Consequences Of Child Abuse On Students Academic Performance As Perceived By Secondary School Teachers In Ilorin Metropolis

Consequences Of Child Abuse On Students Academic Performance As Perceived By Secondary School Teachers In Ilorin Metropolis
Abstract
This study investigated the consequences of child abuse on students’ academic performance as perceived by secondary school teachers in some selected secondary schools in Ilorin metropolis.
A total of two hundred teachers (200) were randomly selected from the secondary schools. The instrument used for the study is questionnaire which is designed for teachers in each selected secondary schools. Two hundred copies of the questionnaire were distributed to the respondents.
Statistical methods which include, t-test and analysis of Variance (ANOVA) were used for the analysis of the data collected. Results of the study revealed that consequences of child abuse on students’ academic performance as perceived by teachers ranges from psychological to mental, emotional and physical, it also has negative effect on students academic performance which has adverse effect on the human capital development of the country.
In the light of the research findings, conclusions were drowned and relevant recommendations were made.
Table of Contents
- Title Page
- Approval
- Dedication
- Acknowledgement
- Abstract
- Table of Contents
- List of Tables
Chapter One:
Introduction
- Background to the Study
- Statement of the Problem
- Research Questions
- Research Hypotheses
- Purpose of the Study
- Significance of the Study
- Operational Definitions of Terms
- Scope of the Study
Chapter Two:
Review of Related Literature
- Introduction
- Who is a Child?
- Student Academic Performance as affect by Child Abuse in Nigeria
- What is Child Abuse?
- Forms of Child Abuse
- Indicators for Identifying Victims of Child Abuse
- Effects of Child Abuse on Academic Performance
- Effect of Abuse on Sexuality
- Summary of the Review of Related Literature
Chapter Three:
Methodology
- Introduction
- Research Design
- Population of the Study
- Sample and Sampling Procedure
- Instrumentation
- Psychometric Properties of the Instrument
- Validity
- Reliability
- Procedure for Data Collection
- Method of Data Analysis
- Scoring Procedure
Chapter Four:
Results
- Introduction
- Demographic Data
- Hypotheses Testing
- Summary of Findings
Chapter Five:
Discussion, Conclusion and Recommendations
- Introduction
- Discussion
- Conclusion
- Counselling Implication
- Recommendations
- Suggestions for Further Studies
- References
- Appendix
List of Tables
- Table 1: Distribution of respondents by gender
- Table 2: Distribution of respondents by religion
- Table 3: Distribution of respondents by teaching experience
- Table 4: Distribution of respondents by subject area
- Table 5: The mean scores and items ranking order on consequences of child abuse on students’ academic performance
- Table 6: Mean, standard deviations and t-values of respondents perception on consequences of child abuse on students’ academic performance on the basis of gender
- Table 7: Analysis of Variance (ANOVA) results on respondents’ perception on consequences of child abuse on students’ academic performance on the basis of religion
- Table 8: Analysis of Variance (ANOVA) results on respondents’ perception on consequences of child abuse on
students’ academic performance on the basis of teachers experience. - Table 9: Analysis of Variance (ANOVA) results on respondents’ perception on consequences
of child abuse on students’ academic performance on the basis of subject area
Chapter One
Introduction
Background to the Study
All children are born to grow, to develop, to live, to love and articulate their needs and feelings for their self protection. Although growing up can be difficult, most children and young people receive the love and care they need to develop into healthy, happy, young adults. In their development, children need the respect and protection of adults who take care of them seriously, love them, and honestly help them to become oriented in the world. But some children are hurt, neglected and used by adults or other children. Young children may not be aware that what is happening to them is abuse.
Abuse can mean different things to different children, and can happen once or many times during childhood. It has been observed that such abuse on children has adverse effect on their academic and intellectual performance. (Herbert, 1990) child abuse is any behavior directed towards a child by a parent, a guardian, other family members or another adult that endangers or impairs a child’s physical or emotional health or development. Child abuse can take place either as a physical abuse, Sexual abuse, Emotional abuse or Neglect.
A child is physical abused when he/she is hurt or injured by parent or other people. This could be by hitting, kicking, beaten by objects, throwing and shaking of children and can cause pains, cuts, brushes broken bone and sometimes even death.
Sexual abuse is when children are forced or persuaded into sexual acts or situations by others. Children might be encouraged to look at pornographic pictures, be harassed by sexual suggestion or comments, be touched sexually or forced to have sex against their wishes, emotionally children are abused when they are not given love, approval or acceptance.
Childhood maltreatment potentially has major economic implications for Nigeria schools and for their students. Take for instance a conservative estimates suggest that at least 8 percent of U.S. children experience sexual abuse before age 18, while 17 percent experience physical abuse and 18 percent experience physical neglect (Flisher, Kramer, Hoven, Greenwald, Alegria, Bird, et al, 1997, Gorey & Leslie, 1997).
Childhood maltreatment and aversive parenting practices, in general, has the potential to delay the academic progress of students (Shonk & Cicchehi, 2001). It therefore has the potential to undermine schools’ ability to satisfy standards of school progress entailed in the no child left behind legislation (U. S. Department of Education, 2005), putting them at risk for loss of federal funding. It also has the potential to adversely affect students’ economic outcomes in adulthood, via its impact on achievement in middle and high school (Cawley, Heckman, & Vytlacil, 2001; Heckman & Rubinstein, 2001).
Although its potential impact is large, evidence of causal effects of abuse on children’s longer term outcomes in school is generally lacking. The current state of evidence for a link between childhood abuse (physical and sexual abuse or neglect) and school performance is limited to negative associations between abuse and school performance. On average, children who are abused receive lower ratings of performance from their school teachers, score lower on cognitive assessments and standardized tests of academic achievement, obtain lower grades and get suspended from school and retained in grade more frequently (Erickson, Egeland, & piñata, 1989; Eckenrode, Laird, & Doris, 1993; Kurtz, Gaudin, Wodarski, & Howing, 1993; Kendall- Tackett & Eckenrode, 1996; Rowe & Eckenrode, 1999; Shonk & Cicchehi, 2001). Abused children are also prone to difficulty in forming new relationship with peers and adults and in adapting to norms of social behaviour (Shields, Cicchtti & Ryan, 1994; Toth & Cicchtti 1996). Although these examples of negative associations between abuse and school performance are suggestive of causal effects, they could be spuriously driven by unmeasured factors in families or neighborhoods that are themselves correlated with worse academic outcomes among children (Todd & Wolpin, 2003).
In addition, not much of the previous evidence linking childhood maltreatment to worse school performance generalizes well to older children in middle and high school and to children not already identified as needing services. All types of abuse may have serious and lasting effect on the child personality. A frequent symptom of child abuse, neglect is under feeding which is the most common cause of under weight in infancy (James 1992) people who abuse children come from all ethnic religion, geographic, socio economic and Educational groups. Most abusers are simply lonely, unloved, in mature depressed and angry person. Less than ten percent of them are classified as psychotics or sociopath (James 1992). Poverty and ignorance on the part of parents have sent small children into the labour market. A child of seven or eight years and upward is engaged as house girls, stewards, cafeteria restaurants and beer drinking palours. They are also employed as baby sitters when themselves require such services. Some employers of labour under pay them, make them do chores and other activities beyond and above their physical power. Some house wives use them to prepare meal for their families, they even go to the extent of leaving an eight years old house girl to cater for a six month old or older children while the family is at work between the hours of 7:30 am to 3:30 pm or 5:00 pm in some cases, such young children are left in their care at night and evening when the couple attend movies, shows, parties and other evening social engagements.
In some extreme cases, some children are always engaged to attend to grinding machines to grind pepper, corn, guinea corn or yam flour while some are loaded with heavy items to hawk around the non- pavement streets maneuvering between heavy traffic and competing with other minor hawkers to sell their wares. It is easy for them to be knocked down by vehicles or their wares been stolen from them or sales of the day snatched away from them.
There are some critical situations where some Nigerians employ twelve to fifteen years old female juveniles as prostitutes. They are used to promote their business and win customers for them, money collected from such immoral practice are gathered at the end of the day to the landlord or landlady who in turn gives out commissions to the young innocent children.
Looking at the society today education plays prominent role in the life of an individual, it is believed that without education one is in total darkness, the individual will be ignorant of the knowledge about him/herself, the society and the world at large. No wonder, people all over the world are expected to strive to acquire education especially in a country like Nigeria where great premium or importance is placed on paper qualification/ certification (Ahmed 1996).
Education has been generally acclaimed as a very potent tool for growth and development of economic, political, social and human resources worldwide (Oshamehin, 2005). This implies that, there is a global awareness of the importance of education as the most predictable and significant instrument for sustainable human and material development. Thus, Nigeria like other developing countries in Africa, being aware of the role and relevance of Education, adopted Education as an instrument per excellence for all round development of the individual and the nation (Ocholi, 1999). This fact is briefly highlighted in the National Policy on Education (N.P.E, 2003 or 2004 Edition) with states that:
“Education will continue to be highly rated in the national development plans because education is the most important instrument of a change as any fundamental change in the intellectual and social outlook of any society has to be proceeded by an education revolution.”
From this statement it is assumed that, the Nigerian society must have been well transformed and illuminated by the golden light of education, but is surprising that studies (Akinboye, 1985, Animba, 1991 & Okoye, 1991) revealed that the laudable aims and objectives of education are yet to be fully achieved in Nigeria because of the problems of child abuse which has a great consequence on students academic performance some of these previous evidence linking childhood maltreatment to worse school performance generalizes well to older children in middle and high school and to children to already identified as needing services evidence of the impacts of maltreatment on academic performance in the general population of middle and high school students on schooling attainment in the general education population and on economic outcomes in adulthood.
It is on this ground that this research is carried out to further the study particularly in selected secondary schools in Ilorin metropolis on the consequences of child abuse on students’ academic performance.
Statement of the Problem
Child abuse is not just a social problem; it is rather an intellectual and economic problem which is evident in the performance of children in schools. In a situation where over seventy percent (70%) of student that write the WAEC and NECO cannot boast of five credit pass including Mathematics and English Language, then education sector need to be looked into. A common feature of some Nigerians in the twentieth century is to see and treat children the way they want. They see children as some body who should be seen and not heard, children, should be seen to and not capable to replying who should be abused and neglected. The cultural traditional system continues to relegate the position of children to the background without giving, them their fundamental human right with dignity and the capability of growing and developing to adulthood. (Kolade 2004).
The impact of such cruelty on educational development of the children cannot be over emphasized, such children if at all are provided with opportunity to attend schools are bound to be failures, delinquent, lack conducive home, environments and conducive relationship with peer group in the school.
Kolade, Racheal & Fehintola (2004), carried out a research on the impact of child abuse on student academic performance in secondary school in Oyun Local Government of Kwara State, the out come of the research revealed that child labour adversely affect student performance in school. To the best knowledge of the researcher, there was however no specification as to the sources of the data analyzed by previous researchers on the abuse of student, which is the gap the researcher wishes to fill on the impact and consequences of child abuse on students’ academic performance.
Also Mbong (2002) in his work on implication of child abuse on the education sector in Nigeria looked at how child labour and abuse has adversely affected the education sector in Nigeria without paying special interest on the children performance.
Research Questions
The following research questions were formulated to aid this study:
- What is the consequence of child abuse on student’s academic performance as perceived by teachers in Ilorin Metropolis?
- Is there any difference in the consequences of child abuse on the academic performance of students as perceived by teachers on the basis of gender?
- Is there any difference in the consequences of child abuse on the academic performance of students based on religion?
- Is there any difference in the consequences of child abuse on the academic performance of students based on teaching experience?
- Is there any difference in the consequences of the academic performance of students as perceived by teachers based on subject area?
Research Hypotheses
The following hypotheses have been formulated to guide the research study.
- There is no significant difference in the perception of teachers on child abuse on the academic performance of students based on gender
- There is no significant difference in the perception of teachers on child abuse on the academic performance of students based on religion.
- There is no significant difference in the perception of teachers on child abuse on academic performance of students based on teaching experience.
- There is no significant difference in the perception of teachers on child abuse on academic performance of students based on subject taught.
Purpose of the Study
The purpose of the study is to critically examine and evaluate the consequences of child abuse on the academic performance of secondary school students as perceived by teachers in Ilorin metropolis.
The specific objectives include:
- To draw out how children are abused.
- To show how child abuse impact on the development of these students.
- To study particularly how abuse affect the academic performance of students.
- To explore possible option of stopping child abuse in Nigeria, paying particular reference to Ilorin metropolis.
Significance of the Study
The finding of this research work is useful for every stakeholder in the Education sector, the government, the parents, the students, the society, and the non- governmental organization (NGO’s). It will help the government to enact laws and polices that will prevent child abuse and ensure that those who indulge in child abuse are punished and given orientation. It will also help the school management and teachers to easily identify abused children and know what to do to help such abused students in improving on their academic performance through guidance and counseling.
The research will also help the parents to understand the danger of abusing their children and provide them with impetus to achieve academic excellence. It also helps the non-governmental organization in their advocacy against child abuse. Above all, it helps the student to stand for their right and protect their future by remaining focused and undistracted on their academics.
Operational Definition of Terms
Child Abuse:
Refers to physical or emotional harm done to the children by parents or guardians.
Academic Performance:
This is the degree of understanding the subject offered at secondary school level as determined by the terminal examination or the result of the West African School Certificate (WAEC) or National Examination Council (NECO).
Child:
A child is a person who is under the age of 18 years and is still under the guide of his or her parent.
Child Labour:
Child labour is the systematic process of using children to work with little or no compensation and consideration for their health and safety.
The Abused:
Are the children who are physically, and emotionally maltreated and which affect their intellectual, social and academic performance.
Scope of the Study
The scope of the study will be limited to the analysis of the consequences of child abuse on the academic performance of children in schools in ten (10) randomly selected schools within Ilorin metropolis of Ilorin South Local Government Area.
Chapter Five
Discussion, Conclusion and Recommendation
Introduction
The purpose of this study is to investigate the consequences of child abuse on students’ academic performance as perceived by their teachers in secondary schools in Ilorin metropolis. A total of 200 teachers participated in the study. The study also sought to establish whether variables such as gender, religion, teacher’s experience and subject area would influence the consequences of child abuse on students’ academic performance.
In the course of carrying out the study, four null hypotheses were generated and tested using the t-test and ANOVA. The main instrument employed for gathering information from the respondents was the questionnaire. Thus, this chapter mainly contains the discussion of the findings, the basic conclusions drawn from the study, the counselling implications of the study, recommendations and the suggestion for further studies.
Discussion
The analysis of the twenty (20) items on consequences of child abuse on student academic performance revealed that item 2 ranked first with a mean score of 3.40 and it states that consequence of child abuse on students’ academic performance leads to poor understanding and assimilation. Item 1 is ranked second (2nd) with a mean score of 3.88 and the item states that the consequence of child abuse on students’ academic performance leads to “lack of concentration in academic programmes”. Item 4 is ranked third (3rd) with a mean score of 3.34 and the item states that the consequence of child abuse on students’ academic performance leads to poor performance in examination.
According to Anastasi (1982) a test is a psychological instrument that is essentially an objective and standardized measure of a sample of behaviour. The most common test used at school level is the achievement test which includes the teacher made test and the standardized test that is used to predict the future of an individual’s performance in a future task. A student facing psychological problem will lack proper physical co-ordination in the class, will not be able to participate in group activities, resulting to low rate of learning and all these will lead to poor performance in examination. Item 17 is ranked fourth (4th) with a mean score of 3.32 and the item states that the consequence of child abuse on students’ academic performance leads to development of truancy attitude. I tem 5 is ranked fifth (5th) with a mean score of 3.24 and the item states that the consequence of child abuse on students’ academic performance leads to lack of motivation in academic achievement.
Item 3, 7, 11 and 16 are ranked ninth (6th) with a mean scores of 3.2 respectively and the item respectively states that the consequences of child abuse on students academic performance leads to inactive attitude towards academic activities, inability to develop a good academic processing skills, emotional distress and instability and inability to develop of personal worth.
This agrees with Herbert W. (1990) in his finding that child abuse is any behaviour directed towards a child by a parent, a guardian and family members or another adult that endanger or impairs a child physical or emotional health or development which will eventually affect their academic performance.
Item 13 is ranked tenth (10th) with a mean score of 3.18 and the item states that the consequence of child abuse on students’ academic performance leads to repeated failure due to constant absenteeism. Item 6 is ranked eleventh (11th) with a mean score of 3.16 and the item states that the consequence of child abuse on states that the consequences of child abuse on students’ academic performance leads to manifestation of delinquent behaviours. James (1990), explained that abuse children have little chance of growing up normally. If they survive, they may be mental retarded or physically disturbed or develop psychotic illness as a result, many of battered children become criminals, refuse to attend classes, and involve in delinquent behaviours.
Item 12 is ranked twelveth (12th) with a mean score of 3.1 and the item states that the consequences of child abuse on students’ academic performance leads to psychological imbalance. Item 14 and 20 are ranked 13th with mean score of 3.06 and the items respectively states that the consequence of child abuse on student’s academic performance is that it leads to deviant behaviours and constant development of maladaptive behaviour. Child abuse denies the child the right to education and opportunity to attain full physical and psychological development (Anon, 2002) states that deviant behaviour is behaviour which does not adhere to widely accepted social or cultural norms. Psychologically deviant behaviour is caused by the way and manner a child associates himself with peers. William (2009) refers to maladaptive behaviour to types of behaviours that inhibit a person’s ability to adjust to particular situations, that is why most abused children involve in taking alcohol and abuse drug to control stress and anxiety.
Item 10 is ranked fifteenth (15th) with a mean score of 3.02 and the item states that the consequence of child abuse on student’s academic performance leads to carelessness in handling academic instructions. Item 15 is ranked sixteenth with a means score of 2.90 and the item states that the consequences of child abuse on students’ academic performance leads to lack of manipulative skills. Item 18 is ranked seventeenth (17th) with a mean score of 2.88 and the item states that the consequence of child abuse on students’ academic performance leads to lack of interpersonal relationship.
According to McGraw-Hill (2003), a manipulative skill is the ability of a child to handle an object with the appropriate control and speed of movement required by a task. The child will not be able to develop and transfer knowledge for creating ability or to solve a certain problem. A child’s skills begin from childhood and if there is any alteration along the line there will be problem.
Dr. Gorge (2001) observe interpersonal relationship as an association between two or more people that may range from fleeting to enduring form, in the context of social, cultural and other influence. The context can vary from family, school, friendship, neighborhoods relationship tends to influence each other and society as a whole, if interpersonal relationship is lacking it will affect the students’ academic improvement.
Item 19 is ranked eighteenth with a mean score of 2.76 and the item states that the consequence of child abuse on student’s academic performance leads to social hostility. Item 9 is ranked nineteenth (19th) with a mean score of 2.64 and it states that the consequence of child abuse on students’ academic performance leads to poor orientation toward vocational goals. Item 8 is ranked last twentieth with a mean score of 2.18 and it states that the consequence of child abuse on student’s academi8c performance leads to deformity and mental problems.
According to Denga (1986) vocational goal or choice of vocation is based on some motivating factors which an individual considers to be vital to his/her satisfaction and performance on the job.
Due to child abuse many inappropriate careers. Choices are been made because of ignorance and emotional instability. Child abuse also lead to deformity and mental problem, Izuora (1989) state that mental problem is a state of incomplete mental development, lack of social habit and skills, social hostility, very low rate of learning and all these leads to poor academic performance.
By implication, the results revealed that one of the most destructive consequences of child abuse may be the detrimental effect on a child’s school performance. Over and over again, research indicates that abused students demonstrate reduced intellectual. Functioning and perform very poorly in school. And poor school performance can have serious long-term consequences. Academic failure has been associated with antisocial behaviour. 68% of abused children may display the following:
Grade repetitions, disciplinary referrals and a high number of suspensions, working and learning at below average levels (as reported by teachers), weaker orientation to future vocational and educational goals.
Burge and Gall (1979) suggested that it is better for a researcher to discuss the finding of a research on the basis of each hypothesis. In that direction, the results of the hypotheses formulated and tested for this study are presented below. The t-test and ANOVA were used to analyze the hypotheses.
Hypothesis 1 stated that there is no significant difference in teachers’ perception of consequences of child abuse on students’ academic performance in Ilorin metropolis on the basis of gender. The result of the t-test measure used to test the null hypothesis indicated that it was accepted. Hence, there was no significant difference in the response of both male and female on consequences of child abuse on students’ academic performance. The result agreed with the findings of Aderibigbe (2004) who established that male and female expressed their views in the same way. The reason for this result could be that since child abuse has a significant consequence of students’ academic performance, it becomes a general belief that child abuse must be looked into by the parent, guidance, society and the government in general.
Hypothesis 2 stated that there is no significant difference in teachers’ perception of consequences of child abuse on student’s academic performance on the basic of religion. The result of the ANOVA revealed that the hypothesis was accepted. Hence, there was no significant difference in response of teachers on the basis of religion. The result agreed with the finding of Benjamin Mc (2005) who says that religion of teachers cannot affect their responses on consequences of child abuse on student’s academic performance.
It could be deduced that since the respondents involve in different religion group and each religion did not allow child abuse they belief that children are heritage of the Lord, there is likelihood that their perception about child abuse is similar.
Hypothesis 3 stated that there is no significant difference in teachers’ perception of consequences of child abuse on students’ academic performance on the basis of teachers’ experience. The result of the ANOVA measured used to test the null hypothesis indicated that it was accepted. Hence, there was no significant difference in response of teachers on the basis of teachers’ experience. The result agrees with Olarewaju (1994) who says that most of the teachers are responsible for taking care of all the students under them, they are powerful contributors to students academic achievement. It could be deduced that the respondents interviewed has the same teaching qualification, irrespective of their teaching experience there is likelihood that their perception about child abuse be similar.
Hypothesis 4 stated that there is no significant difference in teachers’ perception of consequences of child abuse on students’ academic performance on the basis of subject area. The result of the ANOVA revealed that the hypothesis was accepted. Hence there was no significant difference in the responses of teachers on the basis of subject area. The result agrees with Dulton (2003) who commented that children who are abused display lower overall schools performances in every subject in school. It could be deduced that the respondent child have the knowledge that abuse has very strong psychological effects on the abuse child and thus reduces his or her chances of active participation and high performance in their academic, hence they perceived child abuse in the same way.
Conclusion
Based on the findings of this study it shows that child abuse has a negative effect on student academic performance and adulthood development which ultimately have adverse effect on the human capital development of the country, such that we now have young adults with bad sense of self-worth, self esteem and sense of moral value, this has contributed to the rate of crime and social values, civic unrest and deviant behaviours that is existing in the midst of teenagers and young adult in our country today.
This has eaten so much into the economic growth and development of Nigeria since we now have a very large number of school drop-outs due to poor academic performance, the cycle of poverty remains evidence among our people, because education and quality education and quality education is the first step out of poverty. A peculiar case of child abuse is child labour which ahs negative effects on children’s human capital development. For instance researchers have found out that child abuse is detrimental to children’s, education by increasing lateness to school, absent in class, and reduction in time of study (Togunde 2005, Beegle et al 2005, Akabayashi and Psacharopoules 1999). These negative consequences of child abuse on students’ academic performance therefore calls for a policy thrust on the part of the government to prevent Nigerian children from been abuse by their parents, relatives and society at large.
Based on the findings of this study the following conclusions were drawn.
- There is a strong negative correlation between the consequences of child abuse and students academic performance.
- There is no significant difference in teachers’ perception of the consequences of child abuse on student’s academic performance.
- There is an urgent need for every important stakeholder to come together in combating child abuse in our society.
- To reduce failure among students and increase their productivity at home, we need to reduce or possibly eradicate child abuse and child labour in our society.
Counselling Implication
The main essence of counselling is to help on individual become more fully aware of himself and the ways in which he is responding to the influences in his environment and to develop and clearly set goals and values for future behaviours. As it has been discussed earlier that child abuse is an act of maltreatment or subjection that endangers a child’s physical, emotional and health development, child abuse include not only physical assault but also malnourishment, abandonment, neglect or subjection that endangers a child’s physical emotional and health developments.
As a counsellor, there should be a seminar that will be organized for the Parent Teacher’s Association (PTA) on the effects of child abuse on students’ academic performance. The seminar should be the one that will enlightened the Parent Teachers’ Association (PTA), that family climate has a strong influence in the direction and development of interests, abilities, aptitudes and values of children. Parents generally should have time to monitor their children, take good care of them, show good examples. Children who are being reared by guardians, outsiders, house maids or day care givers should be monitored.
Parents who are not educated must be enlightened on the importance of education and be discouraged from any form of abuse which they have engaging and as a consequently limited the development of the nation.
Teachers should be advised to motivate the students’ to develop their potential and extend their basic job, skills and knowledge, corporal punishment should be discouraged.
More counsellors should be employed help students in self-understanding as well as the acceptance and utilization of individual ability aptitudes, interests in relation to his or her aspiration. Guidance in schools therefore is more than concerned with academic matters and choice of subjects. In relation with vocational choice. It has to do more on the nurturing of the individual at every stage of his/her development in order to eventually become useful to himself and the society as a whole.
Recommendation
Based on the result of the findings, some areas that could be focused to reduce and eradicate child abuse and child labour in order to improve academic performances of students are recommended as follows: It is important to note that to combat child abuse in Nigeria, a concerted effort is needed from the government, non-governmental organization, teachers, parents society, guidance and counsellors.
- The government at all levels must formulated policies and legislations that will frown at child abuse through the various term of government.
- Government agencies must be found to create more aware-ness among the country’s citizenry on the adverse effect of child abuse on children through the media, the traditional system and every other available platform.
- Proper parental care of children is essential e.g. provision of balance diet, relevant educational materials, conducive home environment, child trafficking must be discouraged, respect the view and opinion of the children and discourage giving their children out to guidance or house maids.
- All the religion group leaders should lay much emphasis on divorce, separation among spouses, infidelity to ensure unity at various homes.
- Government should see to economic hardship and poverty increase leading to child labour and child abuse.
- Parents and teachers should be given seminars on effect and consequences of child abuse.
- Parents who are not educated must be enlightened on the importance of education and be discouraged from any form of abuse.
- Establishment of the national human right commission to punish the violators of the child right act.
- The guidance counsellors at various schools should provide psychological therapy for children who have been identified as abused child.
- Government should continue to enforce basic primary education for all children.
Suggestions for furthers Studies
The study should be repeated in other areas. It could also be used in other parts of Nigeria other than Ilorin metropolis.


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