Research Proposals

SCHOOL LOCATION AND DEVELOPMENT OF NUMERIC SKILLS AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

SCHOOL LOCATION AND DEVELOPMENT OF NUMERIC SKILLS AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

CHAPTER ONE      –      INTRODUCTION

1.1  Background to the study

1.2  Statement of the problem

1.3  Purpose of the study

1.4  Significance of the study

1.5  Research Questions

 

1.6  Research Hypotheses

1.7  Limitation of the study

1.8  Delimitation of the study

1.9  Operational Definition of Terms

CHAPTER TWO

REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH METHOD

3.1  Area of the study

3.2  Research Design

3.3  Population of the study

3.4  Sample and Sampling Technique

 

3.5  Instrument for Data Collection

3.6  Validation of the Instrument

3.7  Scoring of the Instrument

3.8  Method of Data Analysis       

 

CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1  Data Analysis

4.2  Results Presentation

4.3  Discussion of Findings

 

CHAPTER FIVE –  SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1  Summary

5.2  Recommendations

5.3  Conclusions

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the study

Without reservation, the provision of quality education is essential for spearheading the socio-economic development. Indeed many writers have observed that quality education is the most effective way to shape the value, attitudes, behaviours and skills which are important for individuals to function productivity in an integrated society. According to Amannah (2014), school is one of the social institutions that is responsible for the development and training of the mind and skill of man. It is also for the preparation of man for the challenges and responsibilities in the society at large.

The importance of education has been well accentuated in all societies whether developed or developing; ancient or modern. It is as the result of this obvious truth that every country accords great emphasis to education both in terms of quality and access irrespective.

 

SCHOOL LOCATION AND DEVELOPMENT OF NUMERIC SKILLS AMONG PUPILS OF EARLY CHILDHOOD CARE AND EDUCATION

Similarly, pre-primary education is the foundation which the rest of the education system is built upon. The National Policy on Education (2014) described pre-primary education as the education given in an educational institution to children prior to their entering the primary school. Thus, the goals of pre-primary education as listed in the National Policy on Education (FRN, 2004), include: to teach the rudiments of numbers, letter, colours, shapes forms etc, through play. However, the development of numeracy skills play an important role at pre-primary schools.

Furthermore, De Lange (2023) noted that mathematics literacy is emerging as the knowledge to know and apply basic mathematics in our everyday lives. It is important that children and young people in the educational system will be able to understand and use mathematics in the everyday lives and in further learning (DES, 2021).

 

In addition, a lot of parents have reported that  inability for their wards at this level  of education to exhibit adequate numeric skills. Different factors are attributed to this poor development in children. Different studies have been carried out to identified factors responsible for poor numeric skills development among pupils but none was done to assess the location of school in this area.

Hence, this study is therefore conducted to investigate the extent to which schools location could significantly related to the development of numeric skills among pupils in pre-primary schools in Etinan Local Government Area.

 

1.2  Statement of the problem

It has be argued that a school location in rural area will have all the characteristics of a rural environment. Similarly, an urban school will have an environment based activities peculiar to its environment but different from a rural location. Thus, as school environment differs, the level of operation and activities may also differ.

Location of market affects buying and selling, location of a church affect it attendance and participation, location of a hospital measures the extent to which its serves the needs of both the users and the operators.

 

The rural areas are characterized by lack of infrastructures, aging population and agrarian orientation, Adediji (2018); whereas the urban areas are characterized by increasing industrialization and availability of modern infrastructures. School location and development of numeric skills among pupils of early childhood care and education.

It has be noted that the citing of primary and pre-primary schools by government does not take cognizance of the differing characteristics of the rural and urban areas because of its plan to make pre-primary schools more accessible to the people.

Behaving the above as correct and undisputable reality little wonder than whether the school location can have any relationship with the development of numeric skills among pupils. Hence, this study controversy of the relationship between school location and development of numeric skills among pupils in Early Childhood Care and Education in Etinan Local Government Area of Akwa Ibom State.

 

1.3  Purpose of the study

This study aimed to investigate school location and development of numeric skills among pupils of early childhood care and education. Specifically, the objective of this study was to:

  • Determine the difference in numeric skills development between pupils from urban and rural schools.
  • To examine the difference in numeric skills between male pupils in urban schools and those in the rural schools.
  • To assess the difference in numeric skills between female pupils in urban schools and those in rural schools.

 

1.4  Significance of the study

It is the researchers’ view that the result from this findings will be of immense benefit to government, school administrators and  parents as follows:

  • Firstly, the study will enlighten government on the need for adequate provision of equal educational opportunities to all the children irrespective of location.
  • Help government to see the needs to provide adequate infrastructural facilities as well as instructional personnel in all the schools irrespective of the areas where the school is cited. School location and development of numeric skills among pupils of early childhood care and education.

 

  • Furthermore, schools administrators should ensure that mathematics teachers order to promote adequate development of suitable skills expected from a child at any level of education.
  • In addition, assist parents on the needs to encourage their wards and teach them the rudiment of numbers at home where the child comes out from.
  • Lastly, serve as a reference manual for future research work on the related issue.

 

1.5  Research Questions

  1. To what extent does development of numeric skills differ between pupils from urban schools and those from rural schools?
  2. To what extent does development of numeric skills differ between male and female pupils from urban school?
  3. To what extent does development of numeric skills differ between male and female pupils from rural schools?

 

1.6  Research Hypotheses

Three null hypotheses was formulated to guide the study, thus:

  • There is no significant difference in numeric skills differ between pupils from urban schools and those from rural schools.
  • There is no significant difference in numeric skills differ between male and female pupils from urban schools.
  • There is no significant difference in numeric skills differ between male and female pupils from rural schools.

 

Operational Definition of Terms

The following terms were operationally defined:

School Location: In brief, this refers to a place where an institution is sited.

Numeric Skills: This refers to a way an individual processes and calculate numbers and numerical symbols.

Pupils: A person who  is taught by another especially a school child.

ECCE: Early Childhood Care and Education.

 

Conclusions 

From the findings of this study, the following conclusions were made:

  • Pupils in urban schools have sound numeric skills development than pupils from rural schools.
  • Secondly, there was no significant difference in the mean score on numeric skills development between male and female pupils in urban schools.
  • Lastly, there was no significant difference in the mean score on numeric skills development between male and female pupils from rural schools.

 

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Peter Hezekiah

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