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All Journal EDUCTUM: Journal Research Indonesian Journal of Character Education Studies Jurnal Indonesia Pendidikan Profesi Guru
Umeji, Ifeoma Chinyere
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implications of Single Motherhood on Primary Education in Anambra State, Nigeria Umeji, Ifeoma Chinyere
EDUCTUM: Journal Research Vol. 3 No. 6 (2024): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v3i6.741

Abstract

Single motherhood can impact primary education by limiting children’s academic support and increasing emotional challenges, potentially leading to behavioral issues and lower academic performance. This study investigated the implications of single motherhood on primary education in Anambra State, Nigeria. Employing a descriptive survey research design, the study targeted primary school teachers across Anambra State as key informants due to their role in observing and supporting students’ development. Using a simple random sampling method, 400 teachers were selected, and data were collected through a structured questionnaire. The questionnaire's validity was confirmed through expert review, and a pilot test yielded a reliability score of 0.71. Data were analyzed using mean and standard deviation to identify trends and patterns. Findings revealed that children from single-mother households often experience reduced parental guidance, emotional challenges, and behavioral issues that impact their academic and social development. However, strong mother-child bonds and community support services were identified as positive influences that can mitigate some of these challenges. The study underscores the importance of tailored support for single-parent households, emphasizing self-care strategies, community resources, and open parent-child communication. The findings suggest that educational stakeholders and policymakers should prioritize resources and programs that address the unique needs of children in single-mother families, fostering a more inclusive educational environment.
Factors Responsible for the Students Declining Interest in Primary Education in Anambra State, Nigeria Umeji, Ifeoma Chinyere
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.240

Abstract

Background: Student interest in pursuing primary education has been declining in Anambra State, Nigeria, raising concerns about the future of foundational education and its role in national development. Understanding the root causes of this trend is essential for implementing effective interventions. Objective: This study aimed to explore the factors responsible for the waning enthusiasm for primary education among students in Anambra State and to propose strategies to address this issue. Method: A survey research design was adopted, targeting students enrolled in primary and early childhood education programs across tertiary institutions in Anambra State. Data were collected using a self-structured questionnaire administered via Google Forms. The instrument was validated by experts and tested for reliability. Responses from 100 participants were analyzed using SPSS, employing weighted mean scores to determine the perceived influence of various factors. Result: The analysis revealed that several interconnected factors contributed to the declining interest in primary education. These included poor educational infrastructure, insufficient funding, low levels of motivation among students and teachers, negative societal perceptions, and a shortage of qualified teaching staff. Conclusion: The findings indicate an urgent need for comprehensive reforms in primary education. Addressing these challenges through targeted investment, motivation initiatives, public perception campaigns, and strategic recruitment efforts is essential to revitalize student interest and strengthen the primary education system. Contribution: This study contributes to educational research by offering empirical insights into the specific challenges affecting primary education in Anambra State. It also provides practical recommendations for policymakers and education stakeholders aimed at improving student enrollment and interest in the field.
Impact of Continuous Assessment on Primary Education Students’ Attitude towards Learning in Tertiary Institutions in Anambra State, Nigeria Umeji, Ifeoma Chinyere
Jurnal Indonesia Pendidikan Profesi Guru Vol. 2 No. 1 (2025): Jurnal Indonesia Pendidikan Profesi Guru, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v2i1.251

Abstract

Background: Continuous Assessment (CA) plays a critical role in shaping students’ learning experiences and academic attitudes. In tertiary institutions, especially those training future educators, understanding the influence of CA on students' learning attitudes is essential for improving instructional practices and learning outcomes. Objective: This study investigated the influence of continuous assessment (CA) on primary education students' attitudes towards learning in tertiary institutions in Anambra State. It also examined contributing factors such as CA practices, resource availability, and student-lecturer ratios. Method: A descriptive research design was employed. Data were collected using a 40-item questionnaire validated by experts. The questionnaire was distributed via Google Forms and shared through social media platforms such as WhatsApp, Instagram, and Facebook groups. A total of 63 correctly completed responses were obtained. The data were extracted, coded in Microsoft Excel, and analyzed using SPSS software through mean and standard deviation calculations. Result: Findings show that CA has a positive impact on students' attitudes by offering regular feedback, fostering self-awareness, and reducing test anxiety. Nonetheless, effective implementation of CA is challenged by limited resources, time constraints, and large student-lecturer ratios. Conclusion: While continuous assessment contributes significantly to improving students' attitudes toward learning, systemic issues must be addressed to maximize its benefits. Contribution: This study provides valuable insights for educational stakeholders on the strengths and challenges of implementing continuous assessment in tertiary education. It underscores the need for collaborative efforts to improve resource allocation and lecturer support. Further research is recommended to investigate other variables affecting students’ learning attitudes in higher education contexts.
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