INFLUENCE OF HOME AND PRESCHOOL EXPERIENCE ON CHILDREN'S MOTIVATION AND ACADEMIC ACHIEVEMENT

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dc.contributor.authorMANNIR, ADAMU RAWAYAU
dc.date.accessioned2017-12-14T16:09:58Z
dc.date.available2017-12-14T16:09:58Z
dc.date.issued2000-08
dc.descriptionA THESIS SUBMITTED TO THE POST GRADUATE SCHOOL IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF EDUCATION (M.ED) IN EDUCATIONAL PSYCHOLOGY DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA NIGERIA August 2000en_US
dc.description.abstractThis research work was carried out to examine the influence of home and preschool Experiences on Primary school children's motivation and Academic Achievement. Twelve hypotheses were formulated relating to the differences emanating from nursery school attendance or lack of it among the children, as well as their socio-economic background (Whether low or high), parental education (literate ov illiterate) and environment (urban or rural). A sample of three hundred and nine (309) pupils were selected from a population of four hundred and thirty-two (4.12) from fourteen (14) sampled schools out of seventy-two (72) schools located in Katsina and Kusada local Government areas. T-test was used to find out whether there are significant differences in the mean scores of the subjects from those who attended nursery schools and those who did not, those from urban and rural areas, high and low socio-economic background as well as those from literate and illiterate backgrounds Significance differences were found in all the variables tested. It was found that nursery school attendance had great enhancing influence in children performances, in cognitive skills (t= 13.866, p, • 0.0001), social skills (t= 1.773 p 0.0001) and psychomotor skills (t=l 1.750, p< 0.0001) It was also found that those with nursery education background were more motivated to learn (t=13.012 p 0.0001) Those children with nursery education were also found to achieve significantly more in academic tasks, in mathematics (t-l2.462,p- 00001) social studies ( t = . 0 8 , p 0.0001) and in physical education (t=l4.373,p' 0.0001). Socio- economic status, urban environment and parental education were also found to have positive effects on the subject's scholastic performances Some recommendations were made.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/9739
dc.language.isoenen_US
dc.subjectINFLUENCEen_US
dc.subjectHOMEen_US
dc.subjectPRESCHOOLen_US
dc.subjectEXPERIENCE ON CHILDREN'S MOTIVATIONen_US
dc.subjectACADEMIC ACHIEVEMENTen_US
dc.titleINFLUENCE OF HOME AND PRESCHOOL EXPERIENCE ON CHILDREN'S MOTIVATION AND ACADEMIC ACHIEVEMENTen_US
dc.typeThesisen_US
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