ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
EFFECT OF
SINGLE PARENTHOOD ON STUDENTS ACHIEVEMENT IN MATHEMATICS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
There is
widespread interest in improving the levels of mathematics achievement in
schools. There is the economic benefits that this would bring by better
preparing young people for the numeric demands for modern workplaces and
raising the overall skills levels of the workforce, there are also social
benefits tied to improving access for larger numbers of young people to
post-school education and training opportunities and laying stronger
foundations so skills for lifelong learning. The interest in raising levels of
achievement has led as understanding how these factors operate to limit or
enhance the achievement of different groups of students. The impact of
different groups of students is important because groups of students. The
impact on different groups of students is important because social differences
in mathematics performance persist, despite inequalities in some other areas of
school having declined. A study of trends in mathematics achievement over the
three decades. A study of trends in mathematics achievement over the three
decades 1996, in Australia shows that substantial social class differences
persist (Afrassa & Keeves, 1999). Similar results have been reported on the
US for the same period, with differences related to social groups (measured by
parental education) remaining strong (National Center for Education Standards,
2000). The evidence is a reminder that a time when there are weakening social
trends on some broad indicators of educational participation, such as school
retention rates, social differences in student progress and academic outcomes
continue.
The early
literature on school effectiveness placed an emphasis on the ability and social
backgrounds of students as factors that shape academic performance, and
suggested that schools had little direct effect on student achievement. Coleman
et al. (2006), for example, in a major study of US schools seemed to cast doubt
on the possibility of improving school achievement through reforms to schools.
They found that differences in school achievement of student peer, and
concluded that ‘schools bring little influence to bear on a child’s achievement
that is independent of his background and general social context. A later
analysis of the same dataset by Jericks and his colleagues reached the same
conclusion: our research suggests… that the character of a schools’ output
depends largely on a single input, namely the characteristics of the entering
children. Everything else..the school budget, its policies, the characteristics
of the teachers.. is either secondary or completely irrelevant’ (Jericks et
al., 2002).
Criticisms
of this early work suggested that the modeling procedures employed did not take
account of the hierarchical nature of the data, and was not able to separate
out accurately school, student and classroom factors (e.g. Raudenbush &
Willms, 1991) More recent school effectiveness research has used multi modeling
techniques to account for the clustering effects of different types of data.
Types of
single parent families are generally categorized by the sex of the custodial
parent (mother-only or father-only families). Mother-only families include
widows, divorced and separate women, and never-married mothers. In the case of
divorce, mothers are usually given custody in the United States and other
developed countries. In Italy, 1997, for example, 90 percent of children whose
parents divorced went into the custody of their mothers. Since the vast
majority of single parents are mothers, most of the research focuses on
female-headed families. However, regardless of sex, single parents share
similar problems and challenges (Grief 1985).
Father-only
families formed as a result of widowhood, desertion by the mother or wives
refusing custody. The increase in father-only families is due, in part, to the
effort of fathers to obtain custody of their children. Factors supporting their
transition into primary parenthood include financial security, prior
involvement in housework and child care during the marriage, satisfaction with
child-care arrangements, and a shared sense of responsibility for the marital
breakup (Grief 1985).
1.10STATEMENT
OF THE PROBLEM
Much of the
debate over single parent families focuses on how these trends affect children.
Many social scientists contend that child raised in single-parent homes are
more likely to experience a variety of problems which are aliens to children
raised in two-parent homes. These problems include social, psychological,
economic and financial problems. Long research history in this area has shown
that children raised by two parents advantage in mathematics achievement are a
universal phenomenon (Mullis, 2000). While early research (Fennema &
Sherman, 2005) indicated that children from single parent can also do well in
math achievement at the Junior high and high school levels if given right
support by the school, parents and government. It is against this background
that attempts to assess the effect of single parenthood on students achievement
in mathematics.
1.11Purpose
of the Study
The broad
objectives of the study are to find out the effect of single parenthood on
students achievement in mathematics. However, specific objectives include;
i. The identification of personal
characteristics of respondents in the study area.
ii. Identification of factors affecting
students learning of mathematics.
iii. Identification of the spill over
effects of family structures on student’s achievement in mathematics.
iv. Make useful suggestions for policy
makers and shareholders in the field of education.
1.12Research
Question
The
following questions were tackled in the process of this research
1. What are the social challenges of
children from single parent family?
2. Is there any significant
relationship between the performance of students from single parent’s family
and those from other types of family?
3. Will the academic performance of
children from single parent family significantly be affected by the social,
economic, and psychological challenges faced by their parents?
1.13Research
Hypothesis
Ho1: there
is no significant difference in the performance of students from single parents
and their counterparts raised by both parents
Ho2: There
are no significant differences between psychological and economic factor and
student’s academic performance
Ho3:
Students from single-parents family are not socially affected.
1.14Significance
of the Study
The essence
of this research is to know the parent and children’s standard of living in
single parent families in Ijebu-Ode local government. This will be of greater
benefit to policy makers and stakeholders in the field of sociology. Again, the
study will serve as an eye opener to youths looking forward to having their own
family. The society will also exposed to the fact that single parenthood is not
a disease and thus they should not be looked down upon.
1.15Scope
and Limitation of the Study
The study is
delimited to Ijebu-Ode Local Government Area. The study would have best been
carried out using the entire local government in Ogun State but for time and
financial constraints. However, it was briefly narrowed down to Ijebu-Ode Local
government area.
1.16Definitions
of terms
Family: The
social group, whose members are related by ancestry, Blood, Marriage, or and
who live together, cooperate Economically and Care for the young once.
Single
parent: A parent lives with dependent children, either alone or in a larger
household, without a spouse or partner.
Nuclear
family: Two adults living together in a household with their own adopted
children.
Extended
family: These are grand parents, brothers and their wives, sisters and their
husbands, aunts and nephews.
Mothers only
families: The widows divorced and separated women, and never married mothers.
Fathers only
families: Widowhood, desertion by the mother, or wives refusing custody.
Gender: This
refers to the sex of a person or organism, or of a whole category of people or
organisms (often euphemistic to avoid the word “sex”)
Achievement:
The student’s performance in their school examination given by their scores. It
also refers to something important that you succeed in doing by your own
efforts.
Attitude:-
This means the way one behaves towards something that shows how you think or
feel.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment