CONNECTIONS AMONG PHYSICAL AND PSYCHOLOGICAL ABUSE, SOCIAL MODIFICATION AND EDUCATIONAL PERFORMANCE OF PRIMARY SCHOOL PUPILS IN KADUNA STATE, NIGERIA

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CONNECTIONS AMONG PHYSICAL AND PSYCHOLOGICAL ABUSE, SOCIAL MODIFICATION AND EDUCATIONAL PERFORMANCE OF PRIMARY SCHOOL PUPILS IN KADUNA STATE, NIGERIA

ABSTRACT

The study employed correlation design in investigating the relationship among physical and psychological abuse, social adjustment and academic performance of primary school pupils in Kaduna State, Nigeria. The population of this study was made up of 8,002 Primary Five (5) pupils selected from Six (6) public schools. A total of 377 abused pupils were sampled using proportionate sampling technique and used for the study. Three (3) instruments namely, Physical Abuse Questionnaire (PAQ), Psychological Abuse Questionnaire (PAq) and Social Adjustment Questionnaire (SAQ) were adopted and used for the study. The Data Collected were analyzed using Pearson Product Moment Correlation and t-test, all these were tested at 0.05 level of significance. Findings reveals that significant relationship existed between physical and social adjustment of abused pupils ( P = 0.001), significant relationship existed between physical abuse and academic performance of abused pupils ( P = 0.001), significant relationship existed between psychological abuse and social adjustment of abused pupils ( P = 0.001), significant relationship existed between psychological abused and academic performance of abuse pupils ( P = 0.028). Significant difference existed between physically and psychologically abused pupils on their social adjustment ( P = 0.004) and also significant differences existed between physically and psychologically abused pupils in their academic performance ( P = 0027). Base on the findings of this study, it was recommended that psychologists, counselors, teachers and head teachers, as well as parents should be sensitized through workshop, seminar, and conferences on the negative effect of physical and psychological abuse, on social adjustment and academic performance among the primary school pupils in order to boost their moral, socially and cognitive development in schools.     

 

CHAPTER ONE

INTRODUCTION

 

1.1Background to the Study

This study is predicated on the role of psychologists in reducing child abuse in

Kaduna state. It takes into cognizance the widespread of child abuse not only in Nigeria but the world over and the need to find the causes of the menace with a view to finding lasting solution to the problem. Child abuse is any act by parents, teachers or caregivers that may expose a child to actual or potential harm such as total neglect at home, places of worship, schools and other individuals a childmay interact with.  It has become an international phenomenon; its menace has been given serious attention in many parts of the world like the United States of America, Asia and Africa.

Cicchetti (2015) declares physical and psychological abuse as common social problems globally.According to him, the impacts of physical child abuse range from minor injuries to severe brain damage and even death, while psychological impacts range from chronic low self-esteem to severe dissociative states. The cognitive effects on the other hand, range from attention problems and learning disorders to severe organic brain syndromes. Behaviourally, the consequences of abuse range from poor peer relations all the way to extraordinarily violent behaviours (Kempe,2010). For over 30 years, clinicians like medical doctors and other health workers have studied the effects of child abuse on the physical, psychological, cognitive, and behavioural development of children. In recent years, child abuse has been the object of attention, debates and studies at both international and national levels, on its immediate and long term negative impacts on the victims and the society at large. In respect to the calamities of children, on the 26th November, 1924, the assembly of the United

Nations declared the child welfare charter that frowns against child abuse.  The Universal Declaration of Human Rights, states that the child shall be protected against all forms of abuse and neglect, cruelty and exploitation. It is further stated in the Universal Declaration of Human Rights that for the foundation of freedom, justice and peace in the world, the governments should protect the children against all forms of abuse and exploitation. The Global International Documentation of International Law stated that the UN Declaration of the Rights of the Child (DRC) should build upon the right to protection against child trafficking, exploitation and all forms of abuse (The United Nations, 1971 and 1999).

Summary of the United Nations declarationon the rights of the child (1999) states that the best interest of the child is that he or she be given the chance to express himself or herself and be given the right to education. The convention posited that for its purposes, a child means every human being in particular, therefore, the elimination of ignorance and illiteracy throughout the world is needed in order to facilitate the protection of the child and stop child abuse. A report by the International Labour Organization (2002) estimated that about 246 million children were engaged in one form of abuse or another worldwide, with Africa and Asia being the most affected continents. These two continents accounted for 70% of the countries affected and

94% of the children that were abused in a survey of more than 100 countries in 1992. A recent UNICEF survey of households in 25 Sub-Saharan African countries indicated that 31% of children between the ages of 5 and 14 are engaged in various forms of child abuse that threaten them physically and psychologically; and affects their health and academic performance as well as their social wellbeing.

However, a look at the Nigerian societyshows that child abuse occurs not only at home but also in school thereby constituting a bottleneck to the attainment of sound academic performance and good social adjustment. Researchers have shown that this social scourge is on the increase while parents, schools and the society find it difficult to assess and come up with an effective intervention to deal with the situation. Studies have shown that when a child is physically and psychologically balanced, he or she has more motivation, better grades and higher achievement scores(Ebigbo2000).  According to Febe (1994)Child abuse is considered the first cause as well as the first indicator that accounts for young people leaving school and going astray.Studies carried out  in Nigeria have shown that physical and psychological forms of abuse  have had negative impacts on children. The majority of cases of physical and psychological forms of abuse in primary schools in the North Western  part of the country have not been recorded or documented. The United Nations‟declaration of child abuse, as a social problem, gained recognition of the Nigerian public only recently. Nigeria‟s human rights record remains poor and government officials at all levels continue to commit serious abuses. However, Nigeria has made serious improvements in the matters of human rights under the current constitution (1999 Constitution as amended), item 2(a) of the fourth schedule to the constitution, provides for the right of a child to compulsory, free, uniform and qualitative basic education throughout Nigeria.

Donli(1988) pointed that some Nigerian States like Kaduna State, which has long been regarded as one of the most developed states and center of learning in the

North West zone of Nigeria, such states could eradicate so many social problems. This situation is manifested in cases of lack of provision of school materials and fees, divorce among couples, abandoned children, street begging, child labour and physical assault. The consequences of this scourge may include poor academic performance and massive failure, school dropout, criminal acts, prostitution, drug abuse and addiction among children. Fafunwa (1974) stated that looking at the Nigerian child as a direct victim of the low purchasing power of his or her parents in which children are regarded  as a source of joy to families and evaluation assets to the parents, children are supposed to be nurtured in family environment and grow up in an atmosphere of happiness, love, care and understanding. Besides,  because of their peculiar needs for physical and mental development, children need special care in every aspect of their lives, particularly in the areas of their physical, mental, emotional and social developments and require legal protection in terms of freedom, diginity and  security. They are not supposed to be maltreated, exploited, overworked or deprived of their right to education.

1.2   Statement of the Problem

This study is predicated on massive public outcries and media campaign against the prevalence of child abuse in our society, in addition to data collected from Kaduna state ministry of education (2010-2015) which showed that private schools pupils performed better at common entrance than their counterparts from public schools.In view of the above, this study investigated the causes with a view to finding lasting solution to the menace. Thus, the study explored whether relationships existed among the physical and psychological abuse, social adjustment and academic performance of primary school pupils in Kaduna state. It also investigated whether there were differences in the relationships between social adjustment and academic performances of physically abused and psychologically abused pupils in public primary schools.

1.3   Objectives of the Study

In specific terms, the objectives of the study are to:

  1. Investigate the relationship between physical abuse and social adjustments of primary school pupils in Kaduna State, Nigeria.
  2. Find out the relationship between physical abuse and academic performances of primary school pupils in Kaduna State, Nigeria.
  • Investigate the relationship between psychological abuse and social adjustments of primary school pupils in Kaduna State, Nigeria. iv. Find out the relationship between psychological abuse and academic performances of primary school pupils in Kaduna State, Nigeria.
  1. Find out the difference between social adjustments of physically abused and psychologically abused primary school pupils in Kaduna State, Nigeria.
  2. Find out the difference between academic performances of physically abused and psychologically abused primary school pupils in Kaduna State, Nigeria.

                1.4   Research Questions

This study seeks to answer the following questions:

  1. What are the relationships of physical abuse on the social adjustments of primary school pupils in Kaduna State, Nigeria?
  2. What are the relationships of physical abuse on the academic performances of primary school pupils in Kaduna State, Nigeria?
  • What are the relationships of psychological abuse on the social adjustments of primary school pupils in Kaduna State, Nigeria?
  1. What are the relationshipsof psychological abuse on the academic performances of primary school pupils in Kaduna State, Nigeria?
  2. Are there any differences between the social adjustments of physically abused and psychologically abused primary school pupils in Kaduna State, Nigeria?
  3. What are the differences between the academic performances of the physically abused and psychologically abused primary school pupils in

Kaduna State, Nigeria?

1.5   Hypotheses

The following hypotheses are tested at p<0.05 alpha level of significance. HO1: There is no significant relationship between physical abuse and social adjustment of primary school pupils in Kaduna State, Nigeria.

HO2:There is no significant relationship between physical abuse and academic performance of primary school pupils in Kaduna State, Nigeria. HO3:There is no significant relationship between psychological abuse and social adjustment of primary school pupils in Kaduna State, Nigeria. HO4:There is no significant relationship between psychological abuse and academic performance of primary school pupils in Kaduna State, Nigeria.

HO5: There is no significant difference between the social adjustment of the physically abused and the psychologically abused pupils.

 HO6: There is no significant difference between the mean performance scores of physically abused and psychologically abused pupils in the study area.

                1.6       Basic Assumptions

For the purpose of this study, it is assumed that:

  1. Physical abuse might have high or low relationship with social adjustment of primary school pupils.
  2. Physical abuse might have high or low relationship with the academic performances of its victims. Psychological abuse might have high or low relationship with social adjustments of its victims.
  3. Psychological abuse might have high or low relationship on the academic performances of its victims.
  4. Significant difference might exist between the social adjustments of physically abused and psychologically abused primary school pupils in Kaduna State,

Nigeria vi. Significant difference might exist between the academic performance of physically abused and psychologically abused primary school pupils in

Kaduna State, Nigeria.

1.7   Significance of the Study

This research is significant in the sense that it will help a great deal in providing additional information on the prevailing problem of physical and psychological forms of child abuse in our society. Over the years, there have been different researches with varying degrees of success on different aspects of child abuse such as drug abuse, moral abuse, sexual abuse, emotional abuse, but the aspects of physical and psychological forms of abuse have not been seriously explored or investigated at the primary school sub-sector. The study will also provide useful information and serve as a guide for the scope and nature of child abuse, the immediate and long-term consequences and aftermaths of this scourge on individuals, families and the society at large.

Furthermore, it will provide effective and sustainable policies for child protection programmes. As a result, the study is significant to the following people. It will assist classroom teachers in identifying physically and psychologically abused pupils in their classrooms. Moreover, this identification is the prerequisite for the teacher in his or her attempt to help the victims overcome their appalling conditions. It will also serve as a guide for teachers and school authorities design and implement special classes in their bid to help the affected pupils before referring them to the appropriate agencies or specialists for adequate, further or complementary help or measures. It will help abused pupils get solutions to their problems. It will also direct them to the people from whom they should seek help instead of suffering in silence.It will be of great significance to school counselors in knowing more about the various forms that physical and psychological abuses take. This will help them render counseling services effectively and efficiently to their pupils that are in dear need of help.

This study is relevant to psychologists in the sense that it will enable them learn more about physical and psychological forms of abuse children experience. As such, the research will help them in solving cases of abuse in good time, in the midst of pupils, thus contributing to the promotion of effective learning. It will help educationists identify the various forms of abuse  pupils are subjected to and insert proper ideas on how to treat the affected  pupils within the school and class rooms so that they can perform better,  into the curriculum.The study will also serve as a source of information and guide for educational policy makers and administrators. For example, the Ministry of Education can set up and implement special educational programmes and services for the physically and psychologically abused children similar to those of the disabled children. It is hoped that this research will enlighten the NGOS as to the physical and psychological forms of abuse children suffer and how these affect the learning process of the children.  By being significant to the above-mentioned people, this work will surely help in curbing if not eradicating child abuse in order to make the society a better place for children.

                1.8   Scope and Delimitation of the Study

The scope was limited to public primary schools in Kaduna State, which spread across the three zones namely Kaduna North, Kaduna Central and Kaduna South. The study was also delimited to physical and psychological abuse in Kaduna State, the research hinged on the premise that these forms of abuse have various abysmal short or long-term consequences on the lives of the children. Most cases of abuse are not reported and from the prevailing circumstances, it is believed that pupils in public schools are likely to suffer from the scourge. Finally, the study was delimited to six (6) public primary schools.

CONNECTIONS AMONG PHYSICAL AND PSYCHOLOGICAL ABUSE, SOCIAL MODIFICATION AND EDUCATIONAL PERFORMANCE OF PRIMARY SCHOOL PUPILS IN KADUNA STATE, NIGERIA

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