CHAPTER ONE

INTRODUCTION

1.0 Background of the Study:

Education which is given in group setting to the age of round about three up to five years old

children is called pre-school education. Pre-school education is designed to investigate and assist

the mental, physical, emotional, linguistic, and also social upbringing. Different psychologists,

educationists and policy makers have given different names to this type of education namely

nursery school education, kindergarten education and pre-primary education etc. Pre-school

education is also referred to any systematic program in which young children participate before

they do enter in primary schools that is designed to promote children’s social- emotional,

academic, linguistic, and literacy skills, and health and above all well being.

The first five years of life are highly significant. What children learn and feel during this time,

particularly about themselves, will be foundational to the rest of their life. At this stage a child

develops good relationship with the people around him. 3 Pre-school education is the first step in

child’s educational journey. Early childhood experts have the opinion that attending high quality

preschool program helps to promote children’s social and emotional development and prepare

them for kindergarten and beyond. Studies have shown that children who attended quality early

education programs are more likely to have better test scores and grades. A great number of

educators and researchers are of the view that early childhood education is highly beneficial for

the children’s cognitive and educational development and well being of young children in terms

of their individual needs and characteristics. H.F. Page stated that during the normal pre-school

year, the child undergoes a distinct, although very gradual change. He seems to leave his
boyhood completely behind, and if he is developing along suitable lines, he emerges as a natural,

likeable child whom it is a real joy to meet. Gabriel is of the view that “by three children have

turned the corner away from boyhood and are ‘on the straight’ with the Kindergarten and the

infant school ahead of them. Before the year is out they begin to talk about going to school and

to look forward to it. Socially while children are happy to have two or three others around, each

child is generally content to carry on with his individual activity.” 6 “Children learn many

essential facts about the universe, people and objects simply by playing. Play may be seen,

therefore as one of the miracles of childhood by means of which children discover things

essential to their well being and thoroughly enjoy the process of discovery. Play provides

children with a variety of essential experiences: sensory, exploratory, emotional, and social

experiences as well as experiences of mastery or achievement”

Over the years researchers have conducted experimental evaluations of several high-quality

model programs to determine the effect of early child education. These programs were developed

to improve children’s academic skills and cognitive development. Few studies have considered

whether they also improve children’s skills and behavioural problem. But several long-term

follow-up studies have found lower rates of juvenile delinquency and antisocial behaviour as

measured by criminal activity. It is not yet clear whether the decline is as a result of the effect of

pre-Pre-primary education. Can early childhood care and education raise a child’s test scores and

promote school readiness? The best estimates of the effect of early childhood care education

come from random-assignment experimental studies. These compare children with early training

and those without, bringing into consideration the important background characteristics.

Random-assignment studies, however are rare. And researchers who conduct them typically

evaluate high-quality programs that serve only a few children, often at a single site, making it
hard to generalize findings to large scale. Many non-experimental studies consider the effect of

more typical early childhood care and education on children’s school readiness by taking

advantage of naturally occurring variations in child care arrangements. Effect, according to the

Oxford Advance Learner’s dictionary is the change that something or somebody causes or makes

to something or someone else. The effect of early life education to an extent determines the

child’s academic performance. Performance is how well or bad one is able to do something work

or carry out an assignment, duty or task given to him/her. Performance can be said to exist in

many areas of our lives. For instance, in the circular world, ones entertainment life can be

assessed and the performance graded. A player’s performance can be assessed and graded. A

nation’s economic performance can be said to be depressed, good or bad depending on their level

of achievements. The management technique of a company is graded based on its performance.

Now, in academics, a child’s personality traits like: restlessness, sharing, bullying, alertness,

withdraw, assertiveness or self confidence can be graded. A child’s physical and intellectual

development can be assessed and graded based on his/her performance. So also a child’s reading

skills, mathematics skills, general knowledge and work habit. Academic performance is defined

as how well or bad a child or pupil is able to do in the art of reading and writing. Academic

performance of a child can start from his/her Pre-primary life to primary level through secondary

level to university level.

Pre-primary education is the educational group experiences planned for children who have not

yet entered primary schools. It is the 1st stage in education given to children between the ages of

2 to 5 years depending on schools requirements. The basis of many learning exercises at this

stage are sand , water painting, play, storytelling, Pre-primary rhymes and development of early

literacy and numerical skills (survey on WAEC and result errors 2009). In the olden days,
children’s education were solely left for parents to determine and cater for. But in recent times,

both parents and government have their parts to play in the educational life of a child. The

parents start the education of a child from home, immediately the child is born. They tend to

equip the child with necessary norms and values of life, language, good habit, etc.

In Nigeria, it is government’s responsibility to promote the training of qualified Pre-

primary school teachers in adequate number. Government ensures the development of suitable

curriculum. They supervise and control the quality of such institutions that have Pre-primary in

them. It is the duty of government to establish Pre-primary sections in existing public schools.

They encourage both communities and private efforts towards this. They also make provisions in

teacher education programme for specialization in early childhood education. They also provide

monitoring team for the supervision of schools, encouraging them to use mother tongue. They

also provide enough books for schools. The purpose of Pre-primary education is to effect a

smooth transition from the home to the school, prepare the child for the primary level of

education, provide adequate care and supervision for the children while their parents are at work.

It is also meant to inculcate social norms, spirit of enquiry and creativity through exploration of

nature, environment, art, music, playing with toys in a child. It also helps to develop a sense of

co-operation and team-spirit, learn good habits especially good health habits and teach the

rudiments of numbers, letters, colours, shapes, form etc through play (National policy on

education, 4th edition, Pg eleven, section two. Curriculum Conference committee in (1998).

Primary education is the first stage of compulsory education, it is preceded by Pre-primary

education and it is followed by secondary education. In most countries, it is compulsory for

children to receive primary education, though in many jurisdictions it is permissible for parents

to provide it. The transition to secondary school or high school is somewhat arbitrary, but it
generally occurs at about eleven or twelve years of age. Some educational systems have separate

middle schools with the transition to the final stage of education taking place at around age of

fourteen.

The major goals of primary education are achieving basic literacy and numeracy among all

pupils, as well as establishing foundation s in science, geography, history and other social

sciences. Typically, primary education is provided in schools where the child will stay in steadily

advancing classes until they complete it and move on to secondary schools. The children are

usually placed in classes with one teacher who will be primarily responsible for their education

and welfare for the year. According to National Policy on education 4th edition (2004) Pg 11

Section four, Primary education is the education given in institutions for children aged six to

eleven plus. The primary level of education is the key to the success or failure of the whole

educational system. This is because the rest of the educational systems is built upon it. The

primary school education has six years as its duration.

Secondary school education is meant to lay a sound basis for scientific and reflective thinking in

a child. It gives the child opportunities for developing manipulative skills that will enable the

child function effectively in the society within the limits of the child’s capacity. Among all,

secondary education targets at moulding the child’s character, develop sound attitude and morals

in him/her. Primary education helps a child to acquire citizenship education that will help

him/her to participate effectively in the life of the society. It also helps a child to have a base

from which he/she can further his/her education.

Considering the explanations above, the writer would want to reframe the topic to read, the

change brought about by early childhood education on the reading and writing skills or abilities
of a child in primary school. It is against this background that this study is undertaken to

determine the role Pre-primary education plays in the academic performance of a child in

primary schools (particularly in Bade L.G.A.).

1.1 STATEMENT OF THE PROBLEM

Pre-primary education as an important component of the educational system plays a significant

role in the determination of a child’s academic performance in primary school. Pre-primary

education is expected to equip a child with the necessary norms and values of life, but it is faced

with these challenges. Pre-primary education should have the capacity of placing a child on a

good academic plane before his/her primary level. It is indeed the pivot around which every

academic activity revolves.

The argument that female children seem to be brighter in academics looks real but critical

analysis reveals that boys tend to outwit the girls later in their academic lives. This could be

attributed to some natural and physical factors such as: problems of early childhood growth and

development, varying strength, effect of rural and urban areas.

1.2 AIMS AND OBJECTIVES OF THE STUDY

The aim of this study is focused on the impact of pre-primary school education on their academic

performance in relation to those who have not attended the preschool programme.

Specific objectives

The following objectives guided the study;

1. To establish if the pupils who have attended pre-school were any better than those who

did not academically.

 2. To find out if the former pre-school pupils were more proficient in language skills than

those who did not.

3. To assess the level of social interactions of former preschoolers in comparison with those

who failed to attend the program and

4. To assess the attitude of former pre-schoolers towards their educational progress in

comparison with those who did not.

1.3 PURPOSE OF THE STUDY

The specific purpose of this study are:

1. To determine the role of Pre-primary education on the academic performance of

pupils in primary schools in Bade local government area of Yobe state.

2. To indicate that Pre-primary education equips pupils enough to perform better in

primary school.

3. To establish that pupils in rural area do not perform equally well as their

counterparts in urban areas who attended purpose Pre-primary schools.

1.4 LIMITATION AND SCOPE OF THE STUDY

This work was completed from the year 2000 to 2008.

In the course of carrying out this work, some problems were encountered. The main problem was

human. Often, visits to the schools to administer questionnaire on teachers and

headmasters/headmistresses were abortive as some were not readily available. Most often the

researcher had to waste many more hours waiting for them to come to school. When
administered, retrieval of the completed questionnaires becomes a problem due to the absence of

the teachers when the researcher called.

Another problem was the financial constraint involved in the frequents visits to schools to

administer and retrieve the questionnaires.

Despite these problems, the researcher was able to carry out the work to its logical conclusion.

1.5 SIGNIFICANCE OF THE STUDY

The findings of this study would be significant in the following ways:

1. If effectively carried out, it would inevitably contribute to improving the academic life

of pupils in Bade, Yobe state and Nigeria at large.

2. It shall reveal the role of Pre-primary education in the life of primary school pupils in

Bade.

3. It will show the extent to which the Pre-primary education has contributed to the

development of pupils interest in education.

It will assist the national policy makers in planning for this cadre of education.

1.6 RESEARCH QUESTIONS

1. What is the role of Pre-primary education in academic achievement of pupils in primary

schools?

2. Does Pre-primary school education equip pupils well enough to perform better in primary

school?

3. Do pupils in rural areas perform equally well as their counterparts in urban areas who

attended Pre-primary schools?

1.7 RESEARCH HYPOTHESIS

Most children who attended Pre-primary schools perform better in primary school than those

who did not.

The following research hypothesis were adopted to guide this study;

Ho1: There is no significant difference in the cognitive ability of pupils with early

childhood and without early childhood education

Ho2: There is no significant difference in the affective skills of pupils with early

childhood and without early childhood education.

Ho3: There is no significant difference in the psycho motive skills of pupils with early

childhood and without early childhood education.

1.8 Scope of the study

The study was conducted in Gashua, Bade district in Nigeria to assess the impact of early

childhood education on the future educational ability of pupils. The study compared the

educational ability, the language proficiency, the interaction and the parent's attitude towards

education of all children who had attended preschool or preprimary education, to those who hand

not.

1.9 Definition of terms

Pre-primary school: a preschool, also known as nursery school, pre-primary school, playschool

or kindergarten, is an educational establishment or learning space offering early childhood

education to children before they begin compulsory education at primary school.

Education: is a process of giving or receiving systematic instruction, especially at a school or

university.

Student: a person who is studying at a school (preschool, primary, secondary or tertiary)

institution in order to enter a particular profession.

Academic performance: is the extent to which a student, teacher or institution has attained their

short or long term educational goal. Completion of educational benchmark such as secondary

school, diploma, bachelor’s Degree or even masters degree

 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter examined views of prominent early childhood educationists to have an in-depth

understanding of the benefits of children who participate in pre-school programs.

2.1 Early childhood education

Early childhood education is that informal education geared towards developing the child's

mental capabilities and its physical growth. Research evidence indicates that the child's fastest

growth in physical, mental and socio-emotional traits take place during their first five years. It is

the time when the child is most vulnerable to environmental influence (Ngaroga, 2016).

Early childhood education is the term commonly used to describe the formal teaching and care of

young children by people other than their family or in settings outside of the home. According to

the National Association for the Education of Young Children (NAEYC) the developmental

definition of early childhood education, spans the human life from birth to age eight. However,

typically early childhood education covers the period from birth to when a child starts school and

this can be as early as five years of age. Early childhood development and education is the

overall development of the child socially, physically and intellectually. It encompasses the care,

development and education of children below the age of six years. Maduewesi, in Osakwe

(2009).

Pre-primary education as defined by Omozeghian (2015) is the education meant for children

between the ages of 3 to 6 years. The National Policy on Education (2004) sees pre-primary
education as the education given in an educational institution to children aged 3-5 years plus

prior to their entering the primary school. That is to say that early education is a special kind of

education provided in an institution for children, prior to their entering the primary school. Early

childhood education, in the context of formal education can be said to be “a formalized

educational process to which children between the ages 2½ through five plus are subjected to in

designated pre-school institutions” Mezieobi (2016).

Early childhood education involvement according to Barnard (2021) positively affect home and

school participation in education at the long run. A child who fails to acquire early education

may suffer emotionally, socially, intellectually and even physically if he or she is trusted into the

primary school without a sustainable early childhood education involvement that will give him a

solid foundation in the primary school. In fact, for the effective and efficient unfolding and

development of a child’s latent abilities, attitudes and other forms of behaviour of positive values

in the society in which he lives, early childhood education becomes very imminent. This is of

utmost importance because researches on early childhood education have shown that early

childhood education involvement have great impact on every facet of a child’s development and

had suggested that the first teacher is an extremely important person in the child’s life, hence he

becomes a role- model to the child.

Pre-Primary education program is therefore crucial in laying a foundation for further education

and training, investing in early childhood development has been reported to have returns and

therefore it must be an objective in all regions to reduce the proportion of the population living in

poverty. Reynolds et al (2021) observed that early childhood programs benefit the society and

are a boom to the economies of both developing and developed countries. In the case of the Sub

Saharan Africa these programs are essential for improving the quality and capacity of
populations increasing adult productivity and mitigating the effects of poverty, disease and civil

strife (Ramey et al, 2020).

In this world of poverty and inequality children have ended up growing up in deprivation and

consequently miss much of the trajectories for physical growth, mental growth and for cognitive

social and emotional development, which are said to set very early in their lives. According to

Pumaphi (2017) poverty and weak human development outcomes go hand in hand. Poverty

correlates with short, medium and long term negative consequences such as high mortality rates,

malnutrition, low school enrollment and achievement. Since children cannot have the adequate

nurture at home due to poverty, then school intervention must immediately take over this nurture.

That is why early childhood education must be emphasized in all countries including Nigeria to

help compensate for the young children's development deficits.

Ramey et al (2020) advised that early childhood development intervention must be considered as

one of the remedies of failures in health or educational systems and as a means of economic

growth. Universal access to high quality ECD (early childhood development) program should be

a basic step toward reducing poverty, promoting equality and equity, and building human capital

which is determinants of human economic growth and civic societies (Van der gaag, 2022).

Nigeria like any developing country hardly needs this intervention because a large number of its

citizens are living under poverty. It is true that most children have got development deficits and

these have long term consequences and yet are difficult to reverse.

2.2 Early childhood development and population health and well being

Historically, enhanced early childhood development in the society has led to improved health

and wellbeing of populations and to prosperous, democratic societies. Analysis of the social and
economic history of Western countries over the past show that countries such as Great Britain

became more prosperous after the start of industrial Revolution.

This greater prosperity was associated with improved standards of living, social change,

increasing democratic society and improved health. But all the above were only achievable

through investing in education (Mustard, 2019). That is why it is important to invest in the next

generation health. This can only be possible by establishing experience-based brain and

biological development in early years of children's lives (Mustard, 2019). The foregoing

according to Mustard can set basic competence and behavior of individuals in respect to how

they cope and contribute to the society in which they work. Nigeria also needs a competent

population and can also achieve this by investing in early childhood education. But how has

Nigeria gone about in achieving this?

Ngaroga (2016) highlighted that government had registered the need to implement early

childhood education in the country because according to the statistics available, 20% of the

nation's population belongs to the age group of 0-5 years of age. Government therefore is in the

process of implementing programs which are in line with millennium development goals which

emphasizes education for all (EFA), hence the need to examine the levels of education and

health.

2.3 Pre-primary (Early childhood) education in Nigeria

It has however been observed that in Nigeria enrollment into pre-primary centers remain as low

as 35% of the relevant age group. Thus a large group of children who enroll in primary have not

passed through the Pre-Primary programs. This has negative consequences for the educational

progress of these children. But why this low enrollment?

According to Ngaroga (2016), government has done little to facilitate Pre-Primary programs in

the country; the current expenditure 1s only 0.1 percent while primary education is free. The rest

is financed by parents associations, local government authorities, religious, and welfare and

private organizations. Worse still, over 57% of teachers in pre-primary centers are untrained

while others under trained below D plain at SSCE level. The service provision of pre-primary is

not properly coordinated due to lack of policy to guide the programs. With all the above

loopholes in the pre-primary programs does the Government of Nigeria realize that it is wasting

the most valuable resource which could help realize its economic stability?

Have they carried out any assessment of the progress of children of early childhood education

centers? Do they realize that pre-primary programs have high returns?

2.4 Benefits of pre-primary programs in Nigeria

According to Schweinhart (2018), investing m early childhood development has been reported to

be beneficial in the following ways:-Reduces the population living in poverty. It also improves

equity m literacy, health and income. It reduces violence. It enhances social stability. It improves

the quality of human capital. It embraces opportunities in modern knowledge based economies.

It helps to sustain the biosphere in future populations. The above benefits are however long term

and may take long to be realized. It therefore important to establish the immediate and tangible

benefits of pre-primary programs. In order to establish it is important to observe the products of

the program in comparison with those who did not access it, but are all in the same system. That

is why this study focused on the educational activities. It observed two categories of children and

those who did not participate in the program comparison with those who had just joined primary

school.
2.5 Educational achievement and child participation in pre-primary programs

Schweinhart (2018) who conducted an evaluation of the outcomes of pre-primary program,

specifically the high/scope peery pre-school study and Michigan school readiness, made the

following observations; that graduates of preschool programs were significantly better in

language and literacy creative representation, music and movement, initiative and social relations

compared with their non program class mates. In the same study, Shweinhart reported that the

elementary school teachers rated the program children more interested in school and were more

likely to take initiative, have good attendance and retained learning. In other words they were

ready for school, compared with their non program class mates. It also established that parents

whose children had attended pre-school were more involved in schools activities and often talked

with their teachers.

The same observations can be made in our own children make comparison in order to ascertain

the magnitude of the problem of non-participation in pre-primary program.

Ramey et al (2020) m an isolated study also observed and considered pre-primary programs as

one intervention which can remedy the failures m health or educational systems and as a means

of economic growth. According to this group of researchers, unprepared children "fall" and then

providing the remedial "pull out" or compensatory programs or requiring them to repeat grades

may not even help to watch up and then achieve the grade level.

Government of Nigeria must wake up to such observations if it 1s to achieve the millennium goal

of EFA it must begin examining such findings in comparison to what exists on its soils as far

accessing of pre-primary programs.

2.6 Participation in pre-primary and reading and literacy

Komarek (2023) observed and contributed that literacy was the basis of all modern skills, and

regarded illiteracy as a problem related to backwardness and underdevelopment which also

contributes to separateness and isolation of people. If literacy is supposed to improve the lives of

those who are now learning to read and write, then teachers have to reflect how best to impart

these reading and writing skills.

According to Mustard (2018), in the modern technological world adults who can not read or who

read but have difficulty in understanding are severely disadvantaged. He further states that often

they are in the lower echelon of occupations and may live at the margins of the society, unable to

compete and succeed in the market place. But the same researcher went on to highlight that brain

development in early year's influences language and literacy. And those individuals who acquire

the second language during their early years find it easy to learn third and fourth languages later

in life. It would appear that the neurons in the auditory context that respond to sound develop a

sensitivity to sounds of different languages in early life that make it easier to differentiate the

sounds and develop neurological pathways necessary for capability with multiple languages.

The above citations imply that children aged between 3-5 years must be given a chance to attend

pre-primary centers in order to acquire language and literacy if they are succeed in life. But as

already cited many children country wide have already missed this opportunity and there is little

that can be done.

Importance of pre-primary school education in relation to academic performance

The Federal Government of Nigeria recognizes the importance of education in our economic

development and social transformation process; hence she has given priority to early childhood

education by inculcating its purpose in the National Policy of Education (2004, P. 11) as follows:
 - Effect a smooth transition from the home to the school,

- Prepare the child for the primary level of education

- Provide adequate care and supervision of the children while their parents are at work (on

the farms, in the markets, offices, e.t.c),

- Inculcate in the child the spirit of enquiry and creativity through the exploration of

nature, the environment, art, music and playing with toys, e.t.c,

- Inculcate Social norms

- Develop a sense of co-operation and team- spirit,

- Learn good habits, especially health habits, and

- Teach the rudiments of numbers, letters, colours, shapes, forms, etc.

Therefore early childhood education will provide that vital physical, psychomotor, affective,

cognitive, social potentials which are fundamental to human life that will play very essential

roles in the academic performance of children in the primary, educational level and even more in

the later life of the individual child. This is the height of the problem which this study attempts to

analyze which will give rise to quality outcomes as learning what they need to learn, both at the

primary school level and for learning throughout life, healthy, well-nourished and free from

exploitation, violence and labour, awareness of their rights and have opportunities to realize

them, Ability to participate in decisions that affect their lives in accordance with their evolving

capacities and ability to respect diversity, practice equality and resolve differences without

violence. (Wikley 2009).

2.7 Theoretical frame work

Theorists on ECE such as Sigmund Freud and Erik Ericson in Osakwe (2009) opinionated that

early childhood experiences have a lot of implications on the later life of individuals. The rearing

practices which the child is exposed to influences the values, norms, and belief of individuals

even in later life. The contents of the knowledge which the child is exposed to early in life are

bedrock to later education and life. (Osakwe 2009).

According to Feeney, Christensen and Moravick (2011), early childhood education is an asset of

immense value in the later academic pursuit of a child and much more lately in life. This early

involvement exposes the child to all fields which make him more apt to learn in the primary level

as the confidence in his learning capabilities which he acquired from the nursery school is lifted

to the primary school. This eventually aids and facilitates his learning. The early childhood

institution aims at developing the cognitive and affective potential at an early age. Anderson

(2020) is of the view that when children are exposed to early childhood education, they develop

superior communication skills, necessary physical ability and social unity needed in adult life

and an increased cognitive and effective educational balance.

2.8 Summary and uniqueness of the study

This study has shown that there is a significant difference in the cognitive ability between pupils

with early childhood education and those without. This is not surprising as several studies have

shown that early childhood education has significant impact on the academic performance of

pupils. (Barnard 2021; Miedel and Reynolds 2021). Early childhood education or pre-primary

education has been observed to impact and influence the pupils’ performance in spoken and

written English, Mathematics, Integrated Science, Social studies etc as shown in the continuous

assessment records.
Furthermore, This study has also revealed that there is a significant difference between pupils

with early childhood education and those without in social skills. This finding is in consistent

with that of Anderson (2020) who said that when children are exposed to early education, they

will develop superior communication skills necessary, physical ability, social unity needed in

adult life and an increased cognitive and effective education outstanding. Finally, the study

observed that there is a significant difference between pupils who had early childhood education

and those without in psychomotor skills. The result indicated that the pupils with early childhood

education had greater tendency to perform better in psychomotor skills.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
This chapter was intended to investigate the impact of early childhood education on the learner's

later achievement in school in the selected primary schools of Gashua, Bade District in Nigeria.

The following research strategy was employed in the study.

3.1 Research Design

The research took a descriptive approach to investigate the problem. Quantitative techniques had

to be employed to help analyze the data that were collected from the field.

3.2 Study area

The research study was carried out in Gashua, Bade district of Nigeria in the selected primary

schools.

3.3 Target population

The population for this study comprised of early childhood children/learners and teachers from

ten schools in Gashua, Bade of Nigeria. It was felt that primary schools constitute a fairly large

enough sample to be the representative of all Nigerian primary schools and to a large extent tend

to provide a large number of teacher representation of the range and diversity found in primary

schools.

3.4 Sample size and selection techniques

Because every teacher was a potential respondent, a simple random sampling technique was

employed to pick 4 teachers from each primary school. Together 40 teachers were chosen for this

study.

3.5 Instrumentation

Data on early childhood education on the learner's later achievement in school were obtained by

a questionnaire survey. All the questionnaires were distributed to the respondents and were

returned after the study.

3.6 Procedure of data collection

A letter was picked from the institute of Open and distance learning director authorizing the

researcher to go to the field and carryout research. This letter was given to the administrators

who granted the researcher permission to carryout the research.

3.7 Reliability of data

A Key concern for the researcher was to elicit accurate and reliable information so as to provide

the findings a rich vein of analysis. Pilot tests of questionnaires were conducted using 10

teachers, one from each primary school that participated in the survey.

3.8 Analysis of data

In order to analyze the data statistically excel program was used to compute the reliability of

each aspect. The data were analyzed in the light of the set objectives.

CHAPTER FOUR
 PRESENTATION OF DATA, ANALYSIS, DISCUSSION AND INTERPRETATION

4.0 Introduction

This study investigated the influence of early childhood education on children's educational

attainment. The following objectives guided the study:

i. To establish if the pupils who have attended preschool were any better than those who

did not academically

ii. To find out if the former preschool pupils were more proficient in language skills than

those who did not.

iii. To assess the level of social interactions of former pre schoolers in comparison with

those who failed to attend the program]

iv. To assess the attitude of former preschoolers towards their educational progress, in

comparison with those who did not.

The study targeted children from grade one and two because they were fresh from nursery and

had not been exposed much to the primary school environment to change their behavior. Chapter

four presents the data that were collected from the field analyses it and then interprets according

to the set objectives.

4.1 Background characteristics of respondents

Teachers were the respondents used in this study because they had relevant information

concerning the learner's academic progress, since they interacted with them more often.

4.1.1 Teachers educational background

It was vital to establish the teacher's professional qualification, because if the teacher has

undergone formal training in education and graduated, then she/he is able to identify the

individual learner's problems and to find solutions to them.

Figure 1: presents the teachers qualification

14

12

10

0
Education Special needs Guidance and
education councelling

Source: Field Data 2024

Twenty teacher's respondent to this item. Findings in figure 1 indicate that thirteen of the

teachers were professional teachers with either a certificate, Diploma or Degree in education.

These should be able to help identify the children with their individual problems. Three teachers

were special needs education teachers. These also had relevant knowledge to assess the

symptoms which children show and be able to diagnosis their problems and help accordingly.

Four teachers were also guidance and counseling professionals. Once again these had relevant

knowledge and skills to study and help the learners.

The above findings gave the researcher a guarantee to go a head with the research using the

respondents because they were professionals in the field of teaching and therefore what they

contributed had to be relied on.

4.1.2 Number of years of teaching in that particular school

It was assumed that the more years the teachers spends in a given school, the more aware he/ she

1s of the children's experiences, challenges and weaknesses.

Figure 2: Showing teachers have taught in their particular schools

10

0
0-2 Years 3-5 Years 6 Years and
above

Source: Field data 2024

All teachers responded to this item, figure 2 indicates that out of the twenty teachers; nine

teachers have stayed in those schools for over three up to seven years and five teachers had over

stayed. The above finding shows that majority of the teachers could provide reliable information

about the children they teach.

4.1.3 Teacher's experience in early childhood education

It is paramount that teachers handling young children get specialized education in early

childhood education, if they are to effectively teach them.

Figure 3: Showing the number of teachers who had specialized in early childhood

education

16

14

12

10

0
Pre-primary Others
teachers

Source: Field data 2010

From figure 3, out of the twenty teachers, only six of them were qualified early childhood

teachers and the rest were the usual primary teachers. This finding however was abit disturbing

since the qualified early childhood education teachers have to be taught special methods to

handle the young children.

4.2 Whether the pupils who have attended pre school were any better than those who did

not academically.

Researchers are of view that early childhood education programmes have a significant bearing

on children's educational performance and future achievements (Shcweinhart et al, 2015). The

researcher therefore sought to establish if those children who had participated in early childhood

education programme performed better.

Table 1: Shows teachers comparison of the performance of learners who have attended
pre-school to those who did not

Graduates from pre-school perform better than those who did Frequency Percentage
not

Agree 12 60%

Disagree 4 20%

Don’t know 4 20%

Total 20 100%

Source: Field data 2024

Findings in table 1 show that 60% of the teachers were aware that those children who had gone

to preschool were better in general academic performance, than those who came straight from

home to grade one. The above finding concurs with that of Schweinhart (2015) and that of

Mustard (2020).
4.2.1 Participation in early childhood education and performance in mathematics and logic

Furthermore Schweinhart (2015) had also observed that pre-school graduates were better in

solving mathematical problems and their reasoning was higher than those who did not

participate.

Table 2: Presents the teachers views on who of the two categories of learners reasoned and
solved mathematical problems

Pre-school graduates have better reasoning and can solve Frequency Percentage
elementary maths problem

Agree 9 45%

Disagree 7 35%

Don’t know 4 20%

Total 20 100%

Source: Field data 2024

The above table 2 reveals that 455 of the teachers were in agreement with the findings of

Schweinhart (2005). These findings also concur with Klebanor (1998) who had also researched

and discovered that the intelligent quotient of children is influenced by the quality of early

childhood development. 35% of the teachers however disagreed with the statement that those

children who participated in early childhood education performed better in mathematics and

could solve problems. This could however be an influence of other factors such as gender and

physical challenges which these children could be facing.

4.2.2 Participation in early childhood education program and children's creative

representation

The more creative the child the higher his/her ability to perform better in class. It had earlier

been cited that those children who attend pre-school are more creative than those who do not,

hence the need to establish from the teachers.

Table 3: Showing whether children who had attended preschool were any better in

creativeness than those who did not

Pre-school graduates are more creative than those who did not Frequency Percentage
attend

Agree 15 75%

Disagree 3 15%

Don’t know 2 10%

Total 20 100%

Source: Field data 2024

Findings in table 3 indicate that 75% of the teachers were in agreement that those children who

had attended pre-school were more creative than their peers who did not. Only 15% of the

teachers disagreed with the statement and another 10% did not know what to comment.

The above finding clearly indicates that children are more likely to perform better in class

because they are creative and the teachers are aware of this. The only question is that whether
these teachers know that this is due to exposure to pre-school education. It also shows that pre-

school has enhanced their readiness to learn as cited by Reynolds et al (2001) and Schweinhart

(2005).

4.2.3 Participation in preschool education and reduced repetition

General academic performance of children in primary education can also be measured using their

repetition of grades. It shows that these children who repeat grades did not internalize the

curriculum because they were not prepared but researchers like Sparling and Ramey (2007) had

suggested that this could be avoided by PRE-PRIMARY interventions.

Table 4: Showing whether children who fail to attend pre-school repeat grades

Teachers views on grade repetition of grades Frequency Percentage

Agree 8 40%

Disagree 7 35%

Don’t know 5 25%

Total 20 100%

Source: Field data 2024

Findings in table 4 indicate that eight teachers were in agreement that some children repeat

grades because they had not gone through preschool. But seven teachers disagreed that it was so

and five teachers did not know.

This finding highlights similarly of what the researchers had observed about grade repetition

being associated with non participation in pre-school education.

However according to the teachers responses it is possible that there are other factors which must

be held responsible for children repeating grades and have to be investigated.

4.2.4 Participation in early childhood program and children retention and enrollment in

primary school

According to Entwistle et al (2001), it is evident that quality early child hood education programs

are most likely to make the learners gain interest in school activities thereby increasing

enrollment and retention. The researcher therefore sought the answer from the teachers.

Table 5: Showing whether participation in pre-school increased school enrollment and

retention of young children

Teachers views on grade repetition of grades Frequency Percentage

Agree 9 45%

Disagree 10 50%

Don’t know 1 5%

Total 20 100%

Source: Field data 2024

Basing on table 5, nine teachers were in agreement that there has been increased enrollment in

school due to children attending preschool. But half of teachers did not agree that this was the

reason as to why children enrolled highly. There are therefore other factors other than this
4.3 Pre-school pupils were more proficient in language skills than those who did not

Language development and literacy have often been said to influence one another, in that if one

can not read then his/her language development is at stake. More so if a child can not read with

ease learning then becomes utmost difficult. But has been highlighted that when children are

exposed to literature material early enough they become better in expression than their peers who

did not participate in early childhood education.

Table 6: Showing the teachers views on whether PRE-PRIMARY enhances language

development and literacy in young children.

Children who attended pre-school are better in language Frequency Percentage

Agree 13 65%

Disagree 3 15%

Don’t know 4 20%

Total 20 100%

Source: Field data 2024

From table 6, thirteen teachers agreed that the preschool graduates were better in reading and

language expression. But three teachers refuted this assumption, and the remaining for did not

know what to comment. This finding highlights what Schweinhart (2005) had hypothesized that

graduates of preschool were significantly better in language and literacy.

4.4 Social interactions of former pre-schoolers in comparison with those who failed to

attend the program

According to Sparling and Ramey et al (2007), ECD is directly linked with how children interact

with their peers. As a matter of fact McEwen (2002) observed the occurrence of antisocial

behavior attendance disorders and fatigue in children to be associated with the quality of early

childhood socialization.

Table 7: Showing teachers responses on whether the children who attended preschool

related better with other children

Whether pre-school graduates Agree Disagree Not sure Percentage%

are better in the following

Cooperation 9 6 5 20%

Extroverts 13 2 5 20%

Non Aggression 6 9 5 20%

Stress free 7 7 4 20%

More attentive in class 14 3 3 20%

Total 49 29 22 100

Percentage 49 39 22 100

Source: Field data 2024

From table 7, 49% of the teachers were in agreement that when children receive good

socialization in their early years they will in turn relate well with their peers. But 39% disagreed

with the statement and 22% were not sure whether it was true or not.

The above finding clearly shows that there is a link between children having good social

development offered in pre-school centers and the way they socialize with their peers in future.

Currently there are reports of children suffering from behavioral disorder such as the attendance

deficit, depression, stress, aggression which could have roots from lack of proper socialization in

their early years. And the fact that they did not attend preschool it completely denied them a

chance to receive that socialization from these centers. It should be remembered that even good

social relations contribute greatly to any individual child's interest in leaving and consequently

academic performance.

4.5 Attitude of former pre-schoolers towards their educational progress

By parents participating in children's school activities and talking to teacher about the challenges

which their children face, there is away effective learning can take place. It also contributes a

great deal in alleviating the teachers problems and change in their attitude towards those children

who could be finding difficulty. Schweinhart (2005) shared that it is those parents whose

children have participated in pre-school program who are most likely to be more involved than

those whose children did not. This is what the researcher wanted to find out.
Table 8: Showing whether parents of preschool graduates are more involved in their

children's activities when they join primary school

Parents of pre-school graduates are more involved in school Frequency Percentage

activities

Agree 9 45%

Disagree 10 50%

Don’t know 1 5%

Total 20 100%

Source: Field data 2024

Table 8 shows that 45% of the teachers agreed to the item that the parents of children who went

to preschool were more involved in their children's school activities, than those whose children

never went there.

But half of the teachers was not sure whether this was the reason why some parents lacked

interest in their children's work at school. The fact however is that whether there are other

contributing factors, but even this could paramount reason as to why some parents showed

interest in their children's educational progress.

 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This study investigated the influence of early childhood education on children's educational

attainment. The preceding chapter presented and analyzed data about the problem. In chapter

five, the findings have been summarized, conclusion given and recommendations made.

5.1 Summary of findings

Out of the twenty teachers who participated m this research, it was established that all of them

had undergone professional training in relevant fields to enable them teach effectively in primary

schools. But it was however found out only six had specialized in early childhood education,

which is more relevant in teaching grade one and two pupils.

This finding needs to be addressed because it concurs with what educationist Ngaroga (2018)

wrote about the challenges in providing early childhood education in Nigeria. Academic

performance of learners was measured using the following criteria; their general performance in

classroom assignments, their ability to solve mathematical problems and reason, creative

representation and imitativeness; their rate of grade repetition and their enhanced enrollment and

retention in school.

Findings showed that 53% of the teachers were in agreement that those children who had

attended pre-school were better in the above mentioned aspects of performance. 31 % disagreed

and 16% did not know. This finding concurs with researchers like Schweinsten (2005),

Reynolds (2001), Sparling et al (2007) and Mustard (2018). This finding is consistent with the
evidence which Young and Mustard (2018) cited from new science that brain development in the

early years sets the foundation for later performance in school. They also argued that rapid

cognitive development occurs during the first five years of a child's life. Yet this is the time

when this child must attend preschool. It is possible that this exposure to preschool educational

programs contributes a great deal to his/her cognitive development, thereby increasing his/her

ability to reason and readiness to learn. Once a child is ready to learn then his/her interest is

enhanced.

If the former preschool pupils were more proficient in language skills than those who did not?

According to Mustard (2018) experiences of multiple sensing pathways in early life, affect the

functions such as language, intelligence and behavior in life. Yet language and literacy are a

critical for life long learning and achievement in modern technology adults who can not read

have been sentenced to low standards of living.

Findings in the study suggest that 65% of the teachers were in agreement that those children who

had attended preschool were better in reading skills than their counterparts who were just

beginning the task. This greatly contributes to their academic progress. Also if a child can easily

express her/his self then she/he is most likely to grasp much in class, relate healthily with other

children.

5.2 Conclusion

All in all according Ramey et al (2000) in an isolated study and considered PRE-PRIMARY

programs as one intervention which can remedy the failures m health or educational systems and

as a means of economic growth.

According to this group of researchers, unprepared children "fall" and then providing the

remedial "pull out" or compensatory programs or requiring them to repeat grades may not even

help to watch up and then achieve the grade level.

Government of Nigeria must wake up to such observations if it want to achieve the millennium

goal of EFA it must begin examining such findings in comparison to what exists on its soils as

far accessing of pre-primary programs.

5.3 Recommendations

Early childhood education 1s a must because it is a pre-requisite for every child. Due to certain

factors, this is not possible for a number of children. The following have been recommended;

Government of Nigeria needs to invest more in early childhood education if possible, it should

be integrated in free primary education in order to attract parents, to take their children to ECD

centers.

The early childhood education centers must be upgraded to be developmental appropriate if

children have to be retained in schools. All the facilities that are required for child development

must be put in place to accommodate the increased number of young children who will enroll in

the centers.

The curriculum materials for the early childhood educations must be modified and standardized

according to that recommended by the NAYEC. The materials must then be implemented in all

schools regardless of their schools regardless of their remoteness so that each child may access

them.
Teachers need some formal training in early childhood education. This is because without the

appropriate skills and knowledge the teachers can not effectively help the young child to develop

appropriately for those once in the field.

REFERENCES

Alexander, KL; D.R Entwistle and Lis Olson (2001). School achievement and inequality: A

seasonal perspective. Educational evaluation and policy analysis 23 (2), World Bank.

Komarek MC (2003). Literacy at stake: Teaching ready and writing in African Schools:

MacMillan publishers. Namibia

McEwen B (2002). The end of stress as we know Washington DC; Joseph Herry Press.

Mustard F (2000). Early childhood development and experience based brain development. The

scientific underpinnings of the importance of early childhood development in a

globalised world. Final paper version Washington DC

Mustard J.F (2000). Does Early childhood matter for human development and health literacy

Review Canada 8 (8)

Mustard JF (2018). Early childhood development and experience based brain development; the

scientific underpinning of The importance of early child development m globalized

world; Final paper vision Washington DC

Ngaroga J (2018). Education for primary Teacher education revised edition East African

Educational publishers LTD Nairobi Nigeria

Ramey CT, FA Campel M Burchinall, ML Skinner DM Cardres and SL Ramey (2000).

Persistent effects of Early childhood persistent intervention on High risk children and

their mothers. Applied developmental science.

Reynolds AJ, J.A Temple, DL Robertson and E.A Mann (2001). Long term effects of

psychological development. Findings from a study of Romanian Adopless; development

psychology, World Bank

Reynolds, A J J.A Temple, DL Robertson and E.A Mann (2001). Long term effects of an early

childhood intervention on educational achievement and Juvenile Journal of American

Medical Association

Shcweinhart L.J.J Montie, Z. Xiang; W.S Barnett, C.R Belfield and M'Nore (2005). Life time

effects; the high scope perry preschool study through age 40. Ypilanti, Mich: High Scope

press

Van Der Gaag, J (2002). From child development to human development. In Me Young ed.

From early childhood development to Human Development Washington DC; World

Bank

Anderson, R.H. & Shane, H.G. (2020): Implications of early children education for life long

learning. Chicago: National Society for the Study of Education. Year Book II.

Barnard, W.M. (2021): Early intervention, Parent Involvement in Early Schooling and Long-

term School Success. Doctoral Dissertation, Unpublished, Madison: University of

Wisconsin, Madison.

Feeney, S. Christensen, D. & Moravcik, E. (2011). Who Am I in the Lives of Children’.

Columbus Ohio: Merill Publishing Company.

Miedel, W.T. & Reynolds, A.J. (1999). Parent involvement in early intervention for

disadvantage children: Does it matter? Journal of School Psychology, 37(4), 379-402.

Omozeghian, G.E. (2015). Comparative education. Agbor: P. O. N. Publishers Ltd.

Osakwe, R.N. (2009). The effect of early childhood experience on the academic performances

of primary school children. Benin City: Osasu Printing Press.

Wilkins, E. (2009). Teaching methodology. Evans Brothers (Nigeria Publishers) Ltd.

APPENDICES

Appendix A: A Questionnaire for learners

Dear Respondents

I am carrying out a study on the impact of pre-primary education on children's academic

performance. Any help offered to me shall be highly appreciated

Please tick or fill in where applicable

Academic performance of learners

Children who have attended preschool perform better than those who did not.

Agree □
Disagree □
Not sure □
Children who have attended preschool can reason better and solve mathematical problems than

those who did not

Agree □
Disagree □
Not sure □
Children who have attended preschool are more creative and initiative than those who did not

Agree □
Disagree □
Not sure □
Children who are preschool graduates attend school regularly and complete primary school

section

Agree □
Disagree □
Not sure □
Preschool graduates are often more fluent in expression and have better reading skills than those

who are not

Agree □
Disagree □
Not sure □

Appendix B: A Questionnaire for teachers

Dear Respondents,

Am carrying out a study on the impact of pre-primary education on children's academic

performance; Any help offered to me shall be highly appreciated

Please tick or fill in where applicable

Your age..................................................................................

Your qualification……………………………………………

Professional.............................................................................

Academic.................................................................................

How many years have you taught in this school?....................

Do you have children in your class who have:

Agree Disagree

Not attended preschool

Attended preschool

Children who have attended preschool are usually;

Agree Disagree Not sure

Cooperative

Less aggressive

Stress free

More attentive in class

Parents whose children are preschool graduates are more involved m school activities than those

whose are not

Agree □
Disagree □
Not sure □