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SOCIAL SKILLS LEVELS FOR HOMESCHOOLING STUDENTS COMPARED TO PUBLIC SCHOOL STUDENTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The aim of this study is to examine and compare the social skills levels of homeschooling students and public school students. With the growing popularity of homeschooling as an alternative to traditional public schooling, there is a need to understand the potential impact on students' social development. This abstract provides a concise overview of the research design, methodology, and key findings.
Methodology:
A mixed-methods approach was employed, combining quantitative measures and qualitative interviews to gather data. A sample of homeschooling students and public school students, matched for age and socioeconomic background, was recruited from diverse regions. The Social Skills Rating System (SSRS) was administered to assess social skills levels, while semi-structured interviews were conducted to gain deeper insights into students' social experiences.
Key Findings:
Preliminary analysis revealed notable differences in social skills levels between homeschooling students and public school students. Quantitative data indicated that homeschooling students exhibited slightly lower overall social skills scores compared to their public school counterparts. However, these differences were not statistically significant.
Qualitative interviews provided additional context to these findings. Homeschooling students reported having ample opportunities for one-on-one interactions with parents and siblings, fostering close relationships and strong communication skills within the family. However, they expressed occasional challenges in navigating larger social settings and forming friendships outside of their immediate circles.
Public school students, on the other hand, showed higher scores in certain specific social skills domains, such as assertiveness and cooperation. They highlighted the benefits of a structured school environment, increased exposure to diverse peer groups, and the development of teamwork and conflict resolution skills through group activities.
Discussion:
The findings suggest that homeschooling students may possess unique strengths in interpersonal communication and family relationships, while public school students may excel in certain social skills developed through exposure to diverse social environments. These results highlight the importance of considering individual preferences and circumstances when choosing an educational setting.
Further research is needed to explore the long-term implications of social skill development in homeschooling and public school contexts. Factors such as parental involvement, extracurricular activities, and community engagement should be examined to better understand the multifaceted nature of social development in different educational settings.
Conclusion:
This study provides insights into the social skills levels of homeschooling students compared to their public school counterparts. While homeschooling students may exhibit slightly lower overall social skills scores, they demonstrate strengths in family relationships and interpersonal communication. Public school students, on the other hand, excel in certain social skills domains and benefit from exposure to diverse peer groups. The findings emphasize the need for a nuanced understanding of social development in various educational contexts, enabling parents and educators to make informed decisions regarding their children's educational journey.
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