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School Variables And Social Skills Development Of Pre-Primary School Pupils

SCHOOL VARIABLES AND SOCIAL SKILLS DEVELOPMENT OF PRE-PRIMARY SCHOOL PUPILS

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ABSTRACT

This study focused on school variables and social skills development of pre-primary school pupils. The population for the study consisted of one thousand four hundred and twenty-five (1,425). Simple random sampling technique was used to select two hundred (200) respondents. Three null hypotheses were formulated in line with the purpose of the study. A structured questionnaire titled “School Variables & Social Skill Development Questionnaire (SVSSDQ) was used as an instrument for data collection. The data collected were analyzed using Pearson Product Moment Correlation (PPMC) statistics. The findings from the study revealed that pupils’ social interaction, availability of play facilities and location of school contributed to pupils’ development of social skills in pre-primary schools in the study area. Based on the results of the statistical analysis, the null hypotheses were rejected. It was therefore recommended among others that pupils should be given opportunity to interact with their peers both in school and at home as this will help in solving educational problems through contribution of ideas. It was then concluded that pupils’ social interaction, availability of play facilities and location of school influence pupils’ development of social skills positively in pre-primary schools.

SCHOOL VARIABLES AND SOCIAL SKILLS DEVELOPMENT OF PRE-PRIMARY SCHOOL PUPILS

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

The School is a social and learning agent that provides the environment upon which a child may be formally educated in order to attain educational goals. Human beings have unlimited capacity to learn, but may however be limited by the behaviour patterns and facilities that the immediate environment offers. According to Umoh (2006), nature only provides the raw materials in form of potentials, but it is the School that determines the extent of development. In furtherance to the menace of poor social skill development which had been on the high strain in the Nigerian educational system and cannot be over emphasized as it had eaten deep into the quality of pupils and eventual leaders produced into the Nigerian economy. It could be deduced that there exist a vacuum in the quality of learners produced and the required quality of individual for various institutional need of the country.

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In assessing the level of pupil’s social skills development, Inyang (2001) considers some variables of the school that could tailor the level of pupil’s social development. These include; pupil’s social interactions, availability of play facilities, location of the school, school type among others. Hence, these variables remain as important area that should be studied and well managed to enhance pupil’s social development.

Pupils’ interaction with other pupils within the school environment as well as interactions with activities on different forms of mass media has the capacity to exert significant influence on social behaviours of the pupil’s (Azikiwe, 2008). The author noted that the current wave of violent crime and blatant disregard to social values by most youths in our society is evidence of social decay and inadequacies in teaching principles in school. Consequently, there is no gain say in the fact that play facilities are necessary ingredients which can be used in the development of social skills among pupils. It is therefore an indispensable factor in promoting pupils’ social interaction. Hence, for pupils to develop socially, school variables must be thoroughly considered.

Therefore, this research work seeks to determine whether pupil’s social interaction, play facilities and location of the school influence social skills development of pre-primary school pupils.

SCHOOL VARIABLES AND SOCIAL SKILLS DEVELOPMENT OF PRE-PRIMARY SCHOOL PUPILS

1.2       Statement of the Problem

The issue of anti-social behaviour among various people in our society has attracted serious criticisms by patriotic citizens of our society. The root cause of these vices according to Ukpong (2003) could be traced to lack of respect for elders or constituted authorities.

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However, available data has shown that little or no research has been conducted along the line of school variables in relation to social skills development. It is on the expectation that school variables like pupils’ social interaction, play facilities and location of school could exert influence on pupil’s social skills development. It is as a result of the above reasons that the researcher is inspired to undertake a study on school variables and social skills development of pre-primary school pupils.

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       Definition of Terms                                                                           

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1       Pupils’ Social Interaction and their Social Skills Development In Pre-Primary School                                            

2.2       Play Facilities and Pupils’ Social Skills Development in Pre-primary Schools                                                                                  

2.3       Location of School and Social Skills Development of Pre-primary Schools                                                                         

2.4       Summary of Literature Review                                                                     

CHAPTER THREE: METHODOLOGY

3.1       Area of the Study                                                                                          

3.2       Research Design                                                                                            

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3.3       Population of the Study                                                                                 

3.4       Sample and Sampling Technique                                                       

3.5       Instrument for Data Collection                                                                      

3.6       Validation of Instrument                                                                               

3.7       Administration of Instrument                                                            

3.8       Method of Data Analysis                                                                              

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

4.1       Analysis of Data and Results                                                            

4.2       Discussion of Findings                                                                                  

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1       Summary                                                                                                        

5.2       Recommendations                                                                                         

5.3       Conclusion                                                                                                     

5.4       Suggestions for Further Studies                                                        

            References                                                                                                     

            Appendices                                                                                                    

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