ABSTRACT: This study examined School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education. Three null hypotheses were formulated. An expo-facto research design was used: four hundred and seventy two pre-primary two (472) pupils from twelve schools in the study area formed the population of this study. From this, 30% of the population in each of the twelve selected primary schools was selected through purposive sampling technique which gave a sample size of one hundred and twenty (120) pre-primary two used for the study. The instrument used for data collection was the achievement test called “Numeric Skills Achievement Test” (NSAT). Data collected from the instrument was analyzed using an independent t-test method while the hypotheses were tested at 0.05 levels of significance. The results from findings revealed that schools location has significant relationship with numeric skills development among pre-primary schools pupils.
School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education
The study found no significant difference in numeric skills development between male and female pupils in either urban or rural schools. Based on findings, the researcher recommended among others that equal learning environment should be provided in all the primary schools irrespective of location through funding and provision of quality instructional resources, this will enhance skills acquisition among pupils.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Provision of quality education is essential for spearheading the socio-economic development. Indeed many writers have observed that quality education is the most effective way to shape the value, attitudes, behaviours and skills which are important for individuals to function productivity in an integrated society. According to Amannah (2014), school is one of the social institutions that is responsible for the development and training of the mind and skill of man. It is also for the preparation of man for the challenges and responsibilities in the society at large.
The importance of education has been well accentuated in all societies whether developed or developing; ancient or modern. It is as the result of this obvious truth that every country accords great emphasis to education both in terms of quality and access irrespective.
Similarly, pre-primary education is the foundation which the rest of the education system is built upon. The National Policy on Education (2004) described pre-primary education as the education given in an educational institution to children prior to their entering the primary school. the goals of pre-primary education as listed in the National Policy on Education (FRN, 2004), include: to teach the rudiments of numbers, letter, colours, shapes forms etc, through play. However, the development of numeracy skills plays an important role at pre-primary schools.
De Lange (2003) noted that mathematics literacy is emerging as the knowledge to know and apply basic mathematics in our everyday lives. It is important that children and young people in the educational system will be able to understand and use mathematics in the everyday lives and in further learning (DES, 201).
A lot of parents have reported that inability for their wards at this level of education to exhibit adequate numeric skills. Different factors are attributed to this poor development in children. Different studies have been carried out to identified factors responsible for poor numeric skills development among pupils but none was done to assess the location of school in this area. Hence, this study is therefore conducted to investigate the extent to which schools location could significantly related to the development of numeric skills among pupils in pre-primary schools in Etinan Local Government Area.
School Location and Development of Numeric Skills among Pupils of Early Childhood Care and Education
1.2 Statement of the problem
It has been argued that a school location in rural area will have all the characteristics of a rural environment. Similarly, an urban school will have an environment based activities peculiar to its environment but different from a rural location. Thus, as school environment differs, the level of operation and activities may also differ.
Location of market affects buying and selling, location of a church affect it attendance and participation, location of a hospital measures the extent to which its serves the needs of both the users and the operators. The rural areas are characterized by lack of infrastructures, aging population and agrarian orientation, Adediji (2008); whereas the urban areas are characterized by increasing industrialization and availability of modern infrastructures.
It has be noted that the citing of primary and pre-primary schools by government does not take cognizance of the differing characteristics of the rural and urban areas because of its plan to make pre-primary schools more accessible to the people. Behaving the above as correct and undisputable reality little wonder than whether the school location can have any relationship with the development of numeric skills among pupils. Hence, this study controversy of the relationship between school location and development of numeric skills among pupils in Early Childhood Care and Education.
