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THE PERCEPTION OF TEACHERS ON THE EFFECT OF HAWKING ON ACADEMICS PERFORMANCES OF STUDENT IN SOME SELECTION SCHOOL

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Children are regarded as an important element of development; therefore, their welfare in the society is an index of social and economic development of that society. Engaging these children in hawking goods in the street has been an emerging trend in Nigeria and hence, an issue of concern. This trend according to (Ashimolowo, Aromolaran & Inegbedion, 2010) is referred to as child street trading, child street hawking (Mathias & Dada, 2013), juvenile street hawking (Udoh & Joseph, 2012) and child street vendor (Ugochukwu, Okeke, Onubogu & Edokwe, 2012). Looking at the economic problems in Nigeria today, many familiar, most especially those in the low socio-economic classes engaged their children and wards in various activities such as hawking.

Most children are denied their rights by engaging them in some form of child labor, especially street hawking. Street children engaged in work or employment on a regular basis with the aim of earning a livelihood for themselves or for their families. Such activities are often carried out at the expense of schooling. Therefore, children are not adequately prepared for the future in a modernized society, (UNICEF, 2004; FME, 2004). Children are preferred to adult in hawking goods because; they are less in criminal and a cheap labour to the employer (Arhedo, Aluede & Arhedo, 2011; Anumaka, 2012).This led to increase in the number of students who roam the street daily hawking goods while those of their age are in school. 

STATEMENT OF THE PROBLEM

The perception of teachers on the effect of hawking on academic performance among students in selected schools is a critical concern. Despite efforts to mitigate hawking's impact on education, its ramifications remain understudied, particularly from the perspective of educators. This study aims to investigate teachers' perceptions regarding how hawking affects students' academic performance in selected schools. Key aspects to explore include the frequency and duration of hawking activities, its influence on students' concentration, participation in class, completion of assignments, and overall academic achievement. Additionally, the study seeks to identify any correlations between socioeconomic factors, such as family income and parental education level, and the prevalence and impact of hawking on students' academic outcomes. Understanding teachers' perspectives can inform targeted interventions and policies aimed at addressing the challenges posed by hawking to students' academic success.

OBJECTIVES OF THE STUDY

The objective of this study is to the perception of teachers on the effect of hawking on academics performances of student in some selection school.

i.          Examine the effect of street hawking on the academic performance of mathematics students.

ii.          Identify the difference between the academic performance of male students who participate in street hawking and their counterparts who do not.

iii.          Identify the difference between the academic performance of female students who participate in street hawking and their counterparts who do not.

RESEARCH QUESTIONS

1. How does street hawking affect the academic performance of students?

2. What is the difference in academic performance between male students who participate in street hawking and those who do not?

3. What is the difference in academic performance between female students who participate in street hawking and those who do not?

RESEARCH HYPOTHESES

1. H1:  There is a significant negative effect of street hawking on the academic performance of students.

H0: There is no significant effect of street hawking on the academic performance of students.

2. H1: Male students who participate in street hawking have lower academic performance compared to their counterparts who do not engage in street hawking.

H0: There is no difference in academic performance between male students who participate in street hawking and those who do not. 

3. H1:  Female students who participate in street hawking have lower academic performance compared to their counterparts who do not engage in street hawking.

H0: There is no difference in academic performance between female students who participate in street hawking and those who do not.

SIGNIFICANCE OF THE STUDY 

The significance of this study lies in its potential to shed light on the often-overlooked impact of hawking on students' academic performance, as perceived by teachers. By understanding teachers' perspectives, policymakers, school administrators, and stakeholders can develop more informed strategies to address the challenges posed by hawking. This study's findings can contribute to the development of targeted interventions aimed at minimizing the negative effects of hawking on students' concentration, participation, and overall academic achievement. Additionally, the study may uncover insights into the socioeconomic factors that influence the prevalence and impact of hawking, thereby enabling more equitable educational policies and support systems. Ultimately, this research has the potential to improve educational outcomes and promote the well-being of students in communities where hawking is prevalent.

DEFINITION OF TERMS

1. Hawking: The practice of selling goods or services, typically on the streets or in public places, often by roaming vendors, which may interfere with students' academic pursuits.

2. Academic Performance: The measure of students' achievement in their studies, including grades, test scores, class participation, and completion of assignments.

3. Teachers' Perception: The subjective understanding, beliefs, and interpretations held by educators regarding the impact of hawking on students' academic performance.

4. Selected Schools: Educational institutions chosen for the study based on specific criteria, such as location, demographics, and prevalence of hawking activities.

5. Socioeconomic Factors: Variables related to individuals' social and economic status, such as family income, parental education level, and access to resources, which may influence the prevalence and impact of hawking on students' academic outcomes.

6. Concentration: The ability to focus attention and mental effort on academic tasks despite distractions, including those posed by hawking activities.

7. Participation in Class: The extent to which students engage actively in classroom activities, discussions, and exercises, potentially affected by the presence of hawking distractions.

8. Academic Achievement: The overall academic success of students, encompassing various aspects of performance, including grades, test scores, and educational attainment, which may be influenced by the presence of hawking in their environment.

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