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INVESTIGATION
INTO THE IMPACT OF ORPHANAGES HOME ON VULNERABLE CHILDREN PERSONALITY
DEVELOPMENT
CHAPTER ONE
INTRODUCTION
1.1BACKGROUDN
TO THE STUDY
In 2007, an
estimated 145 million children 0 to 17 years old were orphaned, having lost one
or both parents (UNICEF 2008). Many millions of other children can be described
as vulnerable, due to the effects of illness and poverty. There are many
reasons for this situation, including conflict, disease, and accidents.
However, in
recent times, a new and significant cause of the increase in children in orphanages
home and vulnerable children has been the impact of the HIV pandemic.
Worldwide, 15 million children have been orphaned due to AIDS, with 11.6
million orphans due to AIDS in sub-Saharan Africa alone (UNICEF 2008b). AIDS is
also unique in its impact on double orphans, or children who have lost both
parents. If one parent is living with HIV, there is a high likelihood that the
other parent is as well and that a child will lose both parents in a short
period of time. Children who are orphaned are more likely to suffer from
detrimental health and nutritional outcomes; orphaned children are more likely
to be stunted compared to non-orphans. Paternal orphans are also more likely to
have suffered from recurring sickness in the past month compared to non-orphans. Additionally, caregivers of double and
maternal orphans are less likely to report that the child has been sick in the
last 12 months although maternal orphans are more than twice as likely to
report being treated worse than other members of the household, compared to
non-orphans (UNICEF 2006).
Estimating
the number of children in orphanage homes and vulnerable children depends in
large part on how orphans and vulnerable children are defined and on different
methods used to project future levels of factors that cause children to be
orphaned and made vulnerable, including the course of the HIV and AIDS
pandemic.
Orphans tend
to be defined as children aged under 18 who have lost their mother, father or
both parents (UNAIDS et al. 2004).
Vulnerable
children can be defined as children whose safety, well-being or development is
at significant risk. Amongst others, such children can include children
orphaned due to AIDS, children infected with HIV, children caring for
terminally sick parents with AIDS, fostered children, children in poor
households which have taken in orphans, disabled children, street children,
children exposed to excessively hazardous labour, children involved in the sex
industry, children affected by conflict, migrant children and children out of
school. The extent to which such children can be said to be vulnerable will
vary from place to place and community to community.
Children
move in and out of various groups of vulnerability as their life circumstances
change. It can be observed that while orphanhood often imposes a heavy burden
on children, not all children orphaned are needy or poor. Similarly, there are
many children who are not orphans but who are needy or vulnerable. Other
factors, such as quality of parental care, the presence of conflict and
families’ needs for children to work, can also act strongly to affect
children’s vulnerability. Many such factors are not readily quantified or
recognized, as a result, common understandings or definitions of vulnerability
are difficult to achieve. While anecdotal evidence of the experience of orphans
and vulnerable children exists, the extent of the ‘invisible’ causes of
vulnerability remains unknown.
Rapid
advances in biological and behavioural research show early childhood as a time
of tremendous brain growth. It is during a child’s first few years that the
neural connections that shape physical, social, cognitive, and emotional
competence develop most rapidly and show the greatest ability to adapt and
change. Connections and abilities formed in early childhood form the foundation
of subsequent development. As a result, providing the right conditions for
healthy early development is likely to be much more effective than treating
problems later in life (centre on the Developing child 2007).
Just as
strong foundations provide the basis for positive and healthy adaptations, weak
foundations create physiological disruptions that can undermine subsequent
learning, behaviour, and lifelong physical and mental health. This biological
evidence explains how, in the absence of nurturing and supportive
relationships—the type of environment in which many orphans and vulnerable
Children live— adversity can create “toxic stress” that undermines all aspects
of a child’s subsequent development, creating significant, physically based,
and long-term obstacles to positive outcomes for these children. Centre on the Developing child (2010);
Shonkoff (2010).
Vulnerability
is a complex concept to define, as is illustrated in local/community
definitions of vulnerability, which often include disabled or destitute
children; in policy and support provision definitions, which list categories of
children; and in working definitions, which are used in various.
A major
concern is that the orphan estimates do not reflect children who are vulnerable
but still living with parents, or children vulnerable due to other causes or in
addition to AIDS. Countries seeking to quantify the current and future burden
of orphan and vulnerable children (OVC) may need to supplement their data on
orphans with information from a situation analysis that covers all vulnerable
children.
There is a
body of evidence that challenges the assumption that orphans are the most
vulnerable children. Using non-enrolment and non-attendance rates in schools as
proxies for vulnerability, studies by Ainsworth and Filmer (2002) and Huber and
Gould (2003) found that in many countries poor children (rather than orphans)
were most likely not to be enrolled in or to be out of school. Though
generalizations across countries (28 countries in four regions in the Ainsworth
and Filmer study) can be challenged, the link between poverty and vulnerability
seems well established, suggesting that policies to raise enrolment among the
poor will also have a positive impact on disadvantaged OVC. These findings seem
to suggest that poverty at the community level is a main factor driving the
conditions in which vulnerable children find themselves, and that if poverty is
addressed, the quality of many children’s lives would be improved.
The future
of any society depends on its ability to foster the health and well-being of
the next generation” (2007), ensuring a strong start for orphans and vulnerable
children is especially” important in societies facing high levels of HIV
infection, where illness and death erode the ability of the adult generation to
nurture children.
A child’s
“environment of relationships” refers to the day-to-day interactions between
the child and the people in the child’s world. This includes family members or
caretakers in the home or institutional setting, as well as the people who
interact more broadly with children, such as individuals and groups within a
community, in school, and in health facilities (Shonkoff 2010). A large body of
research documents that loving, supportive care and secure attachments are
critically important for positive child development. The consistent presence of
stable, caring adults is one of the most, if not the most, important protective
factor in mitigating toxic stress of the kind that many orphans and vulnerable
children(OVC) face (center on the
Developing child 2010; Shonkoff 2010).
Intellectual development of children growing
up in orphanages is thought to be at risk. Because of care in large groups and
poor environments, brain development may become delayed during the formative
period after birth (Chugani et al., 2001), and the lack of challenging stimuli
and stable attachments may impair the intellectual development of
institutionalized children (Gunnar, Bruce, & Grotevant, 2000; Johnson,
2000; Miller, 2005; Van IJzendoorn & Juffer, 2006).
More than 30 years ago, Dennis (1973)
addressed the question of how large the cognitive delay of children in
orphanages was compared to children
adopted into
families. He studied children who were abandoned immediately after birth and
were reared in children’s homes in Lebanon.
Some of the
children were adopted around their third birthday, and others remained in
children’s homes. Dennis found that at age 11, the average IQ
of the adopted
children was within the range of normally developing children, whereas the
non-adopted orphans were diagnosed as mentally retarded. In a meta-analysis on
six studies, including 253 participants, we found strong evidence for Dennis’s
finding, as the adopted children outperformed their siblings or peers left
behind in terms of their performance on an IQ test with more than one standard
deviation across studies (Van IJzendoorn & Juffer, 2005; Van IJzendoorn,
Juffer, & Klein Poelhuis, 2005).
The intellectual development of
institutionalized children has been studied for more than 60 years. Between
1930 and 1950 the first wave of studies documented that children in orphanages
often showed a low IQ and severe language delays (Crissey, 1937; Durfee &
Wolf, 1933). In later studies
similar
delays were observed in the intellectual as well as the socio motional domains of development
(Ainsworth, 1962; Bowlby, 1952; Ferguson, 1966; Freud & Burlingham, 1944;
Provence & Lipton, 1962; Rheingold, 1956; Schaffer, 1965; Skeels, 1966;
Spitz, 1945; Yarrow, 1961).
Children’s
homes have been considered natural experiments into the necessary conditions
for intellectual growth (Kaler & Freeman, 1994; MacLean, 2003; Sloutsky,
1997).
Recent
research keeps showing the continuing negative influence of residential care on
children’s development (Ahmad &Mohamad, 1996; Harden, 2002; Sloutsky, 1997;
Sparling, Dragomir,Ramey, & Florescu, 2005; St. Petersburg-USA Orphanage
Research Team,2005; Vorria et al., 2003; Yagmurlu, Berument, & Celimli,
2005; Zeanah,Smyke, Koga, & Carlson, 2005).
It is
because of the detrimental developmental effects that in many Western countries
the number of orphanages has steadily decreased during the past half a century.
In the past few decades many studies on orphanages have come from developing
countries (Frank, Klass, Earls, & Eisenberg,1996). Nevertheless, children’s
homes still exist in the United States of America (http://www.orphanage.org) as
well as in Europe. Browne et al.(2005) asked health care officials in more than
30 European countries about the number of children under 3 years of age growing
up in children’s homes 342 Merrill-Palmer Quarterly in 2003. They found that
throughout Europe 11.2 children per 10,000 resided in children’s homes, with
the Czech Republic having the largest number of young children in residential
care, namely 60 per 10,000. In Africa the number of children’s homes is
currently increasing because of the many AIDS/HIV orphans who cannot be cared
for anymore by members of the extended family (Kodero, 2001; Madhavan, 2004;
Nyambedha, Wandibba, & Aagaard-Hansen, 2003).
When rearing
children in orphanages remains or becomes necessary because alternatives are
lacking, the crucial issue is which conditions might
relieve or
decrease the negative impact of institutional care. Depending on the type of
explanation for the intellectual delays, one may have different ideas about
more or less favorable conditions in children’s homes. The maternal deprivation
concept (Bowlby, 1951) states that a stable and continuous attachment
relationship with a sensitive caregiver is essential for
socio
emotional as well as for intellectual development. If this is true, children’s
homes with more sensitive caregivers and smaller groups might be less damaging
to intellectual development. The stimulus deprivation theory (Casler, 1961)
suggests that the lack of physical and social stimuli of any kind may be the
most important cause of intellectual delays, and enriching the orphanage environment would result in
better intellectual development.
Of course,
these theories are not incompatible, and they both may point to
important
components of more favorable children’s home environments. The study on Metera
children’s home in Greece by Vorria and her colleagues (2003) showed the
relevance of caregiver sensitivity for the children’s development. It also
showed the lower sensitivity of caregivers compared to parents and the
discontinuity in care arrangements in a 24-hour residential care setting,
sometimes with toddlers having experienced more than 50 different caregivers.
In an earlier study in the same institution,
Vorria et
al. (1998a, 1998b) showed that siblings were able to derive comfort
from each
other’s presence in the group. In a groundbreaking intervention
study,
Groark, Muhamedrahimov, Palmov, Nikiforova, and McCall (2005) demonstrated that
promoting caregiver sensitivity leads to better socioemotional and cognitive
development of the children involved and a better atmosphere in the groups
consisting of children of differing ages. Caregiver-child ratio might also be
important. Groark and colleagues (2005) managed to decrease the number of
children per caregiver, which promoted children’s development significantly.
Cognitive
stimulation may be another important factor in children’s homes. Morison,
Chisholm, and Ames (1995) showed that with increasing amount of play materials,
developmental delays decreased in children adopted from orphanages (see also
Kaler & Freeman, 1994). Intervention IQ In Orphanages 343 studies by
Hakimi-Manesh, Mojdchi, and Tashakkori (1984) and Hunt, Mohandessi, Ghodssi,
and Akiyama (1976) demonstrated the reversibility of intellectual delays when a
more stimulating and enriched environment was offered. Similar findings emerged
from correlational studies in wellequipped orphanages (Klackenberg, 1956;
Tizard & Rees, 1974). Enhanced cognitive stimulation might have also been
the working ingredient of the Groark et al. (2005) intervention, as their
intervention changes pertained to almost all aspects of group life.
Age of the
children and the duration of their stay in the orphanage may also play a role
in the degree to which group care affects children’s intellectual development.
One would expect that younger entry into the orphanage (Sloutsky, 1997) and a
longer stay (Sloutsky, 1997; Spitz, 1945) would be more detrimental, but the evidence is
equivocal. For example, Vorria et al. (1998) and Kaler and Freeman (1994) did
not find an association between age at entry and intellectual development.
Aboud and colleagues (1991) reported even positive effects: younger children
performed better on cognitive tests. With equivocal and sometimes contrasting
findings, the field of research on the effects of orphanages on intellectual
development is ripe for a quantitative review of the available evidence. In the
current article we report on a series of meta-analyses of the extant empirical
studies published
during the
past seven decades.
The
following hypotheses were tested. First, we addressed the question of whether
children reared in children’s homes were delayed in their intellectual
development compared to children growing up in families and how large this
delay on average would be. Second, we examined some factors that may influence
the delays. Besides some characteristics of the studies involved, such as year
of publication, type of publication, kind of comparison group, and the type of
cognitive test, we explored the influence of sample characteristics.
We also
tested whether gender plays a role in affecting the size of cognitive delays
(Vorria et al. [1998] found that girls suffered less from their stay in a
children’s home) and whether the age of the children was important, not only at entry in the children’s home but also
at time of assessment. Our hypothesis was that earlier entry into group care
would lead to larger delays
later. Also,
the future prospects of the children—whether they were to be adopted or
not—might be relevant because the children to be adopted might
be
relatively less deprived to begin with (Van IJzendoorn & Juffer, 2005).
Lastly, some characteristics of the children’s homes were studied, in
particular caregiver-child ratio and economic level of the country of
residence, with the hypothesis that orphanages in richer countries and homes
with more favorable caregiver-child ratio’s may provide better cognitive
stimulation and lead to less cognitive delay of the children in their care.
1.2 STATEMENT OF PROBLEM
Poor health
and little stimulation resulting from inadequate care can affect the orphans
and vulnerable children’s ability to think, learn and function effectively. As
the HIV pandemic continues to expand, the impact on children cannot be
overstated. Children who are orphaned by HIV/AIDS become vulnerable to a whole
host of dangers in the name of supporting themselves and their siblings. This
paper investigate a summary of impact of orphanage homes on vulnerable children
personality development in selected primary schools in Lagos state and examines
some of the factors responsible for orphanhood and vulnerability.
1.3 PURPOSE
OF STUDY
The purpose
of this study is to share the practical experiences of humanitarian and
government agencies and civil society organizations in seeking to address the
educational rights and needs of orphans and vulnerable children in orphanage
homes. By raising important questions that emerge from those experiences, it is
hoped that practitioners will be able to consider the relevance of different
approaches to their own contexts and needs. We hope that the lessons learned
from these case studies may illuminate the design of future interventions aimed
at assisting orphans and vulnerable children to realize their right to
education and personal development.
By recording
practical experiences of existing interventions, this Research aims to inform decisions taken by people and
organizations working towards he personal development of children in orphanage
homes and goal of universal primary education from a human rights-based
approach. As we have found with previous books following this format, the
information is particularly valued by education practitioners in formal and
non-formal venues, programme managers and planners, and government
policymakers.
Every child
has the right to the enjoyment of the highest attainable standard of health and
the right to a standard of living adequate for the child’s physical, mental,
spiritual, moral and social development. It is good to recognize that children
have a wide range of needs – including, love, safety, nutrition and play – that
are fundamental in and of themselves, and that only in concert with these can
the right to education enable them to reach their fullest potential. The
inattention to any of these needs puts a child at a disadvantage, limiting his
or her opportunity to grow physically, cognitively, socially and emotionally.
To achieve
this, the researcher intends:
1. To investigate the impact of orphanage home
on vulnerable children personal development
2. Explore the influence of caregivers’
attitude on vulnerable children personal development.
3. Determine if environment factor will have a
significant effect on vulnerable children personal development
4. Determine if Child factor will significantly
influence personal developmental.
5. Determine if Nutrition will have an effect
on vulnerable children personal development.
1.4 RESEARCH QUESTIONS
1. Will orphanage homes have an impact on
vulnerable children personal development?
2. Will caregivers’ attitude influence
vulnerable children personal development?
3. Will environment factor have a significant
effect on vulnerable children personal development?
4. Will Child factor influence vulnerable
children personal developmental?
5. Will Nutrition have an effect on vulnerable
children personal development?
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AN
EVALUATION OF THE ATTITUDE OF STUDENTS TOWARDS TEACHING AND LEARNING OF HEALTH
EDUCATION
ABSTRACT
The study
examined the attitude of students towards the teaching and learning of health
education in selected Junior Secondary Schools in Mainland Local Government
Area of Lagos State.
The
descriptive survey design was used in this study. 120 participants selected
through random sampling technique from five Junior Secondary Schools comprised
the sample for the study. The descriptive statistics or frequency counts and
percentages provided answers to research questions while the chi-square (X2)
statistics was used for hypotheses testing. The results revealed that: Attitude of the students influenced teaching
and learning of Health Education (X2cal = 38.04 < X2tab 15.21, df = 8, P
> 0.05). Also that attitude of teachers influenced Health Education (X2cal =
43.3 < X2tab 66.9, df = 9, P > 0.05). While motivation influenced
students behaviour towards Health Education (X2cal = 16 < X2tab 14.07, df =
7, P > 0.05). Also, teachers personality influenced students’ attitude
(X2cal = 28.1 < X2tab 14.07, df = 7, P > 0.05) and teaching method
influenced students attitude towards Health Education(X2cal = 26.01 < X2tab
16.91, df = 9, P > 0.05).
It was
concluded that: the attitude of students significantly influence teaching and
learning of health education in the school. Students who participate in Health
Education often show non-challant attitude towards the subject. Teachers
significantly influence the teaching and learning of health education in Junior
Secondary Schools. Teachers show negative attitude towards teaching and
learning of Health Education which influenced the attitude of students toward
the subject. Attitude significantly influence the teaching and learning of
health education in schools. The implications of this show that attitude counts
a lot in everything human being do. Teachers do not motivate the students in
order to develop their interest in learning Health Education. For instance many
teachers do not use teaching materials to illustrate their teaching process and
they do not have mastery of content and this makes students to lose interest in
the subject. The knowledge of health education significantly influences the
teaching and learning of health education in the Junior Secondary Schools. This
implies that many students who learn Health Education have poor background in
the subject. Finally, it was found that the teaching method of Health Education
significantly influences the teaching and learning of health education in
schools. Based on the conclusions reached in this study, the following
recommendations were made by the researcher.
(1) Students should endeavors to have or
develop more interest and zeal on the subject, health education, as it will
enable them to learn the subject better and to perform well in it.
(2) Teachers should ensure that the
students are well motivated so that they would learn well the health education
teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Health to
the layman refers to not being ill, wearing a good look being physically fit.
Indeed, health means the state or condition of an individual, which enables
him/her to perform his/her daily
activities. Oke (1996) asserted that health is the totality of the doing,
considering the individuals’ ability to perform physical exercises without
being easily fatigues, enduring long periods on tasks until solutions are
found, having a normal organic and systematic functioning and being able to
relate well with those around.
To World
Health Organisation (WHO, 1998) defined Health as “a state of complete
physical, mental, emotional and social well being, and not merely the absence
of disease or infirmity”. Umoh (2000) defined health education as a process of
teaching the child the rudiments of how to protect and improve his/her health
either at school or in the home. Amaonye (1990) defined it as the importation
of knowledge on how an individual should maintain a healthy living. It may
appear as though in a number of ways, health teachings. The truth is that it
does differ in certain crucial areas.
Although
much of the content in health education is basic to complete physical, mental,
social and emotional development of the child, motivation is often difficult.
This is perhaps because the actively health child is largely uncaring about his
health. Very often, many youths and adults who did not have the opportunity of
being introduced to the essential health knowledge and favourable schools, show
a rather perverse antagonism towards established facts of rate living (Anyakogu
1994).
Kayode
(1997), the School health programme aims at protecting and improving the
child’s health. The school personnel, especially teachers are therefore
supposed to work towards the achievement of this goal. This aspiration,
mandates the teachers to understand the concept of health, which is considered
as good health for children? However Health Education or Health Instruction is
a component of School Health Programme.
Brown (1999)
claims that a sequence must be followed in planning for an instructional
session. This sequence or techniques in teaching health education in the school
is listed as follows:-
1. Define the objectives to be
attained by the student.
2. Choose appropriate methods to
ensure that students achieve learning as specified the most promising teaching
strategies or procedures must be chosen.
3. Select appropriate learning experiences
from the various available alternative.
4. Select appropriate materials,
facilities and equipment.
5. Assign roles as defined.
6. Evaluate outcomes.
Uzomah
(1998) identified many factors which affect teaching and learning of health
education. These include inadequate or relevant materials, lack of equipment,
inappropriate choice of methods, non-assignment or roles, non-definition of
defined objectives etc. Uzomah asserted that these factors hinder the teaching
and learning of health education in schools. However the ability of individuals
to teach and learn Health Education requires an attitude.
Kretch and
Kruch (1998) defined attitudes as an organization of motivational, emotional
perceptional and cognitive process with respect to some aspects of the
individuals world. In the light of this definition, Erazmus (1997) opined that
attitude could be regarded as predispositions to classify sets of objects or
events and to react to them with some sense of evaluation and with consistency.
Attitude affects all the activities of man and his environment, and the
learning of health education is not exempted in this regard.
Achuzia
(1990) observed that attitude could be negative or positive and those towards
health education do not learn the subject well and do not internalize the
rudiments of the subject, unlike students who devote much interest and zeal on the
subject or discipline. While Onyemaobi (1991) asserted that for students to
develop positive attitude interest and good orientation towards anything,
especially towards a particular subject such as health education, or other
subjects, there must be motivational drive.
Other
scholars such as Adeleke et al (1994) asserted that for students to have
interest and to develop the attitude needed for the learning and academic
achievement in Health Education, he/she has to have good orientation on the
subject(s), be well disposed for the course through readiness and having
burning desire to know and to learn or master the skills that are involved in
the course of study.
1.2 Statement of the Problem
The observed
inability of young persons to practice and maintain personal hygiene for
community healthy living has raised a concern. In addition there is difficulty
in the ability of the youth to learn Health Education in Schools, resulting in
poor knowledge and skills of positive healthy choices concerning personal
health which affect other persons within the community.
This study
investigated the attitude of students towards the teaching and learning of
Health Education in Secondary school and recommend possible solutions.
1.3 Purpose of the Study
The main
purpose of this study is to examine the attitudes of students towards teaching
and learning of health education in Lagos state secondary schools.
The specific
objectives of the study will include
1. To find out whether attitude of students
will influence the teaching and learning of health education.
2. To find out whether the attitude of
teachers will influence the teaching and learning of health education in Senior
Secondary Schools.
3. To examine whether motivation will
influence the attitude of students towards teaching and learning of health
education in Senior Secondary Schools.
4. To investigate whether teacher’s
personality will influence the attitude of students towards teaching and
learning of health education.
5. To
find out whether the teaching methods of health education will influence the
attitude of students towards the teaching and learning of health education in
schools.
1.4 Research Questions
The
following research questions were raised in this study:
1. Will the attitude of students influence
the teaching and learning of health education?
2. Will the attitude of teachers influence
the teaching and learning of health education in Senior Secondary Schools?.
3. Will the motivation of students
influence the attitude of students towards teaching and learning of health
education in Senior Secondary Schools?.
4. Will the teacher’s personality influence
the attitude of students towards teaching and learning of health education?
5. Will the teaching method of health
education influence the attitude of students towards the teaching and learning
of health education in schools?
1.5 Hypotheses
The
following hypotheses were formulated:
1. Attitude of students will not
significantly influence the teaching and learning of health education in Senior
Secondary Schools.
2. Attitude of teachers will not
significantly influence the teaching and learning of health education in Senior
Secondary Schools.
3. Motivation will not significantly
influence the attitude of students towards teaching and learning of health
education in Senior Secondary Schools.
4. Teacher’s personality will not
significantly influence students; attitude towards teaching and learning of
health education in Senior Secondary Schools.
5. Teaching methods will not significantly
influence students’ attitude towards the teaching and learning of health
education in Senior Secondary Schools.
1.6 Significance of the Study
This study
will be beneficial to the following:
1. Teachers: The findings of this study
will sensitize the teachers on areas that require adjustments to promote the
teaching and learning of health education in Junior Secondary Schools. It will
expose the ideal teaching methods that would promote good health practice in
the community.
2. Students: Students would become aware of
the need for health practices in order to promote healthy living among the
young ones.
3. The School Authorities: The school
authorities and policy makers would be sensitized on the need to place health
education in the curriculum and a lot appropriate time table to health
education as a subject in the school.
4. The Society: The findings of this study
will be beneficial to the members of the larger society because it will help
them to be more aware of how teaching and learning affects students attitude,
motivation, interest and overall behaviour in learning health education.
1.7 Scope and Delimitation of the Study
This study
is delimited to senior secondary school students in Mainland Local Government
Area of Lagos State. This will include students of five (5) schools of Mainland
local government area of Lagos State
1.8 Limitation of the Study
The
limitations of the study were as a result of unforeseen circumstances that
could frustrate the outcomes of the study. Also the problems of the time
constraints and distance to be covered by the researcher in the course of
carrying out this study were some of the limitations. However all these
envisaged problems will be taken care of by the researcher and will not be
allowed to prevent the result of the study.
1.9 Definition of Terms
1. Health Education – Health education is a
process of teaching the child the rudiments of how best to promote, maintain an
improve his/her health either at home, at school or in the community. It is the
in calculation of how to achieve hygiene in a child.
2. Teaching – This is a process of
imparting knowledge or the transfer of knowledge from somebody who knows (the
teacher) to an individual who does not know (the students).
3. Attitude – This refers to an
organization of motivational perceptional and cognitive process with respect to some aspects of the
individual’s world. The attitude one has on something determines to a great
extent, how he/she would be involved in that thing. Attitude affects all we do
in human life.
4. Learning: This refers the situation
whereby students or any other individual masters certain skills in teaching,
either in the classroom or outside of it.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
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