Effect of Street Hawking On the Academic Performance Of Students in Social Studies in Junior Secondary Schools in Nassarawa State, Nigeria

Ubah, Dr M.C.; Bulus, Averson

doi:10.9790/7388-04431822

Cited by 1 publication

(2 citation statements)

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“…When correlated with academic performance, it displayed a negative impact. This effect had relevance with Ubah [24] who studied the effects of street hawking on the academic performance of students in social studies in junior secondary schools in Nassarawa State, Nigeria. His study revealed a significant difference between academic performance of students who engaged in street hawking after school hours and their counterparts who did not.…”

Section: Discussion Of Findingsmentioning

confidence: 95%

“…These facts were confirmed by certain international institutionssuch as Africa Check in [19]; UNESCO-UNEVOC in [20]; World Education Services in [21] and National Bureau of Statistics in their report of [22] and [23]. More puzzling is the fact that as the government and parents expend energy towards educating their children they may inadvertently act (through those after-school activities) in ways that negate such efforts, thereby defeating the goal of overall national educational development [24].…”

Section: Introductionmentioning

confidence: 99%

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After-School Activities and Academic Performance: Exploring Alternative Approach to Educational Development in Nigeria

Ogundipe¹,

Akinde²

2020

IJSSER

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A reverse of side-effects of certain after-school activities on students could serve as an alternative means of educational development. Through a multistage procedure involving stratified and systematic techniques, data was collected from 196 secondary students. Weighted third terminal scores for 2015/2016 session and first terminal scores of 20016/2017academic year (making a total of four terms), were analyzed along with student-participants' responses using descriptive and inferential statistics. Findings indicate that as a side effect, street-hawking had a significant negative relationship on participants' academic performance [r(184)= -0.223, p < .01]; that students who measure high on mobile or internet usage significantly performed less (Mean=580.43) academically among others. It is submitted that as students' academic performance decreases due to multiple activities and high interaction with internet, dismal academic performance could be reversed for improved educational development through committed monitoring of parents.

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Section: Discussion Of Findingsmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%