TABLE OF CONTENTS
Title page i
Table of Content vi
CHAPTER ONE : INTRODUCTION 1
Background to the Study 3
Significance of the Study 4
Statement of the Problem 4
Research Hypotheses 4
Delimitation of the Study 6
Definition of Terms 6
CHAPTER TWO : LITERATURE REVIEW 8
Importance of Nursery Education 8
To achieve the importance of nursery education 12
Problem of nursery education in Nigeria 14
Importance of primary education 17
In pursuance of the importance of primary education 18
Problems of primary education in Nigeria 20
CHAPTER THREE: METHODOLOGY OF RESEARCH METHOD 24
Research Design 24
Sampling Technique 24
Research Instrument 25
Reliability of the Instrument 26
Data Analysis 27
CHAPTER FOUR: RESULTS AND DISCUSSION
CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATION
Suggestion for further study 37
The concept “Education had been identified and described as polymorphous in nature mother words it is a term that has attracted a myriads (many or numerous) definitions. Experience has shown that there are as many definitions of Education as there are educational “philosophers and scholars. The concept “education” itself has been said to have been derived from two Latin words: Educare and Educare, while Educare has been interpreted to mean to draw out or lead out. Educare on the other hand is understood to imply to nourish or to bring up or to raise.
It has been suggested that the best way of defining education is to relate it to the culture. Consequently, the sociologists define education as the process of cultural transmission and renewal in all human societies.
The Encyclopedia Britannica defines education as the transmission of the values and accumulated knowledge of a society. This definition is not essentially different from the one given by Nduka (1982) who defines education as the process of cultural transmission of the people from one generation to other. Smith cited by Osokoya (1987) is the culture which generally and purposively given to those who are to be its successors in order to qualify them for at least keeping and it possible for raising the level of improvement which has been attained.
J.S. Mills (2002) sees education as whatsoever we do for ourselves and whatever is done for us by others for the express purpose of bringing us near to the perfection of our nature, while Babs Fafunwa (2004) described education as a process for transmitting culture in terms of continuity and growth and for disseminating knowledge either to ensure social control or to guarantee rational to society or both. Horton cited by Akinpelu (1984) defines education as an enabling agency of which the African could restore their self-confidence and make those who doubted the humanity of Africans to begin to revise their news and to respect Africans generally.
From the foregoing education can be perceived as a process through which an individual becomes integrated into his society and becomes a promoter of his society culture contributor to the development of his society.
.Nursery is a place where young children are taken care of during the day while their parents are at work, shopping, etc while Nursery education is a type of education for young children of between from three to five years old. It is also known as kindergarten to prepare the children ahead of their primary education.
Background to the Study
Nursery Education or pre-primary education in Nigeria in the submission of UNESCO (1998) relatively new and remains only at semi-official level in the education system. It is not yet a part but has been left to private enterprise and initiative. It is quite expensive and better organized pre-primary schools are the exclusive preserve of the rich and the elite in society. Structurally, the educational pyramid in Nigeria is an awkward structurally with a very conical apex all these standing on small page of pre-primary or nursery education.
Nursery schools and day care centres have existed side by side with primary schools for many decades in Nigeria. Their existence has been acknowledged by succession government but they have never been included in the budget of any government in the federation. Government see their role at this level of education as mainly regulatory rather than financially supportive in terms of inputs.
Education of children from the ages of 3-5 years is left in the hands of private organization and sometimes the communities.
Nevertheless, the variation is the degree of performance pupils in primary one who once graduated from nursery education becomes paramount to this study undoubtedly the amount parents spend on a child in nursery school is enormous the justification of the huge amount spent is the possible difference in performance identification in all its ramifications from the performance of pupils who just entered the school for the first time when his or her age was five or six years.
Significance of the study
This study is purposefully to determine the effects of Nursery education on the academic performance of pupils in primary schools in Ekiti South West Local Government Area of Ekiti State. And review academic performance of pupils with Nursery Education and those without nursery, Education. The study is also significant because it will be a guide to further research for the educators
Statement of the Problem
The major problem is to examine the performances of pupils the rate of assimilation and the academic progress of pupils, who are exposed to nursery education and those that are not exposed to nursery education in Ekiti South West Local Government Area of Ekiti State.
In order to accomplish the objectives of this study the following hypothesis were formulated
- There is no significant difference between the performance of studies in mathematics of primary one pupils and those without nursery education
- There is no significant difference between the performance in English language of primary one pupils who did nursery Education and those who did not attend nursery Education
- There is no significant difference between the performance in reading ability or primary one pupils who have nursery education and those without nursery education
- There is no significant difference between the performance in writing skill of primary one pupils who have nursery education an those without nursery education
- There is no significant difference between the performance in mathematics of primary six pupils who have nursery education and those without nursery education
- There is no significant difference between the performance in English language of primary six pupils who have nursery education and those without nursery education.
Delimitation of the study
This study will not consider the sex of pupils as a means to judge performance differential among pupil in primary schools who were exposed to nursery education and those not exposed.
The performance of the pupil beyond primary school will not be considered in the study. Qualifications of the teachers will not be used as the bases to judge the performance of the pupils
The study was equally delimited to selected public primary and private nursery schools in Ekiti South West Local Government Area of Ekiti State. Only pupil in school will be the subject of the study to be tested as the topics discussed will be limited to reading, writing mathematics and English language.
Definition Of Terms
To avoid ambiguity, the following terms were operationally different as used in the study.
Agency: a business that provides information about other businesses and their products or that provides a particular service
Cultural: This is the ideas, beliefs and customs that are shared and accepted by people in a society
Disseminating: To spread information,ideas, etc
Enormous: Extremely large in size or in amount
Paramount; more important than anything else
Ramifications: An addition result of something you do which may not have been clear when you first decided to do
Private schools: This refers to schools that are owned and managed by an individual in the community.
Public Schools: This refers to schools that are owned and managed by the government.This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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