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PARENTAL BACKGROUND AND THE LEARNING OF CONCEPTS BY CHILDREN
ABSTRACT
This study sought to identify the concept learning
achievement of children aged 3-
6 based on parental background factors in Plateau State, Nigeria.
Five research
questions and five null hypotheses guided the study. Ex-post
factor or causal
comparative research design was adopted. The population of
the study consisted of
4003 pre-primary school children in the 60 pre-primary
schools in the Northern
education zone of Plateau State. A total of 200 pre-primary
school children drawn
through multistage sampling approach from public and private
pre-primary schools
in Plateau State were used for the study. Two instruments
namely: - Concept
learning achievement tests for 3 – 4 and 5 – 6 year old
children were developed,
validated and used for the study. The internal consistency
reliability of the
instruments were estimated using Kudder-Richardson 20
formula and reliability
coefficients of 0.72 and 0.73 were obtained for the concept
learning achievement
tests for 3 – 4 and 5 – 6 year old children, respectively.
Data were analyzed using
means scores, standard deviations, and multiple regression
analysis. The t-test and
ANOVA statistics were used to test the hypotheses. Findings
indicated that:
concept learning achievement of children aged 3-6 differed
significantly based on
educational status of parents; concept learning achievement
of children aged 3-6
differed significantly occupational status of parents; there
was significant
difference in the concept learning achievement of children
aged 3-6 based on
housing location; there was significant difference in the
concept learning
achievement of children aged 3-6 based on parent-child
interaction; concept
learning achievement of children aged 3-6 did not differ
significantly based on
gender. A major educational implication of the findings was
that parents could
show positive attitude towards the education of their
children by providing for
them, not only in terms of material needs of the children
but also allow their
children to interact freely with them. It was thus
recommended that emphasis
should be given to parents providing the material needs of
their children and also
allowing their children to interact freely with them without
gender discrimination.
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