INFLUENCE OF HAWKING TIME AND STUDY HABITS ON JUNIOR SECONDARY SCHOOL STUDENTS` ACADEMIC PERFORMANCE IN SOCIAL STUDIES

Code No: 354737

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ABSTRACT

This study is entitled: â€œInfluence of Hawking Time and Study Habit on academic performance in social studies in Nasarawa state. The purpose of the study was to identify the study habit and the influence of hawking time on academic performance of students. The study was guided by six research questions and six hypotheses were formulated and tested at 0.05 significance level. Descriptive research design of survey type was adopted in this study. The target population of the study were all the JSS three students who involved in street hawking in Nasarawa North Senatorial District. The total population is 965 students of both sexes. A sample of 284 students was drawn from the population through purposive sampling technique.

The sample size was determined by applying Yamane`s (1967) formula of determining sample size. Two instruments: questionnaire and test items were used to obtained data for the study. Data collected from the study were analysed using frequency, simple percentage, mean, standard deviation, t-test and ANOVA. The study found among others that:Junior secondary school Social Studies students had average study habit base on their gender and age; Junior secondary school Social Studies students who hawk in the morning before school hours and those who hawk in the afternoon after school hours had average study habit while those who hawk on weekends/Holidays have good study habitFrom this study, three null hypotheses (H0: 1, 2 and 4) were retained while three null hypotheses (H0: 4, 5 and 6) were rejected.

Arising from the findings of the study the following conclusion was made among others: junior secondary school Social Studies students who involved in street hawking on weekends/Holidays had better study habits than their counterparts who involve in street hawking every day in Social Studies in Nasarawa State; and junior secondary school students who involved in street hawking on weekends/Holidays had better academic performance in Social Studies than their counterparts who involve in street hawking every day in Nasarawa State.

The study recommends among others that: street hawking by students should be restricted to weekends/holidays and parents should ensure that the students have some hours to rest and study and during the last week of holidays the students should be free from hawking to revise their notes in preparation for resumption; and students who involved in street hawking should be treated as those with special needs. During teaching and learning, teachers should give them special attention by: encouraging them to participate; help them develop positive academic self-concept and self-esteem; and make the classroom conducive for learning.

CHAPTER 1

INTRODUCTION

1.1 Background to the Study

Child-Street hawking is a common phenomenon in Nigeria today. This is more prevalent in the urban areas. Hawking is a form of trade in which the seller (hawker) carry wares (commodities or goods) from one place to another in search of prospective buyers. Child-Street hawking refers to the selling of goods carry out by a person below the age of eighteen (child-street hawker).Among child-street hawkers are school going children (in-school child-hawkers) who out of necessity combine schooling with economic activities despite its consequences.

The phenomenon of child street hawking attracted concern from government, Non-Governmental Organizations (NGO), teachers and school administrators. Studies show that children combine schooling and hawking to contribute to family survival, purchase learning materials and pay school fees (Johnson, & Ihesie, 2015). Literature suggest that parent allow their children in to hawking due to the prevailing harsh economic situation in Nigeria (Akpan, & Oluwabamide, 2010; Shailong, Onuk, & Beshi, 2011; Ayodele, & Olubayo-Fatiregun, 2014; and Clark &Yesufu, 2014; idris, Yahaya, Sambo, Muazu, & Isa, 2014). Empirical study shows a significant relationship between parentsâ€Ÿ occupational level and street hawking among children (Dada, 2013). Given this situation, it is unlikely that child-street hawking could be put to end any sooner.

In recent times, in-school child-street hawking has been an area of wide research (Iorvaa, 2007; Ashimolowo, Aromolaran & Inegbedion, 2010; Faruta, &Yambuk, 2013; Bosah, Offem, & Obumneke-Okeke, 2015 and Johnson, & Ihesie, 2015) due to the concern about their academic performance. Academic performance is a key aspect of educational system. It is a yardstick through which studentsâ€Ÿ progress, teacher`s effectiveness and over all educational standard is determine. It could be defined as the ability of the students in school work which meet or exceeds the expected grades. Generally, child-street hawking has been assumed to be one of the factors influencing academic performance of students in school.

Researchers such as: Akpan, and Oluwabamide, (2010); Ashimolowo, et al (2010); Ubajaka, Duru, Nnebue, Okwaraoha, andIfeadike, (2010);Ekpenyong, andSibiri, (2011); and Johnson, and Ihesie, (2015) call for legislation against child-street hawking in Nigeria. This suggests that when child-street hawkers are barred from hawking it enable them the time to concentrate on school work. Thought it is desirable to discourage any activity that will interfere with schooling of the children, however, it is not feasible when such activity is the means of livelihood in the absent of other alternatives (Omokhodion, Omokhodion & Odusote, 2006; Anumaka, 2010). Insisting on exclusive schooling for children from low income or unemployed parents will likely: hinders enrolment; leads to withdrawal and drop out of school due cost of schooling and need for survival.

Given the above situation it is better to allow school going children to engage in income generating activity while they continue schooling than not to be in school at all (Okpukpara, Chine, Uguru, & Nnaemeka, 2006). Moreover, there are in-school child- street hawkers that perform betterin academic work. Recent study reveals that while 35.7% of the students had worse grade, 31.2 had better grades and 33.1 had no change in their grades since they began hawking in the street (Johnson, & Ihesie, 2015).This implies that despite the challenges that associated with combining school and work, there are students who perform better. This situation is not unrelated to factors that minimized the effects of combining schooling and hawking.