the junior Secondary Schools of Fagge Local Government

Area, Kano

State.

2. There is no significant gender difference of truancy academic performance

among the

junior Secondary Schools of Fagge Local Government Area, Kano State.

1.6 Significance of the Study

The finding of this study will help all agencies concerned with the caring for
youth to know the

various factors contributing to truancy among the students. The study would
be to the following;

Student: The finding will help the students to become useful to themselves
and to the

society. ^^\

Teacher: The significance of a study on teachers can be multifaceted. It may

provide insights into

effective teaching methods, contribute to the professional development of

educators, and
enhance overall educational practices.

School administrators: Understanding how skipping school affects students'

grades, mental

health, and future prospects can help identify those at risk and provide
targeted support.

Educational_J)olicy:. Research in this area can inform educational policies

and interventions '^

aimed at reducing truancy rates, which, in turn, can improve overall

academic achievement. '

Policy and curriculum: A study on policy makers and curriculum is significant

as it provides

valuable insights into the impact of educational policies on curriculum

development

and implementation.

Parent and Society: Studying the relationship between parents and society is
significant as it

sheds light on how parental behaviors and values influence the broader
social fabric.

Understanding this dynamic can provide insights into societal norms, cultural
transmission, and

the development of future generations.

FurtheLresearch: Research indicates that truancy among junior secondary

school students is

associated with lower academic performance. The lack of consistent

attendance can lead to

missed lessons, reduced engagement, and gaps in learning, ultimately

affecting students'

understanding of the curriculum. Additionally, tmant students may struggle

with time

management and organizational skills, hindering their ability to catch up on

missed material.
?^B

1.7 Scope and Delimitation of the Study

The study will focus on investigating the impact of truancy on academic

performance among

junior secondary school students in Fagge Local Government, Kano State,

Nigeria. Irwffl—

^^xplo^Fetl^ea^se^^a^pattems-^f^mancywtttmrthi^-^^

NoThis research will be delimited to Junior Secondary School Students in

Fagge Local

Government, Kano State, Nigeria, excluding other levels such as senior

secondary schools,

colleges and university and different local governments, p^ ^^

1.8 Defimtion of Operational Terms

Truancy: The practice of staying away from school without permission. In

other words, it is the

act of staying away from school without a reasonable excuse.

Truant: A child who stays away from school without permission

Student: A learner who is studying in a Secondary School.

Academic performance: refers to how well a student is doing in their

educational pursuits,

typically in a formal academic setting like school or college

References

Baker, B. D. (2017). Juvenile delinquency, crime, and the high school dropout

problem. American Journal of Criminal Justice, 42(3), 506-526.

Dewey, J. (2023). The school and society. New York, NY: Harper & Brothers.

Erickson, J. (2019). The truancy handbook. San Francisco, CA: Jossey-Bass.

Hall, D.(2017).Using groups to reduce elementary school absenteeism Social

Work in Education.
^

\fi^

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter review literatures related to the research which include the
concept of truancy,

causes of truancy, classes of truancy. The chapter will also look at the
empirical studies as well

as the summary and uniqueness of the study.

2.2 Concept of Truancy

Truancy is a term used to describe a student's intentional, habitual absence

from school. It can be

caused by a variety of factors, including family issues, social problems, or

academic difficulties.

Often, truancy is considered a form of juvenile delinquency, and it can lead

to legal

consequences. However, it's also a sign that a student is struggling and

needs help. I hope that

was helpful! Truancy refers to the act of a student intentionally and regularly
staying away from

school without a valid excuse. It involves unauthorized absence from school,

and truant students

often miss classes or entire school days. Truancy can occur at any
educational level, from

elementary school to high school. Several factors can contribute to truancy,

including personal,

family, and school-related issues. Common reasons for truancy include

academic struggles,

bullying, family problems, lack of interest in school, and other social or

psychological
challenges. Truancy is a concern because it can negatively impact a
student's academic

performance, social development, and future opportunities. Students who

are frequently absent

from school may struggle to keep up with their studies and miss important
educational content.

Additionally, chronic truancy can lead to disciplinary issues and may increase
the likelihood of

dropping out of school. Schools, parents, and communities often work

together to address

truancy through interventions and support systems. These may include

counseling services,

mentoring programs, family support, and efforts to create a positive and

engaging school

environment. Truancy laws and policies vary by jurisdiction, and in some

cases.

consequences may be imposed on parents or guardians of chronically truant

students. (Antrobus,

C., McMahon, B., Perry C., Russell, G., Smith, P., & Stick, D. 2019) — <^v !
^^ Q ^H

Different people and agencies have defined truancy in various ways.

Truancy, accordinp to

Bassey (2020), is a student's willful departure from school without his or her
parents'

or approval, for which no fair or acceptable cause is presented. This meaning

signil

\^vu ^

broadens the notion, making it synonymous with unexcused absence.

Antrobus et al. (2019)

define truancy as students who have been registered with a school but have
been discovered as
failing to attend when the law requires them to, this includes missing
classes. Truancy, according

to Keppens et al. (2019), is defined as a circumstance in which a pupil is

absent from school for

no reason. He went on to remark that many students skip a single class or

even an entire day of

school at some point during their academic careers. This is because they
may wish to attend a

particular event, prepare for a promotion night, or simply take a "mental

wellness day, as it is

hiown in the workplace. This one-time occurrence (tmancy) is fairly common

and is likely to

cause issues, which can result in a variety of bad and even dangerous
effects. Similarly, Onyele

(2018) describes truancy as a delinquent act in which a youngster frequently

misses school for no

<}c\n^- K.ve./.'vi

apparent cause. According to Heyne^et al. (2019), students who are absent
from school spend

their time away from home and conceal their absences from their parents.

2.2.1.2 Causes of Truancy

Disengagement: Truancy, or the habit of missing school without permission,

is a big issue that

has a negative impact on a student's overall academic performance. Truancy

is defined by

Ricking and Schulze (201 9) as the intentional absence from school without
permission. A truant

is a student who skips school on his or her own initiative and without seeking
censure from the

right authorities. According to Tash (2018), hundreds of thousands of

American students miss
school without valid justifications every day, and this is one of the top ten
issues confronting

schools across the country. According to him, attendance is the single most
important

determinant in determining children' accomplishment levels, and it is crucial

that chronic

absenteeism be addressed immediately. Possible explanations for tmant

conduct must be

recognized, according to Tash (2018), to eradicate or at least reduce truant

behavior.

Multifactorial: Tmancy is usually multi-faceted in nature, with a variety of

probable

contributing elements at play (Baskerville & Loveridge, 2020). There are

several and varied

tmancy correlates that have been identified. The impacts of a single element
are thought to be

rare when it comes to truancy. Truancy occurs in the context of inter-action

effects, which

include interactions between the student's characteristics, the experienced

school setting, the

home support system, and the larger community setting, with each
relationship influencing the

others. Gonzalez-Rodriguez et al. (2019) state categorically that the causes

of truancy fall into

four categories. Family issues, school factors, economic impacts, and student
characteristics are

among them. Family characteristics that may influence tmant behavior,

according to Gubbels et

al. (2019), include, but are not limited to, parents' education, occupation,
supervision, and

household income. For instance, Farrall et al. (2020) found a link between
family characteristics
and truant behavior in their study. According to the findings ofFan-all et al.
(2020), the lower

the father's degree and wealth, the more likely the child is to commit
truancy. If the mother was

a high school dropout, the child's chances of truancy were even higher.
Furthermore, according

to Bassey (2020), the longer a youngster is left unsupervised after school,

the more probable the

child would become a truant. On the other hand, Manaze (2019) connects
truancy to household

income. They find that kids who are first referred to the juvenile court
system are more

financially impoverished than their regularly attending classmates, with a

higher percentage of

households earning less than $15,000 per year. That is, students who reside
in families earning

less than $15,000 per year are more likely to be truant. Truancy is predicted
by family

characteristics such as a lack of direction, parental supervision, domestic

violence, poverty, dmg

or alcohol usage in the home, ignorance about attendance laws, and

different attitudes toward

education (Tash, 2018).

Environment: Class size, attitudes, ability to satisfy each student's different

requirements, and

the school's tmancy discipline policy are all elements that may contribute to
truant behaviour.

Students who attend large schools may feel lonely or alienated in their
school setting, according

to Cross et al. (2018), therefore they prefer not to attend school to avoid
these feelings. In truth,
these pupils do not feel at ease, wanted, appreciated, accepted, or safe; they
do not have a

relationship to a reliable person at school. Students' multiple needs, whether

instructional, social.

or a variety of other, cannot be consistently satisfied in big classrooms, and

student-teacher

connections cannot be created. This eventually leads to a school climate in

which each student is

on his or her own. According to Manaze (2019), truants skip school because
they do not feel safe

in their educational environment. Furthermore, a student is penalized if he or

she does not feel

comfortable, secure, or safe and reasonably decides to skip school since

another area is safer

than the school. Morgan (2018) claims that placing harsher penalties on
truants has exacerbated

the problem, indicating that punishment is unhelpful in the fight against

chronic absenteeism.

Family influences: Family influences that may cause truant behavior,

according to Donkor and

Alhassan (2018), include housing condition and student employment. The

majority of high

school tmants did not reside with their mother and father, according to Afia
et al. (2019). As a

result, they claim that a student's likelihood of truancy rises when he or she
lives with only one

parent, and even more so if the youngster lives with neither his mother nor
father. Furthermore,

Afia et al. (2019) states that students who work more than 20 hours per
week have a much higher

risk of truancy than students who work fewer hours. According to Omoniyi et
al. (2019), kids
whose parents are unable to supply them with basic necessities such as
food, clothing, and school

supplies are more likely to skip school in order to support themselves.

Physical and mental health

issues, substance abuse, drug usage, self-perception, and separation from

school are all student

factors that can lead to truancy. Physical and mental health difficulties,
according to Supraja et

al. (2020), play a role in school absence. They claim that truancy is
associated with student and

family mental health issues, and that it might be a sign of an existing or

developing mental health

problem such as post-traumatic stress disorder, anxiety, depression, and/or

substance misuse. In a

similar line, Pengpid and Peltzer (2019b) claim that students who use
alcoholic beverages one or

more times per month are more likely to miss school than their counterparts
who do not consume

alcohol. Students who have been truant smoke cigarettes and marijuana at
least once a month,

according to D'Amico et al. (2020). In addition, kids who had negative self-
perceptions were

more likely to miss school than students who had positive self-perceptions
(Legette, 2018).

According to Wanget al. (2018), the number of students absent on a given

school day is

indicative of school disengagement and/or detachment.

'According to Manaze (2019), pupils who are disengaged from school, lack
dedication to the

school, are low performers, and have low goals for their futures.

C c^^ o ^ ^
2.2.1.3 Classes ofTruants

According to Ried(2018) says, as each truancy is unique a victim of his or her

social.

psychological and educational circumstances, it is unlikely that we will ever

be able to develop

pre integration strategies to the point that will satisfy every individual set of
circumstances.

However, it is extremely that three categories oftruants are explained below:

Traditional or Typical Truant: - "Traditional truants" typically refers to

students who engage

in habitual, intentional skipping of school without valid reasons. These

individuals may exhibit a

pattern of absenteeism, often influenced by factors such as a lack of interest

in education, peer

pressure, or family issues. Addressing the root causes and providing support
can help mitigate

traditional tmancy.

Psychological Truant:- A "psychological truant" typically refers to a student

who skips school

due to psychological factors, such as mental health issues or emotional

distress. This category

includes individuals facing challenges like anxiety, depression, or other

mental health concerns

that impact their ability to attend school regularly. Addressing the

psychological well-being of

these students is crucial in supporting their attendance and overall academic

success..

Institutional Truant:- The term "institutional truant" is not commonly used in

the context of

student absenteeism. However, it could potentially refer to situations where

the institution itself,
such as a school, fails to create an environment conducive to regular
attendance. This might

involve issues like a lack of engaging curriculum, ineffective disciplinary

measures, or an

unsupportive school culture. Addressing institutional factors is important for

tackling tmancy at

a systemic level.

2.2.1.4 Factors Contributing to the High Rate of Truancy

According to .(f01uremi,(2017jiin the process of this findings, several factors

have been identified.

Some among them are:-

^n Family Background

^ A student's family background can significantly influence their likelihood of

truancy. Factors

• ^/^within the family environment that may contribute to truancy include:

1. Parental Involvement: Lack of parental involvement or support in a child's

education can

impact attendance. When parents are not actively engaged in their child's
education, students

may lack the necessary support and encouragement to attend school

regularly. Parents who are

disengaged or uninvolved may not prioritize the importance of consistent

attendance.

2. Family Instability: Unstable family situations, such as frequent moves or

divorces, can

disrupt a child's school routine. Constant dismptions in a child's living

situation, whether due to

frequent moves, divorces, or other family issues, can create a sense of

instability. This instability

can contribute to a lack of routine and consistency in a child's life, making it

more challenging to
maintain regular attendance at school.

3. Economic Challenges: Families facing financial difficulties may prioritize

work over

ensuring their children attend school regularly. Families facing financial

difficulties may

prioritize immediate economic needs over their child's education. In some

cases, students may be

required to contribute to the family income, leading to absenteeism as they

take on work

responsibilities

4. Parental Education: Lower levels of parental education can sometimes

correlate with higher

rates of truancy. The level of education that parents have attained can
impact their awareness of

the importance of education. Parents with lower levels of education may not
fully understand the

long-term benefits of consistent school attendance, potentially leading to

higher rates of truancy

among their children.

5. Cultural Attitudes: Cultural attitudes towards education within a family can

influence a

child's commitment to attending school. Cultural attitudes within a family

can significantly

influence a child's commitment to attending school. If a family does not place

a high value on

education or has cultural beliefs that discourage regular attendance, it can

contribute to truancy.

It is essential to comprehend these family-related variables in order to create

focused tmancy

solutions. Communities and schools may collaborate to create a nurturing

atmosphere that
supports family engagement, offers financial assistance to low-income
families, and cultivates a

positive outlook on education in a variety of cultural contexts. Parent-focused

educational

initiatives may also assist spread the word about the value of regular
attendance at school and

give parents resources to aid with their kids' academic endeavors.

Economic influence and attitudes of students

According to Ekpiwere(2020),socio-economic states of parents affect how far

they sent their

children to school and how well they take good care of them. This in
extension affects students'

perfonnance in school relating to issue of truancy. Economic background

serves as a factor

contributing to the success or failure of children. The upper class children

who have social

amenities at their disposal likecars, television, bicycles, radiosets, air-

conditioner, refrigerators

are mostly educated as such develops more love for school compare to the
lower class children

who are totally deprived of social amenities because their parents are mostly
of lower 'class

!!atus:AS,aresu"ofthis:theyare more prone to dangcr oftruancy sin" 'hey have

nothing to

3. Economic Challenges: Families facing financial difficulties may prioritize

work over

ensuring their children attend school regularly. Families facing financial

difficulties may

prioritize immediate economic needs over their child's education. In some

cases, students may be

required to contribute to the family income, leading to absenteeism as they

take on work
responsibilities

4. Parental Education: Lower levels of parental education can sometimes

correlate with higher

rates of truancy. The level of education that parents have attained can
impact their awareness of

the importance of education. Parents with lower levels of education may not
fully understand the

long-term benefits of consistent school attendance, potentially leading to

higher rates of truancy

among their children.

5. Cultural Attitudes: Cultural attitudes towards education within a family can

influence a

child's commitment to attending school. Cultural attitudes within a family

can significantly

influence a child's commitment to attending school. If a family does not place

a high value on

education or has cultural beliefs that discourage regular attendance, it can

contribute to truancy.

It is essential to comprehend these family-related variables in order to create

focused truancy

solutions. Communities and schools may collaborate to create a nurturing

atmosphere that

supports family engagement, offers financial assistance to low-income

families, and cultivates a

positive outlook on education in a variety of cultural contexts. Parent-focused

educational

initiatives may also assist spread the word about the value of regular
attendance at school and

give parents resources to aid with their kids' academic endeavors.

Economic influence and attitudes of students

According to Ekpiwere(2020),socio-economic states of parents affect how far
they sent their

children to school and how well they take good care of them. This in
extension affects students'

performance in school relating to issue of tmancy. Economic background

serves as a factor

contributing to the success or failure of children. The upper class children

who have social

amenities at their disposal likecars, television, bicycles, radiosets, air-

conditioner, refrigerators

are mostly educated as such develops more love for school compare to the
lower class children

who are totally deprived of social amenities because their parents are mostly
of lower class

status. As a result of this, they are more prone to danger of truancy since
they have nothing to

motivate them to learn effectively.

Ekpwere (2020) outlined some of the areas by which socio-economic

background affect the

children's education and other material required of them; inability to attend

best schools, poor

encouragement, motivation the likes. Attitudes of students as factor includes

use of illegal drugs

(Henry and Huizing,2017), commit crimes (Me Ara, 2021) lack of

understanding. attendance

laws, lack of social competence, mental health difficulties and proper

physical health. All the

problems bring about problems of inferiority complex and this inferiority

feeling may result in

undesirable behavior. Over pampering can also lead to an inferiority

complex. The child who is
of curse the center of attention in the home are in every need satisfied but if
little of his or her

desire is denied in his first experience in the school where he is no longer the
centre of attention,

he gets a mde shock for which he is not ready to cope. Such a child may
create dislike for school

if the tendency is not immediately stamped out. The tendency that the child
may become a truant

in future is likely observed.

Peer Group Influence

Peer group exert great influence on the children. A child who is not
acceptable by his peer group

may become withdrawn and unhappy and this may make him lose interested
in school. Such

students tend to be interested in staying away from school in order to be in

the company of those

who accepted him socially outside the schools. Whenever a child accepted
the standard of his

peer friends who are truants he too likely to become truants. Peer group
supports truancy and

coincided asaf-confessed truants in interviewed aid that" they truanted in

groups spending the

time around the place or in comfort in the home of a member of the group
whose parents were

both known to be out all days". This confirms the peer group contribution by
making students to

be always from the school all the day. Colorado foundation for families and
children (2019) hold

that: "negative role model's such as peers who are truants or involved in
trouble that is more

serious. All these shows that peer group has negative influence towards
making their peersto be
truants by staying somewhere outside the school to enjoy what they
consider as comfort outside

the school environment.

\0

fundamental concepts, participate in hands-on activities, and benefit from

teacher guidance,

contributing to a knowledge gap.

Missed learning opportunities" refers to the negative consequences that

arise when students are

absent from school and, as a result, fail to participate in various educational

activities, lessons,

and experiences. This absence leads to a gap in their exposure to critical

learning components,

affecting their academic progress, understanding of subjects, and overall

educational

development. Further explanation of the concept:

• Absence from Classroom Instruction: One of the primary learning

opportunities students

miss when they are absent from school is direct classroom instruction.
Teachers present

new material, explain concepts, and provide context during lessons. When
students are

not present, they lose the chance to receive this essential information
firsthand,

potentially hindering their understanding of the subject matter.

• Interactive Learning Experiences: Learning is not limited to passive

reception of

information; it often involves interactive experiences such as class

discussions, group

activities, and hands-on projects. These activities promote engagement and

a deeper
understanding of the material. Tmant students miss out on these
collaborative learning

opportunities, impacting their ability to grasp concepts in a holistic manner.

• Sequential Nature of Curriculum: Many academic subjects are structured in

a sequential

manner, with each lesson building upon the previous one. When students are
absent, they

may miss key foundational concepts that are crucial for understanding more
advanced

material. This can create learning gaps that are challenging to fill, making it
difficult for

them to keep pace with the curriculum.

• Teacher Guidance and Clarification: Teachers play a vital role in providing

guidance,

answering questions, and offering clarification on difficult topics. Truant

students are

deprived of direct interaction with teachers, missing the opportunity to seek

help and gain

a deeper insight into the subject matter. This lack of guidance can impede
their ability to

master challenging concepts.

Peer Interaction and Collaboration: Learning extends beyond individual

understanding to

collaborative efforts with peers. Group discussions, teamwork, and peer-

reviewed

assignments contribute to a well-rounded educational experience. When

students are

frequently absent, they not only miss these collaborative opportunities but
also lose the

chance to learn from their peers and develop important social and
communication skills.
Application of Knowledge: Practical application of knowledge is a crucial
aspect of

learning. Subjects like science, arts, and vocational studies often involve
hands-on

!?mT;,experIments' orcreative pro-iects-Truant stude"ts miss the chance to

apply

theoretical concepts in real-world scenarios, limiting their ability to connect'

academic

knowledge with practical skills.

Cultural and ^Enrichment^ Activities: Schools often provide cultural and

enrichment

activities, such as field trips, guest lectures, and special events, to enhance
the'overall

educational experience. Truant students may miss these opportunities,

which contribute

to a more comprehensive and enriched learning environment.

• Development of Study Habits and Discipline: Regular attendance fosters

the development

of good study habits, time management skills, and discipline. Students who
consistently

miss school may struggle to establish these habits, affecting their ability to
cope with

academic challenges, meet deadlines, and manage their time effectively.

2. Academic Performance Decline: The correlation between attendance and

academic

achievement is well-established. Numerous studies have shown that

students with high rates of

absenteeism tend to perform poorly in exams, assessments, and overall

academic tasks

(Gottfried, 2011; Keamey, 2018).

• Poor Grades and Assessments: The most direct manifestation of academic
performance

decline is reflected in poor grades on assignments, tests, exams, and other

assessments. A

consistent pattern of lower scores across subjects indicates a decline in the

students

ability to meet academic standards.

• Cumulative Grade Point Average (GPA): Academic performance decline is

often

reflected in a decrease in the student's cumulative Grade Point Average

(GPA). GPA is a

numerical representation of overall academic achievement and is frequently

used by

educational institutions and employers to assess a student's academic

standing.

• Lack of Understanding and Mastery: A decline in academic performance

may indicate

that a student is struggling to understand and master the material. This

could be due to

difficulties with comprehension, lack of engagement, or challenges in

adapting to the

teaching methods employed.

• Decreased Participation and Engagement: Academic success is not solely

measured by

grades; active participation and engagement in the learning process are

crucial. A decline

in academic performance may coincide with decreased participation in class

discussions,

group activities, and other interactive learning experiences.

• Missed Assignments and Deadlines: Students experiencing academic

performance
decline may frequently miss assignments and fail to meet deadlines. This
lack of timely

submission can contribute to lower grades and negatively impact the

student's academic

standing.

• Negative Teacher Feedback: Teachers often provide feedback on student

performance. A

decline in academic performance may result in more critical feedback,

indicating

concerns about the student's understanding of the material, effort, or overall

academic

engagement.

• Possible Learning Disabilities or Challenges: Academic performance decline

could be

indicative of underlying learning disabilities or challenges that the student is

facing.

Identifying and addressing these issues early is crucial for providing

appropriate support.

• Increased Stress and Anxiety: Struggling academically can contribute to

increased stress

and anxiety. The pressure to perform well in school, coupled with the
frustration of

declining performance, can have negative effects on a student's mental

health.

• Parental Concerns and Involvement: Parents often become aware of

academic

performance decline through report cards, teacher conlerences, or direct

communication

from the school. This can lead to increased parental concerns and
involvement in

addressing the challenges their child is facing academically.

• Impact on Future Opportunities: Long-term consequences of academic
performance

decline may affect a student's access to higher education and future career
opportunities.

Many educational and employment institutions consider academic records

when making

admissions or hiring decisions.

3. Incomplete Understanding of Material: Consistent truancy can result in an

incomplete

understanding of subject matter. Even if students attempt to catch up on

missed work, they may

struggle to comprehend concepts presented in class, leading to gaps in

knowledge that

accumulate over time (Baker, Sigmon, & Nugent, 2017).

• Missed Instructional Content: Students with an incomplete understanding

of material

often miss crucial instructional content presented during class. This could be
due to

absenteeism, lack of attention, or difficulty in keeping up with the pace of

the lessons.

• Knowledge Gaps: Incomplete understanding leads to knowledge gaps in a

student's

comprehension of the subject. These gaps can be problematic, especially in

subjects

where concepts build upon each other, as the student may struggle to
connect new

information with previously learned material.

• Difficulty Applying Concepts: Understanding a concept involves more than

mere

memorization; it requires the ability to apply knowledge to solve problems or

address
real-world scenarios. Students with an incomplete understanding may face
challenges in

applying the learned material, hindering their ability to perform well in

assessments.

• Struggles with Critical Thinking: A comprehensive understanding of

material involves

critical thinking and the ability to analyze information. Students who have
not fully

grasped the material may struggle with critical thinking skills, impacting their
ability to

evaluate, synthesize, and draw meaningful conclusions from information.

• Challenges in Participation: Students with an incomplete understanding

may be hesitant

to participate in class discussions or activities. The fear of exposing their lack

of

comprehension can lead to disengagement and a reluctance to actively

contribute to the

learning environment.

• Increased Risk of Academic Struggles: Incomplete understanding of

material is a

precursor to academic struggles. Students facing difficulties in one subject

area may

experience a cascading effect, impacting their overall academic performance

if the

foundational knowledge required for subsequent learning is lacking.

11

• Impact on Homework and Assignments: Homework and assignments often

require a

solid understanding of the material. Students with incomplete

comprehension may
struggle to complete assignments accurately and independently, leading to
lower-quality

work.

• Limited Preparation for Assessments: Students with an incomplete

understanding may

find it challenging to prepare adequately for assessments. This can result in

lower test

scores and grades, as they may lack the necessary foundation to perform
well on exams.

• Need for Remediation: In cases of persistent incomplete understanding,

students may

require remediation or additional support to fill knowledge gaps. Remedial

interventions

may involve targeted tutoring, additional resources, or differentiated

instruction to help

the student catch up.

• Long-Term Educational Impact: Incomplete understanding of material can

have long-

term consequences, potentially affecting a student's educational trajectory.

It may impact

their course selection, academic confidence, and overall preparedness for

higher levels of

education.

4. Reduced Class Participation: Truant students often miss out on class

discussions and

collaborative activities. Lack of participation can affect not only their

understanding of the

material but also their ability to develop critical thinking and communication
skills (Gottfried,

2018).
• Limited Interaction with Peers: Reduced class participation often means
that a student is

engaging less with their peers. Collaborative activities, group discussions,

and teamwork

contribute not only to academic learning but also to the development of

social skills and

the ability to work effectively in a group.

• Missed Learning Opportunities: Active participation allows students to ask

questions,

seek clarification, and contribute to class discussions. When participation is

reduced,

students miss out on valuable learning opportunities, including insights

shared by

classmates and additional information provided by the teacher.

• Impact on Understanding: Class participation is a form of active learning

that reinforces

understanding. When a^tudent participates less, they may struggle to fully

grasp and

internalize the material. This can lead to gaps in comprehension and hinder
their ability to

perform well in assessments.

• Decreased Engagement with Material: Participation is an indicator of a

student's

engagement with the subject matter. Reduced participation may signal

disinterest, lack of

motivation, or difficulty in connecting with the material. Engaged students

are more

likely to retain information and apply it effectively.

• Teacher's Perception and Evaluation: Teachers often use class participation

as a factor in
assessLnga'tudent's level ofunderstanding and engagement. A reduction in
participation

can !"f!Tcethe teacher's perception ofthe studentls commitment to the

learning process

• Barriers to Communication: Effective communication is a fundamental

aspect of the

learning environment. Reduced class participation can be indicative of

communication

barriers, whether they are social, academic, or related to language

proficiency.

Overcoming these barriers is essential for creating an inclusive and

supportive classroom.

• Potential Learning Disabilities: In some cases, a student's decreased

participation may be

linked to an undiagnosed learning disability or cognitive challenge.

Identifying and

addressing these issues early is crucial to providing appropriate support and

accommodations.

• Impact on Social Development: Classroom participation is not only about

academic

contributions but also about developing communication and interpersonal

skills. Reduced

participation can limit a student's social development, affecting their ability

to express

ideas, listen to others, and work collaboratively.

• Lack of Confidence: Students who lack confidence in their abilities may be

hesitant to

participate actively in class. This can create a cycle where reduced

participation further

erodes confidence, making it challenging for the student to engage in

classroom
activities.

• Struggles with Critical Thiiiking: Active participation encourages critical

thinking skills

as students analyze information, express opinions, and engage in

discussions. Reduced

participation may indicate challenges in developing and expressing critical

thoughts.

5. Assignment and Homework Challenges: Truant students face difficulties

completing

assignments and homework, as they may lack the necessary information and
context provided

during class sessions. This can result in lower-quality work and negatively
impact their grades

(Gottfried, 2019).

• Incomplete or Late Submissions: Students facing assignment and

homework challenges

may struggle to complete tasks on time, leading to incomplete or late

submissions. This

can result in penalties such as grade deductions and impact the overall
assessment of a

student's academic performance.

• Difficulty Understanding Instructions: Some students may have difficulty

understanding

the instructions or requirements of assignments. This can lead to confusion.

misinterpretation, and the production of work that does not align with the
teacher's

expectations.

• Lack of Time Management Skills: Effective time management is crucial for

handling

multlPle assignments and homework tasks. Students with challenges in this

area may find
it difficult to allocate sufficient time to each task, leading to rushed or subpar
work.

• Procrastination: Procrastination is a common challenge that can impede

a'student's ability

to start and complete assignments on time. Putting off tasks until the last
minute can

result in stress and negatively impact the quality of the work produced.

• Difficulty with Organizational Skills: Organizational skills, including the

ability to keep

track of assignments, due dates, and necessary materials, are essential for
academic

13

success. Students who struggle with organizational skills may miss deadlines
or misplace

important information.

• Insufficient Understanding of the Material: If a student has not fully grasped

the material

covered in class, they may find it challenging to apply concepts in their

assignments and

homework. This can result in inaccuracies, misconceptions, and a lack of

depth in their

work.

• Limited Access to Resources: Some students may face challenges due to

limited access to

necessary resources, such as textbooks, internet connectivity, or a quiet

study space. This

can hinder their ability to research and complete assignments effectively.

• Perfectionism: Perfectionist tendencies can lead to self-imposed pressure

to produce

flawless work. While high standards can be beneficial, extreme perfectionism

may result
in excessive time spent on assignments and anxiety about meeting
unrealistic

expectations.

• Ineffective Study Habits: Effective study habits, including note-taking,

reviewing class

materials, and seeking clarification when needed, are essential for

completing

assignments successfully. Students with ineffective study habits may

struggle to produce

high-quality work.

6. Lower Test Scores: Research indicates a strong correlation between

attendance and

standardized test scores. Students who frequently miss school are more
likely to perform poorly

on standardized assessments, which are often used to evaluate academic

proficiency (Gottfried,

2018).

• Limited Understanding of Material: Lower test scores often signal a limited

understanding of the material being assessed. This could result from

challenges in

comprehending key concepts, insufficient preparation, or difficulty applying

knowledge

in a testing context.

• Incomplete Learning or Missed Lessons: If a student has missed classes or

failed to fully

engage in the learning process, they may not have covered all the necessary
material.

This can lead to gaps in knowledge, affecting their ability to perform well on
tests that

assess the entire curriculum.

• Test Anxiety: Some students experience test anxiety, a condition
characterized by

nervousness, fear, or apprehension before or during exams. Test anxiety can

hinder a

student's ability to demonstrate their true understanding of the material,

resulting in lower

scores.

• Poor Time Management during Exams: Lower test scores may be linked to
poor time

management skills during exams. Students who struggle to allocate their

time effectively

may leave questions unanswered or submit incomplete responses, impacting

their overall

score.

• Lack of Test-Taking Strategies: Effective test-taking involves more than just

knowledge

of the subject matter; it also requires understanding how to approach

different types of

14

questions. Students with limited test-taking strategies may find it challenging

to navigate

exams successfully.

7. Long-term Educational Attainment: Persistent truancy is associated with

an increased risk of

dropping out of high school. The National Center for School Engagement
reports that students

who drop out often have a history of chronic absenteeism (Kearney, 2018).

• Early Childhood Education: The foundation for long-term educational

attainment often
begins with early childhood education. Access to quality preschool programs
and early

learning experiences can significantly impact a child's readiness for formal

schooling.

• Primary and Secondary Education: Successful completion of primary and

secondary

education is a critical step in long-term educational attainment. Consistent

academic

progress during these years lays the groundwork for higher education or
vocational

training.

High School Graduation: Attaining a high school diploma is a key milestone in

long-term

educational attainment. Graduation signifies the completion of secondary

education and

^v is a prerequisite for many post-secondary opportunities.

• Post-Secondary Education: Long-term educational attainment frequently

involves post-

^) secondary education, such as attending college, university, or vocational

training

programs. Individuals may pursue associate degrees, bachelor's degrees, or

other

certifications relevant to their career goals.

8. Social and Emotional Consequences: Truancy can contribute to social and

emotional

challenges. Students may experience feelings of isolation, lowered self-

esteem, and difficulty

forming positive relationships with peers and teachers (Henry, 2017).

9. Impact on Graduation Rates: Studies have demonstrated a negative

impact of truancy on
graduation rates High rates of absenteeism increase the likelihood of
students not completing

their high school education within the expected timeframe (Allensworth &
Easton, 2019).

10. Legal Implications: Chronic truancy may lead to legal consequences for
parents or

guardians. In some jurisdictions, parents may be subject to fines or legal

action for failine to

ensure their child's regular attendance in school (Baker et al., 2018).

2.2.4 Truancy and Academic Performance

Educational success is usually linked to three primary factors: ability,

aspiration, and

opportunity, all of which are intertwined Green et al. (2018). Academic

performance, according

to Kulgemeyer and Riese (2018),is what a student can achieve when

assessed on what he or she

has learned. It refers to how well a student meets the requirements set forth
by an educational

institution. It suggests that a student's academic achievement is determined

after he or she has

completed specific academic subjects or curriculum. Poor academic

performance is defined by

Cao et al. (2018) as any performance that falls below a desired standard. An
applicant who does

not meet the minimum requirement is considered to have poor academic

achievement in school.

According to him, some people blame students, while others blame the
government, and still

others blame professors. Several studies have found that students'

attendance has a positive

correlation with their academic success. Lateness was more common among
female students
than male students, according to Wame et al. (2020). This happened as a
result of their parents'

involvement in household chores. High truancy rates have an impact on

overall school

accomplishment by decreasing the rate of instruction, which is detrimental

to all students, since it

can also be an early warning sign of educational failure (Hoff, 2019). In fact,
students with

higher truancy rates have low academic achievement and are more likely to
drop out, indicating

that there is a link between student attendance and academic achievement

(Gottfried, 2019).

Feniger et al. (2019) discovered in their study that, truants repeat classes as
a result of their

absence from school, and that even when they do not repeat, they do not
feel better because they

believe they are under qualified or accomplished for such a class. Their
degree of achievement,

according to him, is often low due to their lack of interest in studying. The
majority oftruants see

schooling as a kind of punishment, while some go to school to satisfy their

parents and

guardians. Students who do not attend school will most likely be unable to
complete the school's

program. As a result, these pupils' total scores and performance are typically
low. Students in

southwestern Nigeria, according to Ayinde and Olasehinde-Williams (2020),

have a favorable

association between truancy and academic performance. According to

Robinson et al. (2018),

truancy has a negative impact on kids' educational attainment. Similarly,

Vercellotti (2018)
claims that the link between attendance and achievement may be
understood simply by using

common sense, as kids who do not attend school struggle to understand

what is taught. Students

who miss school risk learning challenges, according to Nightingale et al.

(2019).

2.3 Review of Empirical Studies ^) nl"ry^

A:l:dln8,to.Ampofo> E'T- op°ku-K-& opoku-Mmu- M- O022'. Etotional success

is

^lL"Ted.tothrce priffiary factors: 'bility> aspiration; an'«'°pp""ZZa^ZS^

intertwined. !„ ,he search studies lilted "Truancy as , P^ictor

ofPoorZZLl^I"'lnare

A^^H^S.oo.S.^.^^^^^^^

2.3 Review of Empirical Studies ^ ^ p

According to Ampofo, E. T., Opoku, K., & Opoku-Manu, M. (2022), Educational

success is

usually linked to three primary factors: ability, aspiration, and opportunity,

all of which are

intertwined. In the research studies tilted "Truancy as a Predictor of Poor

Academic Performance

Among Junior Higher School Students in Assanti Mampang Municipality of

Ghana". One of the

16

most serious disciplinary issues is student truancy. Researchers in this study

want to know how

truancy affects academic achievement among Junior High School pupils in

Ghana's Ashanti

Mampong Municipality. The data was collected using descriptive and

correlational research

methodologies, as well as a questionnaire. A multi-stage sampling procedure

was used to
determine the sample size of 331, which included 206 pupils and 25
teachers. Teachers' attitudes,

corporal punishment/bullying, lack of parental supervision, broken

households, peer influence,

and poverty are the primary predictors of truancy among Junior High School
pupils, according

to the study's findings. There is also a positive association between school

environment and

truancy in this study. The outcomes of this study, once again, show a
favorable link between

parental socioeconomic position and truancy. In terms of the study's

hypotheses, the researchers

were unable to accept or deny the first and second hypotheses, respectively,
based on the

findings. Based on these findings, pupils should be taught about the dangers
of being a truant.

Parents should be encouraged to address their children's physical and

emotional requirements.

Parents should also keep an eye on their children to ensure that they
complete their homework

and attend school on a regular basis. Again, education groups and the
government should work

together to ensure that every child of school age attend school.

Abdullah, M. A., Salim, S. S. S., & Arip, M. A. S. M. (2018), stated in this study
aims to identify

the factors that influenced truancy among the students in Federal Land
Development Authority

(FELDA) in a secondary school in Pahang. This study was conducted on 200

respondents

consisting of 52 students from Form One, 118 students from Form Two and
30 students from
Form Four. These respondents have truancy records that have been
identified by the school

administrators. The respondents' gender have been selected randomly. The

researcher had used

the method of observing using the technique of questionnaires. In this

research, the researcher

also used descriptive statistics to find the mean in the contributing factors
and T-Test for

Independent Samples Test for the gender differences. The factors that need
to be observed are

from the respondents themselves, socioeconomic factors, peer influence and

school

^rc.Tental factors whkh is the attitude ofteachers that influence and

contribute to truancy.

pe!!mfluTce is seen as the most dominant factor with the mean = 2.0349,
followed by swio-

economic factors with the mean = 1.0830, next is the school environmental
factors that which is

attitude of Ae teacher that leads to truancy with the mean =

0.2440"and"fina'u7the

KeeT^TTr^lfcyfacFTcToJithfl^LmZ^ lead to the tnlancy "in the"schwL

Musa, T. M.(2017) Tmancy and absenteeism are signs of maladjustment that

require

psychologically treatment. In the study investigated absenteeism and

truancy and their impact on

17

the academic performance of secondary school students in Ogun State. A

survey research design

was employed and two hypotheses were generated and tested in the study.
Respondent were two

hundred SSS2 students that were randomly selected from five selected
secondary schools. They
responded to Non-School Attendance Assessment Scale that was used for
data collection for the

study. Data were analyzed using simple percentages and weighted mean,
and all the hypotheses

were tested at 0.05 level of significance. Findings revealed that peer group
factors, socio <^'S

economic background of the students, poor academic performance of

students, are contributory

factors to absenteeism and truancy in our secondary schools. It was

suggested that, parents

should guide their children and be of good models, also they should pay
serious attention to

financial and material needs of their children.

Yunusa, M. Z., Usman, A., & Abubakar, S. G. (2022), School is an agent of

socialization as well

as institution set up by the society in order to pass knowledge, skills, values,

attitudes and other

necessary qualities to the younger generation so that they become

productive and leaders of

tomorrow. The study is aimed at examining the causes and effects of truancy
among junior

secondary school students in Katagum educational zone. It identified the

causes and effects

responsible for the persistence of truancy. Descriptive research survey type

was adopted for the

study. The data were collected using the questionnaire as the research
instrument which titled the

causes and effects truancy among secondary school students. Two hundred
(200) respondents

were randomly sampled from 8,912 secondary schools in Katagum

educational zone Bauchi
state. Three research questions were raised for the study, three hypotheses
were formulated. The

instrument for data collection in this study is a cause and effects of truancy
questionnaire

(CETQ). The (CETQ) has three sections. The sections are tagged section A, B,
and C in that

order. Section tapped personal data with (3) items, information such as sex,
class, age, name of

school are part of the items found in this section. Section B is design by
researcher to measure

causes of truancy. Section C deals with effects of truancy among junior

secondary school

students. Which was subjected to experts for scrutiny. Descriptive statistics

was used to analyze

the data to be collected.

Baskerville, D. & Loveridge, J. (2020) in the study identified the relationship

between truancy

and academic performance of secondary school students in Southwestern

Nigeria. It also

examined the relationship between school physical environment and truancy

behavior among

students. It also investigated the deference between male and female

manifestation of truancy

behavior. Stratified sampling technique was used to select 360 sample size
from four secondary

schools in four out of six states in Southwestern Nigeria. Three research

instruments were used

for this study namely, Academic Records of Students, Attendance Registers

and "School

Environment Questionnaire" (SEQ), Four hypotheses were raised and tested

using chisquare and
t-test analysis. The study revealed that there was a significant relationship
between truancy and

academic performances of students; there was not a significant relationship

between the school

^ physical environment and truancy behavior among students; there was

not a significant

difference between the academic performance of male and female truants.

However, there was a

significant difference between male and female manifestation of truancy

behavior. The study

concluded that truancy hindered effective learning and could lead to poor
academic performance.

References

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influenced the

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^,
CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Female like their male counterparts have the right to education and skill

juisition, the right to career choice and self-actualization. Girl-Child

education becomes pertinent for the attainment of National development.

In-the past, education has not necessarily been a priority for the girl-child

because of cultural beliefs, poverty and so on. It is believed that the place

of the girl-child is in her husband's home or house. The male child was

considered to be superior to the girl-child in many aspects especially

education and that is why in most cases; only the male child had access to

education. Unfortunately, many people still hold unto this disparity

between the Female and the male gender."

Other causes for the negligence of the girl-child education could be

attributed to parent's unwillingness to send the girl-child to school. Some

parents feel it is a waste to educate the girl-child because she would one

day be married to someone else. Even when they have the means to

educate her, they would always refrain from doing so.

Some cultures (especially in the North), have also contributed to the poor

rate of girl-child education. Girls are given out for marriage at a very

tender age. This exposes them to certain reproductive disease and

challenges like vasco Vaginal Fislula (WF), etc.

Ignorance and illiteracy of the parents also account for the negligence
the girls-child education. WTien the parents are illiterate and ignorant of the

Western education, they would find no reason why the girl-child should be

given equal right with the boy-child this is because their mentally and

attitude is been influenced by what they see around them and the ancient

beliefs.

In a situation where the parents are poor, they would always choose to use

the little resources to take the boy-child to school and allow the girl-child

to either hawk or engage in other activities. The question is, why this

disparity between the boy-child and the girl-child.?,

We. need to know that as we look forward to national development

achievement of the Millennium Development Goals, MDGs vision

20:2020, the role of Women cannot be underestimated. It is lid that when

you educate a man, you educate a person, but educates a woman, you
educate a whole nation. This is because the education of every = tarts from

the family and mother is first teacher.

The girl -child also needs to be educated to acquire knowledge and skills

needed to advance the status knowledge for social interaction.

self-improvement and status advancement. The girl-child also prepares her

to face the reality hi the society and teaches her to be a good to life wife and

Mother.

Secondly, to realize the full potentials endowed in her, she discovers to be

a medical doctor, lawyer, teacher, journalist, politician, to mention just al

few. Ectucation-would break the shell of Ignorance and open that of

self-discovery. We have seen vibrant women in Nigeria like Prof. Dora

Akunyili, Mrs. Farida Waziri, Mrs, Diazani Alison Maduweke. Mrs, Ngozi

Okonjowela, 'etc. who confirmed the saying that "what man can do woman

can do better".
Education would also help the girl-child to develop civic sense and learn to

respect, love, her fellow human being and to be good citizen. It will also

make her to think, question and judge independently.

It is unequivocal that only educated women understand the needs of the

family. They will never send their children to work during school hours/

rather; they will arrange for their education in good schools. They will take

proper care of the health and diet of their children. An educated Mother

knows what is good for her kids and how they should be brought up. These

educated mothers promote education for all children without

discrimination.

As a way of encouraging girl-child education for National Development,

Government should support this campaign funding and employing people

who can go to the grassroots for sensitization. The Government also needs

to partner with other non-organizations (NGNs). Like the Girl-Child

Concern (GCC) to champion this course).

The child right act. Should be strengthened and ensured that it is

implemented in all the states. This would go a long way in checkmating

indiscriminate child and gender disparity. This is because as girls are not

educated they remain dependent on their families before marriage/ on their

husbands after marriage and on their children if eventually their husbands

die. As a father or mother would you love to see your daughter in this

condition? Of course no. this then calls for encouraging girl-child

education.

This research project is being carried out to find "The teacher's perception

towards the impact of social studies education on achievement of

girls-child education" in some selected junior Secondary schools at Gwale

Local Government Area Kano Gwale Local Government Area in Kano

State, Nigeria within greater Kano City. It is headquarters are in the suburb

ofGwale. It has an area of 18km and a population of 362,059 at the 2006

census. Kadiri (2002) wrote that social studies are wholistic subject that is

interested on the social physical and emotional characteristics man. This

means, it is a broad based curriculum that de-emphasizes subject boundary

rather emphasizes inter implanting approach to the study of human

activities in social studies man and his activities. Are investigated as a

whole root parts.

Social studies are the integrated study of the social sciences and humanities

to promote civil competence as defined by the U.S American National

council for the socials studies. Last modified on 14 October, 2014.

The national policy on education (2004) further provided yet another

impetus in the development of social studies having realized the worth of

social studies, the policy which remain the most comprehensive

philosophy of education in Nigeria, proposed and adopted social studies as

a compulsory subject in junior secondary Schools and primary schools in

Nigeria. This lead to the inclusion of social studies in the respective

primary and junior secondary school timetable.

Bateson, Beryl, Bateson, Geoff (2000) existing models of woman

education span adult education, woman's studies, issue-based activities and

wider opportunities programs. Among the questions about the aims

curriculum for woman are the purpose work with the disadvantages

women; it is education for all Women or educating women and it should be

separate from what men need to learn? (SK).

(Ezeani (2006) posited that woman education is that education that is

bound to weak woman aware of themselves and their capacity to exploit

this environment. It involves training them (woman) in literacy and

vocational skills to enable them to become functional members of the

society (Ezeani, 2006).

Female education is a catch-all term for complex set of issues and debates

surrounding education (Primary education, secondary education tertiary

education, and health education in particular). For girls and women.

Wikipedia, the free encyclopedia (2014).

The socio-economic impact of female education constitutes a significant

area of research within international development. Increase in the amount

of female education in regions tends to correlate with high levels of

developments. Low cost modified on 6th April 2014.

Education of Women in Nigeria as in every other country in the past

mostly restricted to the home the social, political, educational and

variations from society to society.

Before the middle ofninetieth century, education was given under the care

of mother, grand-mother elder-sister or any other responsible adult, to rain

the girls for responsible behavior as house-wives, mothers, and equipment

with all kind of service, related to the home. What is referred to as formal

education today come with the idea that place of the woman was in the

home and that the man was the breadwinners of the family. It was mostly

the man who was encouraged to avail themselves of the educational

opportunities, as mentioned.

This continued for years creating an educational gap between the man and

woman (Osakwe and Okojie, 1992).

Evidence about that, enrolment in primary schools in Nigeria by each state

and the expected enrolment vary the gap is clear about (1) enrolment

gender and (2) differential by State. Diverse reasons can be used to explain

the State of primary education enrolment in Nigeria today. The reasons

varies from one area to another, but they are basically culturally, tribal

and socio-economic conditions making education too expensive to parents,

little importance accorded to education, rural/urban disparity enrolment,

negative stereo-typed behaviors, level of education of parents, conception

about education by some parents. All these and more have been identified

as factors militating against girl-child education. The prevailing system of

education that is producing products that are largely half backed or not

backed especially in public school, the increasing cost of primary

education contributed to parents apathy to primary and secondary

education of girls. Women are the instructors of the society. Selective

preference of boys sent to schools is related to population of children in

family.

The-Nigerian society must especially Northern parts encourage p marriage

of girls and such marriage is the pride of the family, while members ofher

society usually look down upon unmarried girl. In Kano State, the tradition

is that the educational background of parents is a strong factor in sending

girls to school; and the father .ost have a strong will to ignore the reaction

°f -.be. of his fan.ly and the society, since the is thought to be

exposed, corrupted, thereby reducing of her chances of getting husband.

A lot of emphasis was laid on chastity in the society and every effort was

made to keep the girls away; from temptations which are believied to

impact on the girl,

1.2 Statement of the Problems

Girl-Child education is very important in every society and the world in

general. This is because women are seen as the bedrock of every family

and she is a helper, adviser keeper-counselor, assistant, teacher and a

mother to all. Despite the saying that to educate a woman is to educate a

nation.

In the past, education has not necessarily been a priority for the girl-child

because of cultural beliefs, poverty and so on. Especially in the Northern

part of Nigeria, it is believed that the place of the girl -child is in her

husband's house,-the male child was considered to be superior to the

girl-child in many aspects especially education and that is why in most

cases, only the male child had, 1 been access to education. Unfortunately,

many people still hold unto this despairing between the female and the

male gender.

Women education in Gwale Local Government seems not to enjoy its

appropriate recognition because of the idea that a girl becomes the property

of the husband after marriage. The status depends on the status of the

husband, thereby causing delay in the education of the girls. Some parent

do not see why they should append a lot of money to educating their

daughters who, after all, are not going to be any financial benefit to the

family, but rather to the family of her husband's. A typical husband on the

other hand does not believe in sending his wives, to school, because he

believes that women are to stay and take care of the home, children and the

husband in the Gwale Local Government husbands now look at women

education as an asset.

1.3 The Objectives of the Study

1. To examine the social studies teachers' perception towards the impact

of girl-child education in some selected junior secondary schools in

Gwale Local Government Area ofKano State;

2: • To examine the main reason why parents don't send their girl-child to

school, in Gwale Local Government in Kano State.

3. To examine the cultural effects of society on girl-child education in

Gwale Local Government in Kano State.

1.4 Research Questions

1. What is the perception of social studies teachers on girl-child

education in Gwale Local Government Area, Kano?

2. What are the main reasons why parents don't send their girl-child to

. schools in Gwale Local Government Area?

3. What are the cultu.l effects of society on girl/child education In

Gwale Local Goverament Area?

1.5 The Significance of the Study.

The significance of this study is as follows:

1. Parents: The findings of the study would hopely serve as an attempt

to change the negative attitude of parent's family and society on

girl-child education.

2. Women: The findings of this study should hopefully provide

opportunity to women to reach desired goals in education and

eradicate illiteracy among women.

3. Students: The findings of the study would hopefully serve as a

reference material for other students who are interested in girl -child

education.

1.6 Scope and Delimitation of the Study

Even though some generalization will be made on the finding that will

emerge from this study, the researchers are limited in some selected junior

secondary schools in Gwale Local Government Area for certain reasons.

One of the reasons is limited time available for the researchers. Secondly,

logistic problems like large size of Kano State and financial "stations

cannot allow a wider coverage of the study.

1.7 Definition of Terms

Social Studies: Social Studies "as a programme of study which a society

use of instill in students' knowledge, skills, attitudes and action it considers

important concerning the relationship human beings have with each other,

their world and themselves".

Education: Education is an important tool for the achievement of positive

development in every society.

Western Education: This is the education brought by the Europeans

Perception: The way an individual notice, things, especially with the

sense, our perception of reality, also the ability to understand the true

nature of something.

CHAPTER TWO

LITERATURE REVIEW

2.1 Concept of Girl Child Education

Girls child education is a fundamental instrument for individual and

societal development in a positive sense, a very well planned and properly

consoled, educational career will positively upgrade the girls child to an

endless bless and enhance a psychologically balanced social happy

economically contended and spiritually promoted life (Dauda,2000).

Woman as a special group need education to give a better chance to control

their lives, to earn a living, to be better mother, self-reliant, improve their

relationship with their spouse, contribute immensely to the socio-political

aod economic development of their nation, Brown (2001).

This will make the woman folk a contributor through her natural and

eloped creative potentials in all aspect of life" to herself and her nation at

large. The main aim of girls/child education is to polish, enlighten and

nurture social balanced citizens who could help in the advancement of

nation in all aspects of life. The assertion made (ASP) That if one educate a
man, one educates an individual's, but if one educates a you are educating

the nation, shows that educations of woman useful for the development of

the society in. all angles, it gives the ability to distinguishes the right from

wrong for society in all angles.It gives the ability to distinguishes the right

from wrong for the society education therefore is necessary ingredient for a

development for both the man and the woman and the society must be

note.d that the woman is the life wire of the society and to its socio cultural

values as well as the first teacher to her children, Osaka (2000). Women are

the first health educators/ speaking on the education of girls, Tuoyo (2005).

Agreed that all ramification lays with mothers and all women folk.

2.2 Concept of Girls/Child Education

An attempt will be made by the researcher to examine the concept of

education refers to the

process and product of gaining knowledge new experience skills,

appetencies, attitude and attitudes for personal or social purpose education

can take place in or out of school/ it can also formal, non-formal or

informal in mode. Indabawa (2001) defense education as organized and

sustained instruction, designed to communicate a combination of

knowledge, skills and understanding valuable for all life action: blooms

taxonomy categories education into cognitive, effective and psychological

domains.

UNESCO, (2010) defined education in its general sense, as a form of

learning in which the knowledge, skills values, beliefs, and habits of a

group of people are transferred from one generation to the next through

storytelling, discussion, reaching, training, and research, education can

also include informal, transmission of such information from on human

being to another. '

By i'mplication, these definitions, points to a particular obvious direction,

lead out to new knowledge, skills, entail feeding, growing, and developing,

thus. Education in essence is a total process of human learning, involving

knowledge and skills acquisition for effective utilization in future.

Girls/child education is important for the better development of the nation

and society; this is because education is an instrument for effecting

socio-economic political scientific and technological advancement as well

as improving the well-being of citizens of Nigeria.

Girl/child according to Malcom Doney (2005), are all those who fall into

the female gender whose age range between 4 to 18 years, he further stated

that girl/child education as a concept has been used to describe the

complete array of organized, education is not only to do with Western

education, it has to do with different types of education either formal,

informal or even non formal, girl/child education plays an important role in

developing the society and the nation economically, politically,

educationally, morally, psychically, and religiously, more and more

women are being engaged in the labour, force, Ezewu (2001 ) revealed that

most Nigerian women in employment are to be found in service industries

or professionals like nursing, teaching, secretarial work. Fashion and food

industries.

2.3 The Need for Girl/Child Education

There is the need to educate our girls/child and women directly or

indirectly in ordel- to get smooth and affectionate ladies for our nation.

Education is widely regarded as powerful tool that can lead to possible, the

achievement of personal and societal goals. This view is shared by

development planners, academia. Politicians and leaders of government

and nongovernmental organization, the world over.

These various groups actually contend that girls-child education is a basic

component in nation building. It follows therefore, that any society,

designs of raising standards of living, needs to consider girls/child

education experiences as fundamental.

Girls/child education ought to be given special consideration in all aspect

of life. This is because girls/child occupies a very strategic position; they

are the first teachers, the first guardian the first assistant to all sons and

daughter who are the professionals, teachers and presidents world over.

Women are the special being and 6edrock of' every happy family;

therefore, there is need for women to have access to educatiop so as to

educate the nation.

The education ofgirls/child which is undoubtedly positive oriented and is

the type of education that equips the women with all the necessary tools

needed for the effective discharge of their own peculiar roles.

In the services of the nation, there is no doubt that some women have up

roles such as soldiers, police, engineering, surveying, politics, football,

wrestling, women need to be educated so as to help in developing the

society and reducing the rate at which men cover areas like medicine,

laboratory assistance, and to stop exposing their personal and body

secretes to then doctors. And many position where women did occupy.

There is also need to guarantee the university from psychologically

terrorizing sexual harassment by some of their mates and teachers, Dauda

(2000). Education is the basic for the full promotions of status, the basis for

the full promotion of status of women. It has been obliged by corning out,

In 1987, with a blue print, a women education, this is adopted by National

Council on education in Nigeria, part of the efforts made and strategic

policies. Put in place include establishment of model centers and 'desires to

achieve, the following objectives.

1. Provision of more educational opportunities for girls from primary/

• secondary and tertiary levels.

2. Re-orienting the attitude of all female irrespective of age, towards

education.

3. Promoting th-e education of girls and women in the field of science.

technology and provision of functional education for all girls and

women through skills, acquisition, such as sewing.

4. Enhancing the consciousness of girls and women to the need for

developing a positive self-image.

5. Creating awareness of all citizens of the fact that equal opportunity

exists irrespective of sender, age, locality creed or social status. This shows

that education is a vital elements in achieving universal primary and

secondary education, women should therefore be well educated, up to the

highest level, girls/child education help seriously to the well balance of

happy family infact even marital life is better enjoyed when the couple is

educated, educated women can play a significant role in raising beautiful

and happy family because they are shy, merciful, tender, affectionate,

charming, faithful, and good looking, polished ladies which every man

wants to be proud to have them as partners in life because can understand

easily and help them financially socially, economically, politically, moral

and religiously, how do you think a good and responsible lady can take

care a good and responsible lady can take care of her family without her

having a formal, informal or non-formal mode of education? a woman is

the one at home she takes care of the family by showing good example and

looking good and happy whenever she is with her family.

Educated women have knowledge of adequate use of locally product; she

can play a vital role in producing food for the better health of her family by

giving them special meals and balance diet. Educated women can get

information from radio, television and magazine and use it to take good

17

care of her family, however, due to ignorance the best method of

communication is personal but nutrition, social and economic status and

her health are the most important. If a woman is ignorant she would hardly

know how to take good care of herself and her family.

Girl/child education status in any nation correlates positively with its level

of development, consequently the higher the level of women education,

status, the more developed the nation. For non-literate Nigerian women to

enjoy the full benefits of contemporary life, they require basic education in

order for them to join hands with the more developed the country.

The changes in developed societies in favor of women status were is

universally as progress in the society is beneficial not only to women but to

the communities as a whole, the driving forces for these changes were

partly education, feasibility and partly moral, the status of women is

obviously a significant reflection of the level of social justice in society,

WHO (1984).

2.4 Constraints Faced By Girl/Child Education

Education a yard stick for development, arid it is a red card to lady

despite its importance, more females are affected by this development of

not having sound education, many sociologist, psychologist and

anthropologist, view human behavior as driving from culture learner,

shared and transmitted from generation to generation. These gender roles,

som.e of them would argue, one product of culture rather than genetics or
biology women learn roles in the process of socialization shape by the

institution of the society or culture, in that case gender roles, especially

those that are inhabited to women development are product of society,

which may see those as given and to be accepted unquestionably, here is a

summary of some of the critiques level against cultural specification of

gender roles in the society list a few.

Oakley (2000) Sees sexual division of labour especially child rearing in the

society and institution of marriage itself, which women play central roles

as cultural rather than biological determined, she notes other feminists, that

childrearing by women and marriage are that development is function of

traditional obstacles to female ideation, especially the beliefs and value on

the girl/ child by parents although research reports indicate that women are

the opposite of men in physical and psychological terms, Nnayi (2001)

holds that the modern women is not only ambitious, but educated,

intelligent and yet passionate. The item associated with female pictures in

majority of the countries were soft-heartened, emotional affectionate,

weak, gentle and appreciative, those of males were strong, cruel

aggressive, coastal, loud enterprising course, independent, severe and

disorderly. The reflection of the reality is evident in all our communities,

for instances, in a study on access to education for males in Kano and Oyo

State of Nigeria, from 1976 to 1991, it was found that more males enrolled

at all levels of education than females.

19

The picture is not any different in all parts of Nigeria up till now another

dimension of disparity against females is the type of course and subject

that they pursue, although there is no scientific evidence that female could
not pursue studies in the science, Indabawa (2004).

Bread winning in Nigeria was regarded as features of masculinity. The

man was seen as the chief bread winner whiles the woman seen as ordinary

bread eater. Ezekwu Inechezona (2001).

2.5 Attitude of Parent/Teacher Child Education

Girls-child education is a very controversial issue especially in some parts

of Nigeria, this is because of our culture, custom, religion and traditions,

people have negative attitude towards western education.

Many people are against girl/child education among who are: family

members/ teachers/ parents and husbands. The teachers fear that when the

girls are educated they will not marry partly and they will no longer respect

their husbands or even they should not have husbands after the acquire

their education. According to some people, Western education will expose

the girls to different kinds of life style and they can behave educationally

which is causing a lot of problems to the girls education in Kano state, the

most and greatest problems of our education is based on our customs.

culture and tradition and home background.

However, girl-child have been given a right to be educated girl-child have

even done post graduate degrees, it can be noticed that Nigerian girls

actually enjoy a great deal of right and privilege according to Galadanchi

(2004) it differs from community and from Individual to individual,

regarding the tradition and customs of the people as reasons for the

negative attitude towards education, is that tea social studies teacher think

that Western education would cause their girl-child to repudiate culture,

customs and tradition. Danbatta (2004). Shows that teachers objectives to

education in Danbatta district, were due to ignorance, financial difficulties,

fear of deprivation, preference ofQur'anic schools, distance of the school,

and lack of public enlightenment.

Many peoples have negative attitude concerning girl/child which causes a

lot of problems ia Nigeria today. There are so many reasons.

Why Nigerian woman shy away from some job areas and therefore, did not

develop the attitudes and interest in the subject areas that might lead them

to female careers one of the reasons is that the cumulative effect of sex

discrimination socialization, Don Bush (2001) men want their sons to be

medical doctors, because it is believed that it is the so-called male job,

while nursing is the so-called female job, from Observation, it is also the

belief of the society and families that female doctors do not have enough

time for the effective up keep and child rearing in their homes for them to

be effective in the domestic affairs and child rearing at hom 'enough time

21

for it. so due to the negative attitude that many people have conserving the

girls in all aspect of their life, the bad attitude on girl/child education so as

to have the development of our great nation, the negative attitude of

Western Education on girls child should be looked on according to the

nations and values of our society and government at large, women also

tries as much as possible to utilize their natural and acquired right to satisfy

their ambition, educationally, socially, morally politically,

psychologically, physically and other-wise. ,

2.6 Perception of Girl-ChiId in Some Selected Schools in Gwale

0 Local Government

Girls-child education constitutes a positive development in every society

But girl- child constitute the majority of illiterates in Nigeria, at all levels

of education (Primary, Secondary and tertiary). Males represent higher

proportions, than female, the proportion of literate men to women was

54:31 and die total female literacy rate was for below 15% while that of

men was about 40% discrimination against women can be seen as a feature

of gender issue perception of girl-child education in some schools in

Gwale Local go seem to indicate that a responsible lady is expected to look

after her family rather Nigeria perception ofgirl-child education in some

schools in Gwale Local Government, is seem to indicate that a responsible

lady is expected to look after her family rather than going to work, many

people look at girl-child education as total waste of time and money, since-

22

it will affect her relationship with her husband's, some people believe that

educated women are expensive for the economic and life style ofHausa, a

typical Hausa man because she is too expose and that Western education

promotes corruption in the women. However, due to the enlighten of some

of our Hausa men-folk most families are now encouraging women

education. Or done (2005). as cited by Ofoebe (2004) reported that only

36% of Nigerian primary schools female reach government attention

culminating in the establishment of National council for women, better life

and Family Support Programme (FSP) as well as Federal Ministry of

Women Affairs, in 2004. emphasis is b more in socio-economic well-being

development rather than emancipation. One can even view this as putting

the cart before the house, a more aggressive approach has been taken at

international levels under the and spices of the UN in 2001 world summit

for children, it recommended other things that by the year 2000, there

should be Universal access education and the completion of primary

school education by at least 80% of primary school age children, reduction

of adult illiteracy rate, to at least half of 1999 level with special emphasis
on accelerated female illiteracy programme.

Due to negative perception of teachers, parents, family, husband to western

education, girl's education is given low special consideration, and the rate

at all Western levels is low and proper. Perception negatively, concerning

girl's education in Kano slate, must especially to be living home easily and

mixing with op many people arc on the belief that is totally out of culture

and tradition ofHausa ladies in ladies.

2.7 Contribution of Girl-Child Education to Social Development

Girls-child contributes to progress and development knowledge and skill

acquire make it possible to offer contributes for development effort such as

improvement in health, nutrition, water, sanitation and environment.

Ofoebu (2007). Quoting, Frourt (2006). Stressed that there is increasing

urgency for girl-child contribution to the solutions of the presents

contemporary problems in order to fulfill this duty and carry out such a

responsibility girls-child require higher enrollment rate and training, this

means that the demand for girls-child education is even more especially at

primary, secondary and tertiary levels, moreover, these institutions are

Known to be conductive for character molding, therefore enrolling and

educating girls-child imply educating nation.

Girls-child education contributes to the societal development. Educated

girl-child help in producing, planning, guiding and productive, society,

Religiously etc. girl-child education in the arts/ particularly in the areas, of

fine arts. Industries, arts, liberal arts, and performing arts, will boost their

creative potentials and give al challenge to their counterpart. Girl-childlike

there as Olayinka Akerele an actress D. Ladi. Kwalli a ceramist, Gambo

Sawaba, politician and Rabin Mato-Politician, also among others are good

example of girls child folk that excels in the arts Through their creative
24

potentials and the politicians, too, girls-child contribute a lot to the

development of our great society, in 2001. The federal Ministry in

realization of the roles of educated girls in the society, established

education branch with the following.

1. Creating awareness of all citizens to the existence of the equal

' "educational opportunities, irrespective of age, gender and locality.

2. Provision of more education Institution up to tertiary level.

3. Provision of functional education for girls and women through sills

such as sewing, cooking and knitting.

Nigerian girl-child is contributing a lot to the development of our nation

and through many ways-socially educationally politically, morally and

religiously. Therefore girls-child need to be more educated and encouraged

motivated and oriented for effective development of society. Without

education, life is an eternal dark night and one has to run from pillar to post

provide education to your children and then they will be able to transform

their lives for the better. One who has no received education has wasted her

life.

2.8 Objective of Girl-Child Education

Braiji, (2007) outlines the following to be among the aims and objectives

of girl child education. To enhance their ability to light poverty, under

development and malnutrition to help girl have a better understanding of

how to prepare balance diet, women delivery issues, how to maintain

25

good/health and how to avoid maternal mortality and child morality. To

increase the ability to protect themselves from venereal diseases. To make

them more enlightened on how to live a healthier life. To enhance their

social and economic value for the society.

Other objectives of girl child education include:

1. To eliminate economic and social exploitation of child as well as child

labour, and protect young girls.

2. To create awareness of self-girl)

3. To eliminate negative cultural attitudes and practices against girls.

4. To make girls/women participate fully in all the affairs of their nation,

and to be at the centre of sustainable development.

The importance of girl education includes:

1: -Girls' education equips them to have access to their basic and

psychological needs.

2. It reduces the rate of social evils such as high rate of divorce and

unwanted pregnancy.

3. It fosters growth and development of national product,

4. Increase social and economic benefits for self and society

5. It gives room for human resources development

6. Educated girls tend to have self-esteem, confidence and free from

societal exploitation.

7. Educated girls become more competent and healthier wives and

mothers.

8. Education provides girls with leisure time and space of their own.

Dauda (2000) is of the view the women/girls are the embodiment of values,

norms and ideas of any society and therefore, transmission and

perpetuation of its values, concepts and ideas to the extent that the whole

society would be disoriented towards lost touch with them. This assertion

reveals that girls/women are the life vein of any society and the custodian

of its distinct socio-cultural values, such that if educated, they will In

discharged these duties effectively.

2.9 Obstacles to Girl Child Education

In Nigeria, girls' access to basic education especially in northern Nigeria

has remained low. Generally girls have less access to primary and

secondary education. Similarly, girls' enrolment lags much behind that of

boys. Even among the girls a desegregation of enrolment by south and

North gives a clear picture of the extent of educational deprivation the girl

child suffer in the 1960's girls constituted less than 30% of enrolment in the

North In 1979 girls constituted 535% of enrolment in the North. Enrolment

rate of girls in the north fell, averaging less than 30% of the enrolment at

primary and secondary school level Mohammed, (2011).

Why are girls not attending school? Reasons advanced for this include

poverty and economic issues. Early marriage and teenage pregnancy,

27

inadequate school infrastructure and cultural and religious

misinterpretation.

Muhammad (2011) outlined the following as obstacles to girl-child.

Education in Nigeria particularly in northern Nigeria: constant change in

educational programme: This means inconsistency in governance'

policies, programmes, organization and administration of education. As

the political eldership challenge, so do the educational policies and

programmes. This makes majority of the rural urban population confused

due to constant change in the system of education.

Religious and socio-cultural values if northern Nigeria. There are a lot of

misgivings and misunderstandings about the system of western, education

which serve as constraint especially to girl child access to education. This

includes coeducation, uniform, the curriculum content, orientation, school

calendar, teacher's personality and lack of female teachers.

The psychology of girl-child: This includes poor self-concepts, negative

self-values, and low esteem. Girl child feels inferior to male and this makes

fearful, and very dependent. They also knew that they will not be allowed

to further their education or work. This makes them to be uninterested to

go to school. •

Other obstacles include lack of adequate number of female teachers, low

percentage of women in teaching. Parents strongly prefer that girls should;

be taught by females, and the percentage of women in the teaching is low.

Because of this, many parents would not allow their daughters to further

their education. Poverty and economic issues about 70% of the Nigerian

population are living below poverty line and girls are sometimes sent to

generate income for the family (UNICEF 2007).

Cultural and religious misinterpretation many parents in the northern part

of Nigeria associate sexual immorality with western education. That means

their girls will be sexually abused or involved in sexual activities.

Some parent opine that they will no longer be able to control their

daughters particularly on husband choice, and made of dressing as well as

the fern of interacting with the man.

Early marriage and teenage pregnancy: This is another obstacle to

girl-child education. In some cultures young girls are. Often withdrawn

school and given out in marriage. Any girl that experiences teenage

pregnancy will be out of school. This gender inequality is one of the

obstacles. Thus, girls considered as objects of men's pleasures and whose

relevance is only in the home as wives and mother., even by the end of the

20l" the century, so some extent, girls are still subjected to oppressive laws

and attitudes less which are meant to keep them in a permanently

subservient, independent and marginalized position.

When a girl notice that she is an object of man's pleasure, a child factoiy,

her attitude to education would be affected.

2.10 Qualities of a Good Social Studies Teacher

Abdullah! (2007) noted that social studies teacher must be skillful, patient,

initiative, tolerant, even-tempered and understanding. He must be an

example of good living. He must be well-educated. He must like children,

really enjoy having children of all kinds around him, whether Clear or

dirty, quiet or noisy/ happy'. Or sad, bright or dull, and be happy in their

company. A teacher must be able to get a feeling of fulfillment from his

work, a sense of satisfaction and contentment in working with his students,

in helping them with their individual problems, whatever these may be arid

assisting them to grow up.

A good social studies teacher is someone who is sound and knowledgeable

in his area of study free and sensible in the school and community and also

full of new ideas and innovation that will enable them excel in his careers

and belongs to an academic organization in

i. To help girls/women to fight their fears and feelings of inadequacy or

Inferiority.

ii. To enhance societal and nation building in term of economic and

human development.

It is an undisputable fact that through the provision of quality education to

girls/women these laudable objectives will be attained. This will invariable

enhance girl/women in the world of excellence, labour and productivity,

fulfillment, integrity, dignity and fame, Efide (2008) in Ogwlazor (2008).

30

2.11 Roles of Girl Child Education

Unlike before, most parents are now becoming aware of the necessity of

their daughter's education having realized the consequences of illiteracy.

Illiteracy, they say is a disease, chained in prison, disabled, caged and

blinded victims experiencing only death in life. Therefore girls should be

given the opportunity of gaining this golden asset called education.

Development of any nation cannot be defined without the contribution of

girlAvomen of that development, thus Ogwuazo (2008) opined that the

development of a nation can be cooperatively rapid if the women folks are

availed the opportunities of acquiring skills through education like their

male counterparts such that would enable them contribute immensely to

life which enables him to increase in knowledge social studies teacher is

someone who is go good character, role model generous, friendly and

capable of demonstrating those qualities in their classroom by being

organized, disciplined, insightful, committed and dedicated. He must

always look for better strategies to improve his teaching.

2.12 Summary of Literature Review

The literature review elucidated on the contribution of Girl-Child

Education to Social Development, objective of Girl-Child Education;

obstacles to Girl Child Education, qualities of a Good Social Studies

Teacher as well as roles of Girl Child Education.

Based on the reviewed literature it is deduced that; Girl-child education is

important and it has to be given due consideration and girls-child education

should be given attention and value. Also, the discrimination between

female and male child should therefore be reduced, so as to be more

productive and well developed.

CHAPTER THREE

Research Methodology
This chapter discusses the research design, population, sample and

sampling technique, data collection, validation and reliability and

statistical analysis.

te^hDe^ y^^ j^, ^ -/fc-

he researcher used survey research resign on the perception of teachers

toward girl/child education in Gwale Local Government. Within the

survey the case-study approach was adopted by limiting it to Gwale Local

Government. Surrey research design was used in the study because the

study seeks to find out the perceptions of the respondents through the use

of Questionnaire.

3.2 Population of the Study

The.population of the study comprises of all the social studies teachers in

primary schools of Gwale is a local government area in Kano state.

Nigeria. The total population of the study comprises of 10 as provided in

Table 3.1

Table 3.1 Population of the Study

S/N 1 Name of School

Number of Social Studies Teachers

1.

Dandago Special Primary School

Dorayi Babba Special Primary School

Dorayi Karama Special Primary School

Dukawuya Science Model Primary School

Muhammad Mai Gadon Kaya Special Primary School

KofarNa'isa Special Primary School

Professor Ibrahim Ayagi Model Primary School

Tundun Yola Special Primary School

Unguwar Wambai Primary School

10.

Warure Special Primary School

Total

38

Gwale Local Education Authority (2022)

3.3 Sample of the Study

All the 38 teachers in 10 schools were sampled as sample size used for the

study.

3.4 Sampling Techniques

The sample size was 38 this is in line with Kreije and Morgan (1976) who

advocated a minimum 35 sample size when the population is up to 38. As

such all the schools were purposively sampled.

3.5 Instrument for Data Collection

The instrument for data collection is titled Questionnaire of Girl-Child

Education (QGCE). The instrument is made up of two sections (A and B).

Section A is made up ofbio data of the respondents while section B is

made up of 20 items asking on the perceptions of the respondents on

girl-child education

3.6 Validation of Instrument

The instrument was validated by two senior lecturers from social studies

department based on contents, clarity and whether the items answer the

raised research questions

3.7 Reliability of Research

The reliability of the instrument was determined by using speannan brown

prophesy formular using split half method based on odd and even numbers

and the reliability index r was found to be 0.6.

3.8 Procedure for Data Collection

In our data collection, copies of QGCE were distributed to samples and

allowed them to read and responded to the provided alternatives of agree,

strong agree, disagree, and strong disagree, after a period of two to three

days we move around and collected the distrusted questionnaire for

gathering the data- and set for basic analysis.

3.9 Method of Analysis

The form of data analysis in a research work refers to the process of

collection relevant information from relevant sources; putting it together

by studying it in order to portray a clearer picture of particular problems,

the researcher analyses the data statistically by using frequency and simple

percentage of the responses made by the respondents on QGCE with a

view to answering research questions raised.

CHAPTER FOUR

Presentation and Analysis of Data

4.1 This chapter focuses on the presentation and analysis of data

collected through the using ofQGCE. The main purpose of this research is

to find out the local studies teachers perception towards the girl-child

education in Gwale Local Government Area. The data is presented in

tabula form and simple percentage is used to help in analyzing it as is

interpreted one after the other.

The initial step taken is to identify the age-range of subjects as show in

table4.Gl.

Table 4.1 Age- Range of Subjects.

Age-range

Number of Subjects

Percentage (%)
20-30

18

31-40

12

32

41-50

10

26

51-60

24

Total

38

100

Table 4.1 reveals the age-range of subjects, 18%, fall within the age-range

of 20-30 years 32% within the age bracket of 3- 40 years, 26% within

41-50 years, age-range, while 24% are within age-range of 51-60 years.

The researcher also dedicated to find out the suggestions that could be

made to improve girl-child education in Gwale Local Government Area.

The major suggestions by the subjects include the following.

1. The subjects were of the views that the culture, tradition of parents

should be looked into in order to allow their girl-child to attend

schools. Similarly the environmental factors should be modified so

that girl-child is encouraged to go to school.

2. Public awareness campaigns must be vigorously pursued so that

parents could be adequately, enlightened on the positive impact of

girl-child education.
3. It was also suggested that the government should adopts new policy on

education must especially to look into the establishment of schools,

scholarship and reduce the increment of school fees so that it would be

relatively to send the girl-child to school.

. 4. Economic status the economics of the country should be reassessing

so as to encourage the privilege parents to send their girl-child to

school.

5. Adults education schools should be given more attention to allow the

less privilege people receive western education and therefore, become

more enlightenment.

CHAPTER FIVE

Summary Conclusion and Recommendation

5.1 Introduction

The main objective of this study is to investigate the social studies

teachers' perception towards the impact of girl-child education in Gwale

Local Government Area.

This chapter discusses the finding of the study, conclusion and

recommendation.

5.2 Summary of the Finding

Research question are formulated in order to find out the social studies

teachers perception towards the impacts of social studies education of

girl-child education in Gwale Local Government Area, Kano State.

The research was-conducted by using oral interviews documents analysis

and questionnaires as the main tools for data collection; the data collected

from the respondents are tabulated and analyzed in chapter four.

However, girl-child education is a very controversial issue especially in

some part of Nigeria. This is because of our culture, custom, religious and
traditional. People have negative attitude towards western education.

Many people are against girl-child education among who are: family

members, teachers, parents, and husbands.

The 'teachers fear that when the girls are educated they will not marry early

and they will not have husbands after they acquire their education.

According to some people, western education will expose the girl to

different kind of life style and they can behave educationally which is

causing a lot of problem to the girl's education in Kano state.

The must and greatest problems of our education is based on our custom,

culture and tradition and home back ground.

5.3 Conclusion

To conclude the study on the social studies teachers perception of

girl-child education in Gwale Local Government Area.

Girl-child education contributes to progress and development knowledge

and skills acquire? make it possible to offer contributing for development

effort such as improvement in health, nutrition, water, sanitation and

environment.

Nigeria girl-child is contributing a lot to the development of our nation and

through many ways socially educationally politically/ morally and

religiously. Therefore girl-child need to be more educated and encourage,

motivated and oriented from effective development of society.

Parents should provide education to their children and then they will be

able to transform their lines for better.

Those who have not received education they are just wasted their life.
5.4 Recommendations

i. Social studies teachers should encourage parents to send their

daughter to schools. This is because it will help the daughters to know

what is happening in the society and what the society is all about.

ii. Religious education should be emphasized in schools as that will

encourage social studies teachers with negative ideas to accept

Islamic position ofgirl-chilci education.

iii. Girl-child should not be anything contrary to the norms and values of

the society in the name of being social or cducatecl, since that is the

tear of some parents.

iv. Parents- teachers Association meeting should be regular as that will

help parent to know more about their children behaviour in the school.

v. Public awareness campaigns should be intensified on both

conventional and contemporary issues so as to enlighten the parents

on the value ofgirl-child education.

vi. Governmental and social studies teacher should try to encourage adult

education by establishing well-equipped school for illiterate parents

so that the parents can be able to know the relevance of western

education and correspondingly encourage the girl-child education,

vii. Education of girl-child should be given special attention by awarding

scholarship to girl-child with the view of motivating teachers to

girl-child education.

48