INFLUENCE OF EARLY CHILDHOOD EDUCATION ON ACADEMIC ACHIEVEMENT, MORAL AND SOCIAL BEHAVIOUR OF PRIMARY SCHOOL PUPILS

(A CASE STUDY OF KANO STATE, NIGERIA)

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Author

Presented To

Department of Education

ABSTRACT
The main purpose of this study was to investigate the influence of Early Childhood Education on Academic Achievement, Moral and Social behaviour of primary one school pupils in Kano State, Nigeria. The study was guided by five major Objectives and five corresponding Research Questions; viz, Influence of Early Childhood Education on Academic Achievement Scores in Mathematics, English studies, Basic Science and Technology and investigated the influence of Early Childhood Education on Moral and Social behaviour of ECE and Non-ECE primary one school pupils in Kano state. Five corresponding null hypotheses were formulated and tested at 0.05 level of Significance difference. This study used ex-post facto survey design. A sample size of 440 pupils was used out of the population of 2, 242, 000 and a pilot test was conducted to obtain reliability of instruments used for Academic Achievement Test (AAT) Moral and Social behaviour Scale ( MBS and SBS) which revealed a co-efficient 0.74 and 0.84 for AAT 0.76and 0.88 for (MBS) and 0.69 and 0.68 for SBS respectively. The items for Academic Achievement Test (AAT) were administered to pupils in the class personally by the researcher and research assistant 30 minutes were allowed for the Mathematics and English Studies while 45 minutes for Basic Science and Technology with 10 minutes interval and assessment of MBS and SBS were scored using the likert scale. An independent sample ?t? test was used to analyses the five Null hypotheses. Analysis revealed statistically significant difference in academic achievement scores in Mathematics ?t? 1.984, P= 0.048, df 438, English Studies, ?t? =3.770, P= 0.001 df 438, Basic science and Technology ?t? 4.360, P=0.001 df 438 meaning ECE pupils performed better then the non ECE counterparts. Contrary Moral Behaviour Scale revealed no Statistical Difference with ?t? 0.127 P=0.899 df 438 while statistically significant difference does exist in Social Behaviour Scale with ?t? 2.853, P=0.035, df 438, which indicated Social interaction among peers.ECE pupils performed better than the Non-ECE pupils. Hence, Quality Early Childhood Education is likened to an engraved mark on a rock which is difficult to erase off when provided by a qualify teachers, it would enhance provision of solid academic foundation for lifelong development which will no doubt enhance pupils mental ability, exhibition of acceptable moral behaviour and social interaction among peer groups. The study recommended that every child be given individual opportunity to explore and experience formal early years learning, Government should ensure teachers are provided with service training in compliance with the current curriculum. Teachers, stakeholders and parents among others should ensure provision of quality Early Childhood Education as it will aid solid foundation for mental ability, moral behaviour and social interaction ensuring Education for All? for benefit of populace