Influence of Some Contemporary Family Issues on the Social Skills Development of Primary School Pupils in Ijebu Ode Local Area of Ogun State. Case Study of Adeola Odutola Elementary School Ijebu Ode
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To investigate the major family issue that could block social skills development of primary school pupil in Ijebu ode
- To investigate the influence of family issues on academic performance of primary school pupil in Ijebu ode
- To ascertain the effect of social skills development on primary school pupil
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Man is a social being influencing the conduct of others and being influenced by their behavior, in his turn. Social relationships depend upon the mutual adjustment between such behaviors. Every society has some norms and standards regarding social development. A child who accepts and obeys the traditions, customs and adjusts with the social norms is said to be sociable. Education is the most prominent means to socialization. Namka (1997) observed that socialization is the child’s ability to relate positively to people in society in a manner appropriate to his or her age. Elementary education is the fundamental right of all people, men and women, of all types of areas and places, irrespective of gender, sect, religion or any other denomination. Everyone has the “right to education” states the Universal Declaration of Human Rights (1948). Therefore, one of the purposes of elementary education is also to develop social skills among children because social skills are just as important as academics. Social skills are most often thought of as a set of skills that allow us to communicate, relate and socialize with others. Coleman and Lindsay (1992) found social skills as the cognitive functions and specific verbal and nonverbal behaviors that an individual engages in when interacting with others, including both verbal and nonverbal skills. Caldarella and Merrell (1977) derived taxonomy from their review that included five broad dimensions of social skills: (a) peer relations skills (b) self- managements skills (c) academic skills (d) compliance skills, and (e) assertion skills. Namka (1997) talked about importance of social skills that these are positive abilities that help the child to interact with others in different situations in ways that are valued. Social skills are those actions, which are acceptable by society and are beneficial both to the person and to others. National Association of School Psychologists Center (2002) noted that good social skills are critical to successful functioning in life. These skills enable to know what to say, how to make good choices, and how to behave in diverse situations. Murphy (2005) found that underdeveloped social skills could lead to isolation, loneliness, and frustration. Failure to develop adequate social skills can lead to negative feelings, self-doubt, and low self-esteem. While James (2002) contended that Social Skills are the foundation for getting along with others.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to influence of some contemporary family issues on the social skills development of primary school pupils in ijebu ode local government area of Ogun state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was Influence of some contemporary family issues on the social skills development of primary school pupils in ijebu ode local area of Ogun state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of family issues on the social skills development of primary school pupils in ijebu ode local area of Ogun state
Summary
This study was on Influence of some contemporary family issues on the social skills development of primary school pupils in ijebu ode local area of Ogun state. Three objectives were raised which included: To investigate the major family issue that could block social skills development of primary school pupil in Ijebu ode, to investigate the influence of family issues on academic performance of primary school pupil in Ijebu ode and to ascertain the effect of social skills development on primary school pupil. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary in Ijebu ode. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made headmasters, headmistresses, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Based on the findings of the study it was obvious that home and school environments are correlates of social skills deficit observed in learners with intellectual disability. Parents’ level of education and attitude to fellow students also accounted for and predict level of social skills deficits in learners with intellectual disability to a great extent. Change in parental income, marital status, family size, parent educational qualification, parent employment, interpersonal conflict, parenting style, attitude to fellow students, teacher attitude, school library and sport facilities will also result to a corresponding change in social skills deficit of learners with intellectual disability
Recommendation
Parents and guidance should assume the responsibility of giving a sound moral education to their children with intellectual disability that will enhance positive social performance and skills.
Home, schools and society should appreciate good behaviour by giving gifts and awards to wellbehaved children to reinforce social skills development.
Social skills should be taught and practiced in the schools as the school is the secondary agents of socialization for the pupils.
Government and other stakeholders in education should find a way of introducing relevant topics germane to development of social skills into the curriculum of the schools in order to compensate social skills deficit among students with intellectual disability
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