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THE IMPACT
OF POLYGAMY ON CHILDREN EDUCATION IN THE SOUTHERN EDUCATION ZONE
CHAPTER ONE
INTRODUCTION
1.1
Background of the study
Over the
years, many educational authorities have developed interest to understand the
reasons for the downward trend in educational achievement of children. Obemeata
(1971), and Daramola (1994) attributed it to the children’s background which
depends on the type of family where they are raised. They stressed that the environmental
condition and the nature of social interaction that goes on in the family may
have some positive or negative influence on the education of children. Daramola
(1994) further stated that the factors affecting children’s education include
family type , psychological conditions in the family, availability of equal
opportunities, social climate and level of proper care that exist in families
they come from.
The family
as a primary agent of socialization, has powerful influence on children which
could in no doubt enhance or hinder educational achievement of children
depending on the social climate in such family. Variance in psycho-social
emotional fortification in the polygamy family background could be an indicator
to high or low educational performance of children.
Polygamy has
been cited as a possible contributor to Africa’s low savings rates, widespread
incidence of HIV, high levels of child mortality, and poor educational
performance of children (Uwaifo, 2008). Polygamous marriage is a system of
marriage in which a man marries more than one wife at a time. The number of
wives which ranges from two to many or may not depend on the religious and
economic capability of the man. This form of marriage has given rise to what
sociologists often refer to as the extended family. This is a common practice
in Nigeria the varying structure of any family from society to society has
brought this practice (Asikhia, 2010).
In Africa
generally, Polygamy remains common in most regions stretching from Senegal to
Tanzania, it is common for more than one third of married women to be
polygamous (Akanle, 2007). Polygamous marriage is common in the Middle East,
Africa, Asia, and the Pacific Islands, but is also known to occur in Europe,
North America, and other Western societies (Zsolnai, 2002). To our knowledge,
accurate and current statistics on the prevalence of polygamy around the world
are not available. In Nigeria, Cross River state in particular estimates range
from 20% to 50% of all marriages, with higher rates reported among less
educated husbands and wives, among Muslims, and among rural residents; however,
in recent years, there has been an observed increase in the rates of polygamy
among highly educated men who can afford a second wife (Aremu,2000).
The moral
decadence of the society today, may be as a result of the inability of
polygamous parents to give the children adequate financial support for their
education ,some polygamous family may not give their children the educational
materials they need due to lack of funds. This may result in poor feeding and
general maintenance of the family members. Parents serve a useful purpose in
the upbringing of their children in the home, but in polygamous home there is
not much in interaction between fathers and their children because of the large
number.
The parents
may not be able to go through their school work at home consequently, they may
not be able to identify, the need of their children who may be left to grow on
their own. In fact, polygamy may affect the up bringing of children
educationally, socially and morally. Furthermore, this tendency affects most
polygamous home negatively, as equal opportunity is not given to the children
in their educational pursuit. Adika (1987) agreed that there is gender
inequality in favor of the children. Most girls from polygamous home are
withdrawn from school at the tender age and they are given to husband some
girls who would have loved to go to school are frustrated by the problems of
non-availability of fund in the polygamous home. This leads to the eventual
dropout of the girls from school.
However,
children who have escaped polygamous families have been profoundly impacted in
every aspect of their education. Because of the secrecy that conceals
polygamous relationships, this information is not open to public knowledge, nor
easily obtained, especially outside the inter-mountain west. This area is where
polygamy has its historical roots in the United States. Therefore this research
will focus on the impact of polygamy on children education in the southern
education zone of Cross River State as to provide a general statement regarding
the basic principles and attitudes of modern day polygamy and to describe the
negative psychological impact the polygamous practice has on children
education.
1.2
Theoretical framework
This study
will consider the following as bases of its theoretical frame;
1.2.1 Cause
and Effect Theory
Cause and
effect describes how something happens, analyses why something happens;
examines cause, describes effect or do both because it links situations and
events together in time, with cause preceding effect (Wilkins, 1976).
Furthermore, causality refers to cause-and-effect analysis, it explains why
something happened, or is happening and it predicts what probably will happen.
Sometimes, many different causes may be responsible for one effect, and
similarly, many different effects could be produced by a single cause. In logic,
causes are often distinguished in to two types: necessary and sufficient. If x
is a necessary cause of y, then the presence of y necessarily implies the
presence of x. The presence of x, however, does not imply that y will occur. If
x is a sufficient cause of y, then the presence of x necessarily implies the
presence of y. However, another cause z may alternatively cause y, thus the
presence of y does not imply the presence of x (Wilkins, 1976).
Cause and
effect is established through intervention trial in which two or more groups
undergo the same experience except for a single facet. The single facet in this
study is polygamy. Any difference in outcome is then attributed to that single
facet (Omosewo, 2000). Causality (causation) denotes a logical relationship
between one event (called cause) and another event (called effect) which is the
direct consequence of the first. The cause in this study is polygammy while
education of children is the effect. In this study, the researcher focused on
assessing family type on children’s education, the home environment that is
tensed due to unhealthy atmosphere of quarrelling; fighting due to large family
size and polygamy cannot favour learning, as the mind of the pupils will not be
settled in order to give room for creativity.
Sanders
(1974) maintained that physical and psychological conditions of the home
environment affect the children education. Nyarko (2010) stated that harmonious
home create emotional stability in the child at home and subsequently
throughout his school life. Hence the researcher was also concerned with the
parenting style (democratic, authoritarian, etc) is also influential both in
the childrens’ educational process as well as in family-school relations;
research such as that by Ajila and Iyiola (2007) demonstrated that a positive
family climate favours the development of well-adapted, mature, stable and
integrated students, and an unfavourable family climate promotes
non-adaptation, immaturity, lack of balance and insecurity.
The
influence of family educational climate is defined by the amount and the style
of help that children receive from the family; that is determined by elements
of the family context, like the dynamic of communication and affective
relationships, attitudes toward values, expectations (Aremu and Sokan, 2003).
Along these same lines, Aremu (2000) reported that parental expectations have a
notable influence on academic results, even when controlling for initial
knowledge and socio-economic context. Stephen and Ceci (2001) found indirect
relationships with performance from the student’s perception of how much
importance his or her parents assign to study at home.
1.2.2
Behavioral Theory
Behavioral
theories of marriage are also rooted in interdependence theory (Sanders (1974) yet,
as Stephen and Ceci (2001) note, behavioral theory differs from the
intrapersonal focus of social exchange theory which emphasizes individual
perceptions of attractions and alternatives. In contrast, behavioral theory
adopts an interpersonal stance which asserts that marital satisfaction is
related to the exchange of overt behaviors between partners. The underlying
premise is that the exchange of positive, rewarding behaviors enhances marital
satisfaction whereas negative, punishing behavioral exchanges decrease marital
satisfaction (Wilkins, 1976). This perspective has focused on behaviors
occurring in the context of problem solving, in which distressed couples appear
more likely to engage in negative behaviors than non-distressed partners.
Although the
link between behavior and satisfaction has received considerable support, there
is recognition that variables other than behavior are likely to be associated
with marital satisfaction. Edwards (2000) have elaborated on the link between
behaviors and satisfaction by considering the attributions partners make
regarding overt behaviors. Although these cognitive processes are not thought
of as directly associated with marital satisfaction, they are believed to
influence interaction behaviors that in turn impact marital quality.
In the
theoretical framework proposed by Stephen and Ceci (2001), if the behavior of
one’s spouse appears to be low in negativity, unexpectedness, and
self-relevance, the individual will produce subsequent behavior in the absence
of additional processing. However, perceptions of high negativity,
unexpectedness and self-relevance will lead to attributions regarding the
specific behavior, examples of which include the intentionality of the behavior
and the positive versus negative intent of the individual. These attributions
in turn influence subsequent behavior. Both situations are believed to
influence and be influenced by short and long-term satisfaction of partners.
1.3
Statement of problem
The practice
of polygamy in southern educational zone of Cross River State has constituted a
great hindrance to the formal education of children. Equal opportunity is not
given to the children by their parents in their education pursue which results
to some children being withdrawn from school. The few ones that are allowed to
school are subjected by going from house to house, street to street after
school for hawking and other child labour activities. And it exposes the child
to accident, rape and street violence, at a later stage. Lack of proper care of
students by polygamous parents may lead to poor educational performance. If
school materials are not provided for such student their performance may be
poor.
Considering
the powerful influence of the family on the child and its importance as a
primary agent of socialization, there is no doubt that the academic achievement
of the child can be enhanced or hindered depending on the social climate in the
family. It appears that many people have not yet recognized that their family
type has a great impact on their children’s academic achievement. It must first
be understood that the basic structure of polygamy is authoritarian and
secretive. The men who practice it believe they have the authority to govern
and control their wives and children in the family relationship.
1.4 Purpose
of the study
The purpose
of the study will be to examine the impact of polygamy on children’s education
in Southern educational zone of Cross River State. Specifically, the study will
consider the following;
(i) To
examine the effect of family type on children’s education in Southern
educational zone of Cross River State.
(ii) To
investigate the effect of family psychological conditions on children education
in Southern educational zone of Cross River State.
(iii) To
access the effect of gender/equal opportunities on children academic
performance in Southern educational zone of Cross River State.
(iv) To
determine the influence of family social climate on children academic
performance in Southern educational zone of Cross River State.
(v) To evaluate
the influence of parental care on children academic performance in Southern
educational zone of Cross River State
1.5 Research
Question
In order for
the researcher to achieve the objectives of the study the following research
questions will guide the study;
(i) To what
extent does family type affect children’s education in Southern educational
zone of Cross River State?
(ii) How
does family psychological conditions affect children education in Southern
educational zone of Cross River State?
(iii) To
what extent does gender/ equal opportunities in a family affect children
academic performance in Southern educational zone of Cross River State?
(iv) To what
extent does family social climate impact children academic performance in
Southern educational zone of Cross River State?
(v) To what
extent does lack of proper care in a family influence children academic
performance in Southern educational zone of Cross River State?
1.6
Statement of hypothesis
The
researcher will formulate the following research hypothesis;
H0: There is
no significant relationship between family type and children’s education in
Southern educational zone of Cross River State.
H1: There is
significant relationship between family type and children’s education in
Southern educational zone of Cross River State
H0: There is
no significant relationship between family psychological conditions and
children education in Southern educational zone of Cross River State.
H1: There is
significant relationship between family psychological conditions and children
education in Southern educational zone of Cross River State.
H0: There is
no significant relationship between lack of proper care and children academic
performance in Southern educational zone of Cross River State.
H1: There is
significant relationship between lack of proper care and children academic
performance in Southern educational zone of Cross River State.
1.7
Significance of the study
The findings
of this study will be of benefit to educational planners, psychologists,
teachers, students, parents and the society at large. To educational planners,
the findings will enable them readjust their impression about putting the blame
of children’s education on teachers having known that polygamy (family type)
could impact education of children. This would enable them overhaul their
curriculum to address the issue of control measure for the menace in the school
system.
This study
will assist teachers to be aware of the nature of factors that could affect the
education of children, how it relates to school performance and evolve possible
ways of checking and curbing the impact this may have on children education.
Psychologists and counsellors will benefit a great deal from the findings of
this study as it will not only enable them identify children experiencing lack
of care, poor social climate and psychological conditions in their families.
Psychologists will also be able to identify causes of children’s poor
performance in school and render suitable remedial measure.
The findings
will be of help to curriculum planners because it will enable them overhaul
their curriculum to accommodate the needs of individuals with unstable
psychological conditions. Through this study, stakeholders will discover
another possible way of checking and curbing the incessant rate at which
pupils/students fail in the Southern Educational Zone of Cross River State.
Besides, the parents and Nigerian society at large through these findings will
avail themselves of the various negative impacts polygamy has on children
education ways of coping with the problem and the right measures taken to curb
this anomaly. Administrators will through the findings and recommendations of
this study plan meaningful sensitization programme to cushion effect of polygamy
on children education. The government will effectively design policies and
programmes which will enhance the welfare of children with poor psychological
conditions, lack of proper parental care as well as gender/unequal family
opportunities so that parents will be able to nurture their wards properly.
1.8
Assumptions of the Study
The
researcher assumed that:
(i)
Psychological conditions in the family could in family impact children’s
education
(ii)
Gender/unequal opportunities in a family affect children’s academic
performance.
(iii) Family
social climate influences children’s education
(iv) Lack of
proper care influence children’s education.
1.9 Scope of
the study
The study
was carried out in the southern Educational Zone of Cross River State of
Nigeria, therefore any generalization of the findings should be in context of
that state or any other geographical area having the same characteristics.
1.10
Limitations of the study
The
researcher’s conception of the variables may not be comprehensive enough to
integrate all other possible views of the definition of these variables. Other
facts that exist elsewhere in which the researcher could not have access to are
seen as limitation to the work, inadequate material for literature review also
limited the study. Another factor worthy of mention was the reluctance or
indifference on the part of respondents towards participation in the study.
1.11
Definition of terms
Polygamy:
This refers to the custom of having more than one wife at the same time. The
circumstance, facts or event that influence, cause or explain something. A
persons social class, family status, level of education e.t.c.
Family: Is a
group consisting of one or two parents and their children. A group of people
that are related by blood.
Academics:
It is connected with education, especially studying in schools and
universities.
Income:
Money received over certain period especially as payment for work as interest
on investment. Money received from work, business.
Performance:
It is an action or achievement, considered in relation to how successful it is.
The ability to operate, capable of high effectiveness.
Education:
Is 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, teaching, training, or research.
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