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All Journal Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Ann Ngozi Ugobueze
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Understanding and Addressing Truancy in Primary Schools of Awka South Local Government Area, Anambra State, Nigeria Ann Ngozi Ugobueze; Sudiansyah; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 6 No 2 (2024): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v6i2.1149

Abstract

In Awka South Local Government Area, truancy among primary school pupils is a significant issue that affects academic performance and overall student development, necessitating targeted interventions to improve attendance and support for students. The study employed a descriptive survey design to identify causes of truancy among primary school pupils in Awka South Local Government Area, Anambra State. It involved a population of 557 staff members, with a sample of 250 teachers from 15 schools selected randomly. Data was collected using a validated questionnaire with a four-point Likert scale and analyzed using descriptive statistics like frequency tables and mean scores. The mean score threshold for significance was set at 2.5. The method ensured accurate results by employing face and content validity checks and a test-retest reliability procedure. Findings indicate that truancy is recognized as unauthorized absence from school, influenced by factors such as lack of parental encouragement, excessive freedom, inadequate educational facilities, and peer influence. The study highlights significant effects, including increased risk of criminal behavior, academic struggles, and overall negative impact on the educational experience. To address these issues, the study recommends strategies such as incorporating hands-on activities, maintaining high academic expectations, creating a supportive classroom environment, and early identification of struggling students. This study contributes to a deeper understanding of truancy and dropout issues and offers practical solutions for improving student attendance and academic performance in the context of Awka South Local Government Area.
THE ROLE OF EDUCATED WOMEN IN FAMILY DYNAMICS AND CHILDREN'S PRIMARY EDUCATION IN OYI LOCAL GOVERNMENT AREA, ANAMBRA STATE, NIGERIA Ann Ngozi Ugobueze
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 1 (2025): January
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i1.2284

Abstract

This study explores the role of educated women in shaping family dynamics and enhancing children's primary education in Oyi Local Government Area, Anambra State, Nigeria. The study utilized a survey research design to evaluate the impact of women's education on the socio-economic status of families in Oyi Local Government Area, Anambra State. Covering five towns—Awkuzu, Nteje, Umunnya, Ogbunike, and Nkwelle—the research targeted diverse women, including literates and illiterates from varied occupations. A sample of 200 working-class women was randomly selected from schools, banks, markets, and farms, with each town contributing 40 respondents. Data was collected via a questionnaire using a four-point Likert scale. The findings reveal that educated women contribute significantly to the economic stability of their families, engaging in diverse financial responsibilities, including healthcare, education, and property investments. They also demonstrate a preference for smaller, well-managed families, effectively using reproductive health information to maintain family planning. In the context of primary education, educated women actively support their children's learning through guidance on schoolwork, provision of educational materials, and fostering a disciplined study environment. The study concludes that educated women are pivotal in promoting family welfare, enhancing literacy rates, and driving social and economic progress within the community. It recommends strengthening educational opportunities for women to further amplify these positive impacts on family and community development.
Co-Authors Muhammad Ridwan Sudiansyah