CHAPTER ONE:
INTODUCTION
1.1 Background
to the Study
Child abuse is not a new phenomenon in
the history of man. It has been going on right from time immemorial. In
Africa/Nigerian society what constitute abuse today has never been regarded as
abuse. It has been seen as a way of training the child to become a well
behaved, disciplined and self actualized person in society. It is a normal
process that children from birth be exposed to a variety of experiences from
parents, caregivers and other adults in the society. This is to enable the
children acquire the necessary basic norms and skills for effective
participation in the society where they belong and for their personal growth
and development.
The process of acquiring these skills is
sometimes stressful for the children to bear. Some parents and care givers make
the condition for acquiring these skills so difficult that the children may
find it difficult to cope. The condition in which children are exposed to as
they try to acquire the skills to become disciplined and hardworking
individuals is where the problems lie. When these conditions become
over-stretched it becomes an abuse. For instance, when a child is taught the
skills of becoming a farmer, he is taken to the farm, he practice these skills
and he is kept in the farm doing that same work from dawn to dusk, without any
rest, or having a good meal, this becomes an abuse (Apebende, Umoren, Ukpepi andNdifon, 2010).
Also it may be normal if a child is asked to hawk from morning to evening or
before going to school he sales and immediately after school he continues until
dusk. This becomes an abuse. Orere-Clifferd (2011) states that children suffer
from child abuse because their parents and guardian demand a great deal from
them for more than the children would bear. Most children in our public primary
schools find themselves in such situation most often.
Child abuse is found in all societies
and social class. It is found in the rich or poor home, as well as illiterate
or literate homes. The parents abuse their children by frequently using them in
their farm work, trade and businesses. This is to help support the income of
the home and sometimes to provide for children needs. They are sometime asked
by their parents to do some menial jobs such as house helps, cooks, baby
sitters, and gardeners to help improve the income of the home (Apebende, Umoren,
Ukpepi andNdifon, 2010).
The rich on the other hand have enough
to care for their children but they exploit the children they employ as house
helps and cooks. This they do by over working the servants in the daily house
chores, while their own children are over pampered.
The servants or house helps work 24
hours a day, without any rest. Others do not have good food, clothes and
sometimes no good place to lay their heads. Some are treated like animals, they
are beaten, kicked pushed, and sometimes, hot oil, water and even acid is used
on them. (Falaye, 2013).
Many more, caregivers called abusive
names such as; good for nothing, block head, etc. sometimes some are tired
hands and feet and locked in a room, for hours and even days. These actions
demoralize the child (Falaye, 2013).
Those who go to school may not be
attentive in class because of the work they do at home. The classroom may be
the only place where they have a rest from such home activities so they may
fall asleep in the class. They may therefore not partake in classroom
activities and so may not acquire any learning (Apebende, Umoren, Ukpepi andNdifon, 2010).
The children of the rich parents may not
be allowed to take part in the general activities in the home. They may
therefore not know how to cook, wash or care generally for the home. This
constitutes an abuse because the child needs to be exposed to such activities
because it is certain that the child may need such knowledge in future (Falaye,
2013).
The term child abuse is seen as the
process by which children are exposed to maltreatments by parents or guardian (Apebende,
Umoren, Ukpepi andNdifon, 2010). Axmaher (2010) defined child abuse as any
mistreatment or neglect of the child that result in non-accidental harm or
injury and which cannot be reasonably explained. Obekpa (2011) view child abuse
as any condition injurious to physical or emotional health that has been
inflicted by parents, guardian or other caretakers. Igbo and Ekoja (2013)
defines it as a non-accidental injury inflicted on a child by a parent or
guardian.
An abuse according to Isanghedehi (2004)
could be seen in three perspectives physical, emotional, and sexual abuse. To
Oniyama, Oniyama and Asamaigbo (2004), child abuse manifest in four main
categories viz; physical abuse, sexual abuse, emotional abuse and neglect.
Physical abuse refers to any contact
with the body of the child, which may result in an injury. Such contact may
involve beating, hitting, kicking, shaking, punching, biting or any act or
omission that is not an accident but that which brings some injuries to the
child’s body.
Emotional abuse is any act on the part
of a parents or caregiver that has the potential for or has actually caused
serious emotional cognitive, mental or behavioral disorders. Emotional abuse is
evident when a parent or care giver uses abusive words such as blockhead, good
for nothing, a mistake, on the child or when the child is locked up in a room,
tired both hands and feet, or not allowed to make friends. Mba (2013)
maintained that emotional abuse implies constantly blaming the child,
belittling and or berating the child, being unconcerned about the child’s
welfare and overtly rejection of the child by parents or caretakers or caregivers.
Sexual abuse occurs when a parent or
care giver engages in inappropriate sexual behaviours with the child. This may
take the form of actual sexual intercourse, kissing, or foundling or genitals
or either the abuser or the abused. According to Uzoezie (2004) sexual abuse
occurs when an adult or older person uses his or her power over a child. The
abuse may trick, bribe, threaten and if possible force a child to take part in
sexual activity.
Neglect according to Okpara (2001)
include inadequate feeding, shelter and lack of supervision, inadequate body
care, poor clothing, poor and denial of medicinal attention and inadequate
provision of educational materials and supervision. Other aspects of neglect
may include letting the child live in a filthy environment and non provision of
proper nourishment.
Other aspects of child abuse may include
child exploitation, slavery, trafficking and abandonment. The different forms
of abuse affect the child in all spheres of life including academic attainment.
Conversely, a child is said to be abused
when the parents, care givers or any human action leads to physical, emotional
and sexual abuse of the child. It also involves failure of the parents to
provide the necessary love and care for the child.
It has been observed of late that the
academic performance of children in public primary schools in the State,
particularly, in Okigwe Local government Area is becoming low. One wonders if
such low academic performance is as a result of the maltreatment children are
exposed to. The study therefore seeks to find out if child abuse has any effect
on the academic performance of primary school pupils. Specially, the big
question is; does physical, emotional and sexual abuse affects the academic
performance of primary school pupils?
The major objective of the study is to
determine the effect of child abuse on the academic performance of primary
school pupils in Okigwe Local Government of Imo State, specifically, the
academic performance of pupils who are physically, emotionally and sexually
abused.
1.2 Statement
of the Problem
At the heart of every educational system
lays the desire for the students, teachers and the institutions to achieve
their educational goals; however, the extent to which this desire is achieved
in the study period of a student varies based on individual differences.
Individual differences in academic performance have been linked to differences
in intelligence and personality. Students with higher mental ability as
demonstrated by IQ tests and those who are higher in conscientiousness (linked
to effort and achievement motivation) tend to perform highly in academic
settings. A recent meta-analysis suggested that mental curiosity (as measured
by typical intellectual engagement) has an important influence on academic
performance in addition to intelligence and conscientiousness. Despite high
mental abilities, conscientiousness and intellectual engagement demonstrated by
most children it has been observed of late that the academic performance of
children in public primary schools in the State, particularly, in Okigwe Local Government
Area is becoming low. It has also been observed that in this recent times
issues of child abuse and neglect is on the rise in the local government due to
economic depression caused by the global economic backdrop and incessant
social/civil unrests. One wonders if such low academic performance is as a
result of the abuse/maltreatment children are exposed to. This became the
motivation to investigate the effect of child abuse on academic performance of
primary school pupils in Okigwe Local Government.
1.3 Objectives
of the Study
The broad objective of the study is to investigate
the effect of child abuse on academic performance of primary school pupil in Okigwe
Local Government Area.
Specifically,
the study seeks to investigate;
i.
The effect of child abuse on primary
school pupils’ assessments grades and academic performance.
ii.
The effect of child abuse on primary
school pupils’ participation in the class and academic performance.
1.4 Research
Questions
In order to achieve the objectives the
following questions are hereby posed;
i.
What is the extent of the effect of
child abuse on primary school pupils’ assessments grades and academic
performance?
ii.
What is the extent of the effect of
child abuse on primary school pupils’ participation in the class and academic
performance?
1.5 Research
Hypotheses
In furtherance of the objectives the
following hypotheses are hereby projected;
HO
1: Child abuse has no significant effect on
pupils’ assessments grades and academic performance.
HO
2: Child abuse
has no significant effect on pupils’ participation in the class and academic
performance.
1.6 Significance
of the Study
In a society where children’s academic
performance in most public schools is getting lower, any study which will
discover some of the causes will be very relevant. Many research studies have
been carried out outside of Imo State on child abuse and its effect on pupils’
academic performance. There is need therefore for such a study to be carried
out in our locality with different cultural settings. The result of this study
will be an added advantage to governments stand on child’s right act and care,
if it shows a significant influence. Parents, Guardians, Teachers, other
caregivers and the general public will find the result of this study useful, as
it will reveal to them the need for effective care and protection of their
children, especially the importance of providing educational needs for a higher
academic performance. The research will also be a resource of value to other
researchers carrying out research on the topic or similar subject matter.
1.7 Scope
of the Study
The study is intended to cover all the
195 public primary schools in Okigwe Local Government Area. However, due to
time and financial limitations the study is limited to 20 selected public
primary schools. The researcher deems it appropriate to select these primary
schools because all the state owned primary schools are attended by almost
children of the same social class and a bound the face the same social and life
challenges. Also, the calibers of teachers that teach in such schools are
mostly of same social orientation. More so, the researcher targets to cover 10%
of the total number of public primary schools in the Local Government.
The study is also limited to the issue
of child abuse and academic performance of primary school pupils since it will
be too cumbersome to study all the factors that deter academic performance of
school children in the area.
1.8 Definition
of Terms
The following words and phrases are been
defined or given explanations as used in this work. Thus, they are put to the
scale of contextual meaning. However, the researcher strives as much as
possible not to deviate totally from their conceptual meanings.
A Child:
A
child is any person under the age of 18 years.
Child Abuse:
Child is said to be abused when the
parents, care givers or any human action leads to physical, emotional,
spiritual and sexual abuse of the child. It also involves failure of the
parents to provide the necessary love and care for the child.
Physical Abuse:
Generally, child physical abuse refers
to the non-accidental use of physical force against a child that can or results
in harm to the child. A parent does not have to intend to physically harm his
child to have physically abused on him (e.g., shoving, hitting, slapping,
shaking, throwing, punching, kicking biting, burning, strangling and poisoning,
physical punishment that results in bruising would generally be considered
physical abuse). Depending on the age and the nature of the behaviour, physical
force that is likely to cause physical harm to the child may also be considered
abusive (e.g., a situation in which a baby is shaken but not injured would
still be considered physically abusive).
Emotional Abuse:
Emotional abuse is a pattern of behavior
that can seriously interfere with a child’s positive development, psyche and
self-concept. It is any act on the part of a parents or caregiver that has the
potential for or has actually caused serious emotional cognitive, mental or
behavioral disorders. Actions that can constitute an emotional abuse may include
constantly blaming the child, belittling and or berating the child, being
unconcerned about the child’s welfare and overtly rejection of the child by
parents or caretakers or caregivers.
Sexual Abuse:
A child sexual abuse is the use of a
child for sexual gratification by an adult or significantly older
child/adolescent. Thus; any act which exposes a child to, or involves a child
in, sexual processes beyond his or her understanding or contrary to accepted
community standards. Sexually abusive behaviours can include the fondling of
genitals, masturbation, oral sex, vaginal or anal penetration by a penis,
finger or any other object, fondling of breasts, voyeurism and exhibitionism,
and exposing the child to or involving the child in pornography.
Spiritual Abuse:
Spiritual abuse is characterized by
religious mind control or thought reforms; satanic or sadistic ritual abuse of
a child through an organized, secret manipulations, often multi-generational
group who engage in mutilation, ritual killing, cannibalism, drinking of blood,
systematic torture to change or program a child’s mentality, etc.
Child Neglect:
Child neglect refers to the failure by a
parent or caregiver to provide a child (where they are in a position to do so)
with the conditions that are culturally accepted as being essential for their
physical and emotional development and wellbeing.
Physical Child Neglect:
Physical child neglect is characterized
by the parent, guardian or caregiver’s failure to provide basic physical
necessities, such as safe, clean and adequate clothing, housing, food and
health care.
Emotional Child Neglect:
Emotional (or psychological) child
neglect is characterized by a lack of parent, guardian or caregiver warmth,
nurturance, encouragement and support (note that emotional neglect is sometimes
considered a form of emotional maltreatment).
Educational Child Neglect:
Educational child neglect is
characterized by a parent, guardian or caregiver’s failure to provide
appropriate educational opportunities for the child.
Environmental Child Neglect:
Environmental child neglect is
characterized by the parent, guardian or caregiver’s failure to ensure
environmental safety, opportunities and resources for the child.
Maltreatment:
Child maltreatment refers to any
non-accidental behaviour by parents, caregivers, other adults or older
adolescents that is outside the norms of conduct and entails a substantial risk
of causing physical or emotional harm to a child or young person. Such
behaviours may be intentional or unintentional and can include acts of omission
(i.e., neglect) and commission (i.e., abuse).
Academic Performance:
Academic performance is the outcome of
education; the extent to which a student has achieved his/her educational
goals. It may also refer to a person’s strong achievements in a given academic
arena. Thus, it is sometimes called proficiency and may be
quantified in several ways, such as exams and tests. In a given term or
session, high academic performance may mean a student is on the honor roll.