INFLUENCE OF EARLY CHILDHOOD EDUCATION ON ACADEMIC ACHIEVEMENT, MORAL AND SOCIAL BEHAVIOUR OF PRIMARY SCHOOL PUPILS

INFLUENCE OF EARLY CHILDHOOD EDUCATION ON ACADEMIC ACHIEVEMENT, MORAL AND SOCIAL BEHAVIOUR OF PRIMARY SCHOOL PUPILS IN NIGERIA

ABSTRACT
The main objective of this study was to investigate the effects of early childhood education on first-graders in Kano State, Nigeria's academic performance, moral character, and social behavior. The study looked at how early childhood education in Kano state affected ECE and Non-ECE primary school children's moral and social behavior. The influence of early childhood education on academic achievement scores in mathematics, English studies, fundamental science, and technology was among the five main objectives and five associated research questions that served as its guiding principles. Five identical null hypotheses were created and evaluated at the significance difference level of 0.05. This study employed an ex-post facto survey design. A sample size of 450 students was taken from the population of 2,260,00 students. A sample size of 460 pupils was selected from the population of 2,260,00 students. Pilot research was used to examine the dependability of the Academic Achievement Test (AAT) and the Moral and Social Behavior Scale (MBS and SBS). The results revealed that the AAT had coefficients of 0.90 and 0.85. scores of 0.76 and 0.88 for the MBS and 0.69 and 0.68 for the SBS, respectively. The Academic Achievement Test items were directly distributed to the class by the researcher and research assistant (AAT). The study of mathematics and English were allotted 30 minutes, whereas the study of fundamental science and technology was allotted 55 minutes with a 15-minute break. Assessments for MBS and SBS were assessed using a Likert scale. An analysis of the five null hypotheses was conducted using a t-test for independent samples. Mathematics scores revealed a statistically significant difference in academic success scores between ECE students and non-ECE peers (t=1.984, English Studies: 0.048, df 438, t = 3.770, P = 0.001 df 438; Basic Science and Technology: t = 4.360, P = 0.001 of 438). However, while the Social Behaviour Scale revealed a statistically significant difference (t=2.853, P=0.035, df438), indicating peer social contact, the Moral Behaviour Scale revealed no statistical difference (t=0.127, P=0.899, df438). ECE students performed better than non-ECE pupils. Quality early childhood education is thus compared to an engraved mark on a rock that is challenging to remove when offered by skilled teachers. It would facilitate building a solid academic basis for lifetime learning, which will definitely improve. The interaction of pupils' intellectual capacity, display of proper moral conduct, and social skills among peer groups. The government should ensure that teachers obtain in-service training that adheres to the current curriculum, and every child should have the opportunity to independently explore and participate in formal early childhood education. Teachers, stakeholders, and parents should, among others, ensure the provision of high-quality early childhood education in order to accomplish Education for All for the benefit of the people. This will contribute to building a solid foundation for morality, social connection, and mental ability.

INFLUENCE OF EARLY CHILDHOOD EDUCATION ON ACADEMIC ACHIEVEMENT, MORAL AND SOCIAL BEHAVIOUR OF PRIMARY SCHOOL PUPILS IN NIGERIA

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