THE IMPACT OF CHILD ABUSE ON JUNIOR SECONDARY SCHOOL STUDENTS PERFORMANCE IN NIGERIA
First Chapter Introduction
1.1 History Of The Study
Child abuse seems to be a never-ending harmful cycle that undermines both the dignity of those affected and the reputation of the nation. A kid’s family, as well as the environments, schools, and communities with whom the youngster interacts, may experience child abuse. Remorse, physical abuse, sexual abuse, and emotional abuse are the four categories of child abuse. Maltreatment of children encompasses sexual abuse as well as emotional and psychological harm. According to Anas (2008), child maltreatment refers to any act or series of acts committed by a parent or other caregiver that endangers the wellbeing of the kid. According to the journal of child abuse and neglect, child abuse is “any recent act or behavior that results in death, significant bodily or emotional injury, sexual abuse or exploitation, or an act or failure to act that poses an imminent danger of serious harm.” Thus, child maltreatment has components of poverty and a lack of parental involvement; other causes include unemployment, marital issues, and polygamous households. Child abuse, according to Denga (2002), is the intentional or unintentional infliction of severe and unwarranted suffering upon children. She continues by stating that both male and female children experience various forms of abuse from their guardians, instructors, classmates, and society at large. In human history, child abuse is not a recent phenomenon. Since the dawn of time, it has existed. In African/Nigerian civilization, what is considered abuse now has never been considered abuse (Leeb, 2004). It is seen as a strategy for educating a child to develop into a polite, responsible, and self-actualized member of society. From the moment they are born, children are exposed to a variety of experiences from their parents, caregivers, and other adults in society. In order for children to successfully participate in the community to which they belong and for their own personal growth and development, it is important that they learn the fundamental values and abilities (Paulozzi, 2002). The process of teaching the kids these skills could occasionally be painful for them. Children may struggle to cope if they are forced to master these skills by some parents and caregivers (Melanson, 2002). The difficulties come from the circumstances that children are put to as they work to develop the abilities needed to become responsible and disciplined individuals. These situations turn into abuse when they are overworked. For instance, it is considered abuse when a youngster is taught the skills necessary to become a farmer, is taken to a field to put those talents into practice, and is then detained there from dawn to dusk, working the same tasks without rest or a nutritious meal (Ndifon, 2010). It’s also common for kids to be told to sell all day long, or for them to start before they leave for school and keep selling until dusk. As a result, abuse results. Children experience abuse because their parents and guardians demand more of them than what is reasonable, according to Clifferd (2011). The majority of students in our public elementary schools frequently find themselves in these circumstances. Every civilisation and every level of society has child abuse. It can exist in both affluent and poor households, as well as those with and without literacy. By forcing their kids to labor on the farm, in their businesses, and in their trades, the parents abuse their kids. This is done to help the family’s income and, occasionally, to take care of the kids’ necessities. In order to boost the family’s income, they are periodically compelled by their parents to carry out menial duties including housekeeping, cooking, babysitting, and gardening (Ndifon, 2010). However, while having the means to provide for their children, the wealthy mistreat the young people they employ as chefs and housekeepers. This is done by overworking the slaves with routine household chores while lavishing attention on their own offspring. The housekeepers or maids work nonstop, around-the-clock. Others go without enough food, clothing, and occasionally a secure place to sleep. Some are beaten, kicked, and shoved as if they were animals, and occasionally hot oil, water, and even acid are used on them (Falaye, 2013). Numerous other people have received disparaging remarks from caregivers, including the labels “good for nothing,” “block head,” and “weary hands and feet,” and have been locked in a room for hours or even days. These activities demoralize the child, according to Umoren (2013). Students may be distracted in class due to the job they do at home. Since class is the only place they can get away from their home activities, they might nod off in class. As a result, they might not be able to take part in classroom activities and may not learn anything (Ukpepi, 2010). In Nigeria and other African nations, having a child with a mental or physical disability is seen as ill luck and a degrading circumstance. The children who are developmentally and physically challenged may be hidden or kept in the backyard, out of sight of visitors. Their right to play and go to school, as well as their right to be seen and talked to like any other child in the house, are usually denied. It is a form of kidnapping, neglect, and rejection that is impossible to buy (Denga, 2007). Because of this, the physically challenged youngster not only experiences social exclusion and prejudice, but also psychological distress and emotional anguish. The nation’s economic situation, which is characterized by the vast majority of people living in abject poverty, has had an impact on the well-being of the Nigerian child in terms of development, protection, and participation in communal growth. Other types of child abuse include child exploitation, enslavement, trafficking, and abandonment (Falaye, 2013). Abuse of all kinds affects a child’s growth in all spheres of life, including academic success. On the other hand, when a youngster is physically, emotionally, or sexually abused by his or her parents, caregivers, or any other human activity, that behavior is regarded as mistreatment. Additionally, it includes the parents’ failure to show their child the necessary affection and care. Recent research has indicated a decline in the academic performance of students in public elementary schools throughout the State, particularly in the Local Government Area. One can wonder if children’s exposure to cruelty is to blame for their subpar academic achievement. The study’s objective is to determine whether child abuse affects the academic performance of pupils in primary schools. What matters is if abuse—physical, emotional, or sexual—has an effect on how well primary school adolescents perform academically. The primary objective of the study is to look into the effects of child abuse on the academic performance of primary school pupils in Orlu Local Government, Imo State, particularly the academic performance of students who have experienced physical, emotional, or sexual abuse.
1.2 Statement of the problem:
Every educational system is built on the idea that students, teachers, and institutions want to achieve their educational objectives. However, the degree to which this desire is fulfilled throughout a student’s study period varies depending on personal differences. Variables such as IQ and personality have been linked to differences in academic achievement between individuals. Students are more likely to succeed in academic environments if they have greater mental ability (as determined by IQ testing) and conscientiousness (associated to effort and success motivation). In the rural areas of the Orlu local government region, there has been a worrying rise in the number of students, learners, and those who are not in school hawking and selling goods. Some of the children seem malnourished and sick, while others seem to have suffered torture and beatings at the hands of criminals. Many of these children leave school as early as primary school, age 12, to engage in prostitution, while others are used as house helpers and other menial jobs to bring in money for the family. Some of these children are sent out there by their parents or caregivers; most parents are interested in what the child can bring to the home through sales (hawking goods) or giving oneself for money. The child’s moral and social development is hampered as a result, and their academic performance decreases. As a result, the child serves as a tool for producing money. In this regard, a study is being done in the Orlu local government area of Imo State, Nigeria, to examine the relationship between child maltreatment and student academic achievement.
1.3 Purpose Of The Study
The primary objective of the study is to examine how child maltreatment affects primary school children’ academic achievement in the Orlu Local Government Area. The specific goals that direct the research are as follows:
i. To ascertain how child maltreatment affects junior secondary school pupils’ grades and academic performance.
ii. To ascertain the impact of child abuse on the academic achievement and classroom participation of junior secondary school pupils.
To examine the many types of child maltreatment to which junior secondary school pupils are subjected.
iv. To ascertain whether the government has created any guidelines or taken any steps to address child abuse.
1.4 Questions For Research
i. How can child maltreatment affect junior secondary school pupils’ grades and academic performance?
What impact does child abuse have on the academic success and classroom participation of junior high school students?
What other types of child abuse are junior secondary school kids exposed to, specifically?
How can it be determined whether the government has created any regulations or taken any steps to stop child abuse?
1.5 The Study’s Significance
In a society where children’s academic performance in the majority of public schools is dropping, any study that identifies some of the causes will be very important. Outside of Imo State, numerous studies on child abuse and its effects on academic achievement have been carried out. Because of the variety of cultural settings in our community, such a study should be carried out there. Government perspectives on children’s rights and care will gain more benefit if the study’s conclusions have a significant impact. The results of this study will be helpful to parents, guardians, teachers, other caregivers, and the general public since they will emphasize the importance of giving children the proper care and protection, especially in terms of educational requirements for increased academic performance. Other researchers working on the same or related issues will find the findings helpful.
1.6 The Study’s Scope
This study’s main objective is to ascertain how child abuse affects junior secondary school students’ academic performance in Nigeria. Participants in the study will be students from the Orlu local government area in Imo State.
1.7 The Study’s Limitation
The study’s scope was limited to the Orlu local government area due to time restraints and a lack of funding.
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