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| Correlational Influence of Parents' Socio-Demographic Factors and Pupil's School Type on School Readiness Level of Learners In Early Years in Oyo State, Nigeria
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Adedokun, O. A and Adediran, A. A
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Abstract:
The study investigated the Correlational influence of Parent's socio-demographic factors (Parenting Status, Qualification, and Socio-economic Status) and school type on school readiness level of learners in early years in Oyo Metropolis. Learner's school readiness level is part of the fundamental characteristics of which learners should develop for effective functioning and coping in school. School readiness is globally conceptualized to be affected by various factors which are but not limited to home background, Socio-Economic status, Qualification, parenting status and school location. School readiness is a term which refers to the learners attainment of certain set of proficiencies which is pivotal to successful school entry and preparedness which include but not limited to physical, intellectual, social, moral and emotional skills that are consider germane to the optimal learning and development of learners. These aforementioned factors are desirous of proper attention and if neglected, the optimal competencies required to develop school readiness habit could be largely undermined. Two research questions were answered and Four hypotheses were tested. Correlational survey research design was adopted for the study. The population of the study comprises all parents and pre-primary school teachers in Oyo Metropolis. Multistage sampling technique was adopted for the study. Four local governments were selected in oyo Metropolis. 100 pre-primary school teachers and 100 parents were randomly selected for the study. Two self-designed questionnaires were used to elicit responses from the sampled respondents. The questionnaires were validated and tested for reliability. The study adopted descriptive and inferential statistics for the data analysis. The result of the study among others, revealed that, both parental factors and school type have positive influence on pupils school readiness level (WA=3.0) and (WA=3.0) respectively. There is significant relationship between the influence of school type and parental characteristics on pupils school readiness level (r = 0.03; p<0.05). It was concluded that the relationship between parental characteristics and school type not only as agent of socialization but also in facilitating qualitative education to pupils can not be over-emphasized. As relevant as the two factors are considered in assuring pupils valuable education, if these factors are not well managed might have a lasting negative effects on pupils not only in education progress but also on their holistic development, hence, teachers, school administrators, policy makers, parents and all that are concerned directly or indirectly with the education, development and learning of children are expected to harness efforts in extinguishing foreseeable detrimental effects of these factors, hence develop medium through which pupils can significantly benefit from the presence of these factors. It was recommended based on the findings that; teachers should improve on other ways by which they can further make the school ready in receiving children and ensure their safety and security, these would encourage pupil not only to attend school but also learn effectively.
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