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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Child
abuse and neglect are fastly becoming universal phenomena in the
current world societies despite the fact the child’s rights are being
recognized and even to some extent, protected by legislations and
constitutions in many countries of the world. Childhood abuse
potentially has major economic implications for Nigerian schools and for
their students. Even conservative estimates suggest that at least 8
percent of U.S. children experience sexual abuse before age 18, while 17
percent experience physical abuse and 18 percent experience physical
neglect (Flisher, Kramer, Hoven, & Greenwald, 2007). Childhood
maltreatment, and adverse parenting practices, in general, has the
potential to delay the academic progress of students (Shonk &
Cicchetti, 2001). It therefore has the potential to undermine schools’
ability to satisfy standards of school progress entailed in the No Child
Left Behind legislation (U.S. Department of Education, 2005), putting
them at risk for loss of federal funding. It also has the potential to
adversely affect students' economic outcomes in adulthood, via its
impact on achievement in middle and high school (Cawley, Heckman, &
Vytlacil, 2001). Child abuse has been defined by the African network for
the prevention and protection against child Abuse and Neglect (ANPPCAN)
as the intentional and unintentional acts which endanger the physical,
health, emotional, moral and the educational welfare of the child.
Hopper (2004) also described child abuse as any act of maltreatment or
subjection that endangers a child’s physical, emotional and health
development.
Gelles, (2007) affirmed that child abuse include not
only physical assault but also malnourishment, abandonment, neglect,
emotional abuse and sexual abuse. According to Mba (2002), prominent
form of child abuse in Nigeria are child battering, child labour, child
abandonment, neglect, teenage prostitution, early marriage and forced
marriage. Kolander (2000) stated that emotional and sexual abuses are
highly noticeable in Nigeria. Oji (2006) observed that babies born by
teenage mothers in Nigeria were 625,024 as at the reporting time.
According to Walsh (2005), unwanted pregnancy has been identified to be a
major cause of child abuse in Nigeria. Many abused children were
unwanted in the first place and turned out to be a severe burden on
their emotionally immature or impoverished parents. Odey (2003) stated
that children from poor homes are more vulnerable to abuse and
Todd,(2004) in his support said that Nigeria, which is are known
corrupt nation in Africa is heading towards a dangerous poverty where
her teeming population does not have enough food for healthy living.
Oluwole (2002) equally lamented when analyzing the situation of children
which are being used for house helps.
Child labour is the major
obstacles to the achievement of education for all (EFA) and this result
into a setback on the achievement of the world target of universal
primary education by 2015. According to Onye (2004), child abuse is an
evidence of poverty. Aderinto and Okunola (2008) equally recorded that
some children reported that they were pushed into street hawking for
maintenance needs of the family. That means that they are the
breadwinners of their various families at their early age. It is a
common sight in major parks and streets in Nigeria to see children of
school age between 6-16 years as bus/taxi mates, hawking wares, pushing
trucks for money or begging for money when they are supposed to in the
classroom learning in the schools. All these point to the fact that the
worst hit groups are children who are at the risk of diseases,
exploitation, neglect and violence. Although, the potential impact of
child abuse is large, but evidence of causal effects of maltreatment
on children's longer term outcomes in school is generally lacking.
The
current state of evidence for a link between childhood maltreatment
(physical and sexual abuse or neglect) and school performance is limited
to negative associations between maltreatment and school performance.
On average, children who are abused receive lower ratings of performance
from their school teachers, score lower on cognitive assessments and
standardized tests of academic achievement, obtain lower grades, and get
suspended from school and retained in grade more frequently (Erickson,
Egeland, & Pianta, 2003). Abused children are also prone to
difficulty in forming new relationships with peers and adults and in
adapting to norms of social behavior (Shields, Cicchetti and Ryan,
2004). Although, these examples of negative associations between child
abuse and school performance are suggestive of causal effects, they
could be spuriously driven by unmeasured factors in families or
neighborhoods that are themselves correlated with worse academic
outcomes among children (Todd and Wolpin, 2003).
In addition, not
much of the previous evidence linking childhood maltreatment to worse
school performance generalizes well to older children in middle and high
school and to children not already identified as needing services.
Evidence of the impacts of maltreatment on academic performance in the
general population of middle and high school students is needed to
establish evidence of effects on schooling attainment in the general
education population and on economic outcomes in adulthood.
Using a
large dataset of U.S. adolescent sibling pairs, this study explores
effects of maltreatment—neglect, physical aggression, and sexual abuse
on adolescents’ performance in middle and high school. First, the
questions of how childhood maltreatment theoretically could negatively
affect later school performance, and of how unobserved family background
and neighborhood characteristics might influence ordinary least squares
and fixed effects regression estimates of relationships between
childhood maltreatment and later school performance, are discussed.
Second, empirical estimates from models that controlled for observable
and unobservable family and neighborhood characteristics are presented.
1.2 Statement of Problem
Grill
(2009) stated that the school can do a lot of things about child abuse
since it has a way of affecting the school system. The problem of child
abuse have long been existing in Nigeria, and have even become more even
devastating to the society has whole. That history of child abuse in
Esan West Local Government Area of Edo State is as old as the
persistence of the phenomenon in Nigeria itself cannot be
overemphasized. Children suffered all forms of abuse ranging from child
battering, child labour, child abandonment, neglect, teenage
prostitution, early marriage and forced marriage. And in most cases, the
parents are even at the centre of the root cause of all these social
maltreatment.
The school though, as an agent of socialization
portends to have a strong and overwhelming influence on the development
of the child, but observation has shown that these essence of
education could probably be defeated if the children are made to
continually suffer the pains of child labour (Martins E.O. 2010). This
study however, centers on the extent to which the school has been
involved in its attempt to develop the child within the social context
of child abuse. And It is in the light of these, that the study attempts
to unravel the major causes of child abuse and how it affects the
child’s educational performance.
1.3 Purpose of Study
This
research project has its main objectives the problem of finding out the
effect of child abuse on the academic performance of secondary school
student in Esan West Local Government Area of Edo State. Moreover, this
research study sets:
1. To examine the causes of child abuse in Esan West Local Government Area
2. To determine the effect of child abuse on child’s educational performance in Esan West Local Government Area
3. To examine the consequences of child abuse on child’s academic performance.
4. To determine possible solutions to child abuse among secondary school students.
1.4 Significance of the Study
This
study is to provide parents and school administrators with an insight
into how much damage child abuse and especially hawking after school can
have on the academic development of student in general. This study is
significant as the findings will be beneficial to parents, guardians,
teachers, school heads and all other stakeholders in the educational
sector, as they will be better enlightened on the problems associated
with child abuse. Such knowledge may curtail any further action of
exploiting the child especially been used as object of raising family
economy. Hawking no doubt expose the child to many social vices, thus
the fact that the study attempts to create a model for proper upbringing
of the child in the society makes it justifiable.
1.5 Delimitation/Scope of study
The
study laid emphasis on the effect of child abuse and how it affects the
academic performance of the child using secondary schools in Esan West
Local Government Area as case study.
1.6 Definition of Terms
The following terms are defined for the essence of this work:
1. Child Abuse: harsh or ill treatment melted on any child; it could be by physical pr emotional means.
2. Physical Abuse: any form of corporal punishment melted on a child by his parent, teacher or guardian.
3. Neglect: paying no attention, not given enough care, to leave undone what need to be done.
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