COMPLETE PROJECT – THE IMPACT OF DOMESTIC VIOLENCE ON PRIMARY SCHOOL PUPIL IN IKORODU, LAGOS STATE

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CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND

Pupils’ emotional and physical well-being, which in turn may be impacted by family dynamics such as domestic violence, are reflected in their school engagement, as measured by attendance, performance, and class involvement. Psychological abuse and coerced sex are common byproducts of abusive relationships at home. Domestic violence is paradoxical because it occurs inside the context of the family, which is traditionally seen as a safe space where loved ones may be close and feel supported emotionally. It’s tragic because IPV often occurs within the context of a highly nurturing social unit like a couple. Children living in low-income neighborhoods are more likely to be exposed to domestic violence, which may have a severe impact on their mental and physical health, as well as their ability to focus and concentrate in class. Unfortunately, it is impossible to get an accurate sense of how widespread domestic violence is since many victims choose not to come forward, keeping the problem hidden among families and friends. The effects of domestic violence or intimate partner violence (IPV) on children are often long-lasting and severe. Children who witness acts of violence are more likely to have both short-term and long-term emotional imbalances, which may have repercussions on their academic performance and social interactions. In a continuation of the concept, these kids could grow up to be abusers themselves. Youngsters who are exposed to domestic violence at home are more likely to have the same emotional and behavioral difficulties as battered children.

The level of a student’s academic achievement is a key indicator of their overall success. Any school of higher learning will inevitably introduce the idea of academic achievement. At the conclusion of a course of study, it may articulate the progress made by an individual or a class as a whole. It’s a measure of how well a student can absorb, remember, apply, and share what he’s learned (joe, Kpolovie, Osonwa and iderima 2014). There is a strong semantic connection between this idea and the concepts of academic success and academic accomplishment. Academic performance refers to how well a student does in school as measured by his or her test results, grade point average, and/or teacher’s evaluation of his or her work. Based on these criteria, it seems that students’ academic success is an observable and measurable facet of their competence with regard to certain skills and/or subject matter (s). It indicates the extent to which the learner has achieved the specified behavioral goals, and so argues that academic performance is one of the three necessary parts of a well prepared learning objective (Singh, 2010). Domestic abuse is only one issue among several that contribute to elementary school students’ low test scores.

The domestic violence is such a factor which is the foundation for children’s development, as such in terms of family problems, family’s socio-economic status plays a vital role in educational achievements of the pupils. The home has a great influence on the child’s psychological, emotional, social and economic state. This is because the domestic violence in context to the child’s performance affects his reaction to life situations and his level of performance. The success at school is associated with domestic violence factors, as these factors can greatly affect young children’s cognitive skills. Disadvantaged children (children with poor social background and facing more number of domestic violence factors) start schooling with significantly lower cognitive skills than their more advantaged peers (Sharma, Basad and Gupta 2015). Dutton (2012) defines physical abuse as any behaviour that involves the intentional use of force against the body of another person that risks physical injury, harm and or pain. It includes pushing, hitting, slapping, choking, using an object to hit, twisting of a body, forcing the ingestion of an unwanted substance and use of a weapon. He further sees sexual abuse as form of domestic violence defines it as any unwanted sexual intimacy forced on an individual by another. It may include oral anal or vaginal stimulation or penetration, forced nudity, forced exposure to sexual explicit material or activity. Compliance may be obtained through actual or threatened physical force or through some other form of coercion.

Domestic violence is threatening many Nigerian families and is unfortunately increasing in our society. Many people, the vast majority of them children have been injured, disabled and killed as a result of domestic violence. Following the recent happenings where domestic violence, it has become a great priority that domestic violence is a menace that needs to be addressed as soon as possible and accorded with all  seriousness that it deserve. It was further notes that domestic violence does not recognize social classes or educational standards (Wopadovi,2014). Domestic violence is assuming national and international attention and it is a type of violence that is prevalent in many homes, and the world over. It is a form of defilement, assault, sexual harassment, and rape or battering, child abuse, for example denial of right, necessities and opportunities, threatening patterns of communication such as insults, harassment, neglectful lack of action. Domestic violence has been outlined by Amnesty international as most violent attacks on an individual or group of people or women. It involves physical, sexual and psychological violence in the family including battering, sexual abuse of female children in the household, dowry related violence, marital rape, female genital mutilation and other traditional practices harmful to any member of the household. Domestic violence may be exhibited by any member of the household (Sharma, Basad and Gupta 2015).

Adejobi, Osonwa, Iyam, Udonwa and Osonwa (2013) asserted that one negative aspect of family’s life is the effect of domestic violence on children, either as witness to, or victims of conflict which is determined by inter-parental relationship child could be severely traumatized by witnessing domestic violence or themselves being victims of this violence. According to them, domestic violence is a pattern of assaultive and coercion, the adults or adolescents use against their intimate partners. Toda domestic violence is not recognized as a serious societal problem in Nigeria (Imtionde, Aluede and Oboite, 2012). Yet, children in families in which such violence occurs have remained largely invisible as victims. Children who live in households with domestic violence are said to be at higher risk for maladjustment than children who do not live with such violence.

1.2       STATEMENT OF THE PROBLEM

Literatures have revealed a growing trend towards violence and brutality towards pupils from their parents and homes. Often this violence plays out in other forms towards fellow pupils. Further investigation revealed that the perpetrator of this crime had suffered domestic violence. This has resulted in a trend where many families are pre-occupied with the pressure of daily living to the extent that some hoes are witnessing indiscipline among pupils. The propensity for pupils to be violent is also in part influenced by domestic ecology. While domestic violence has been recognized as one of the most entrenched and pervasive forms of violence in Nigeria today, its influence on school going children have yet to receive the same degree of attention (Tony,2012). Children who are victims or witnesses of domestic violence may develop physical, psychological and behavioural problem as a result of physical, verbal, psychological and other forms of violence. This may affect their participation in school as they may go to school when they are too scared to learn and a good number of them may lag behind in class as well as in life due to exposure to domestic violence. The short-term and long-term emotional and physical aftermath of domestic violence may affect pupil’s school attendance, academic performance, and behavioural patterns in school and class participation. It’s unclear how types extent of domestic violence cause pupil’s poor academic performance, but this study seeks to investigate this scenario.

1.3  PURPOSE OF THE STUDY

The broad objective of this study is to examine the impact of domestic violence on primary school pupil in Ikorodu, lagos State.

The specific objectives of the study include, examining:

1. The influence of domestic violence on pupils’ school attendance in primary schools in Nigeria;
2. The influence of domestic violence on academic achievement of pupils’ in primary schools in Nigeria;
3. The influence of domestic violence on school behavioural patterns of pupils’ in primary schools in Nigeria;
4. The influence of domestic violence on pupils’ class participation in primary schools in Nigeria.
   • RESEARCH QUESTIONS

Based on above study objectives, the following questions were raised:

1. What is the influence of domestic violence on pupils’ school attendance in primary schools in Nigeria?
2. Would there be significant influence of domestic violence on school behaviour patterns of pupils’ in primary schools in Nigeria?
3. What is the influence of domestic violence on school behavioral patterns of pupils’ in primary schools in Nigeria?
4. What is the influence of domestic violence on pupils’ class participation in primary schools in Nigeria?

 

1.5       RESEARCH HYPOTHESIS

The following null-hypothesis were postulated in line with above objectives:

H0₁ : there is no significant influence of domestic violence on pupils’ school, attendance in primary schools in Nigeria.

H0₂ : there  is no significant influence of domestic violence on academic achievement of pupils’ in primary schools in Nigeria.

H0₃ : there is no significant influence of domestic violence on school behavioural patterns of pupils’ in primary schools in Nigeria.

H0₄ : there is no significant influence of domestic violence on pupils’ class participation in primary schools in Nigeria.

1.6       SIGNIFICANCE OF THE STUDY

The study may assist different education sector stakeholders in addressing domestic violence as a social vice and to improve the academic achievement and school participation of pupil coming from the low socio-economic levels. Education sector policy makers, school administrators and teachers may use the findings of this study to formulate strategies for implementing and promoting participation of pupil coming from families vulnerable to domestic violence.

The local administration and social workers as well as non-governmental organization(NGOs) may use these findings in identifying such families, abused children and in formulating strategies for addressing the ills of domestic violence  and encourage socially inclusive interventions mechanisms within slum areas. The study may also benefit the legal legislative framework by providing information needed to incorporate protective las against domestic violence and school participation, basic education rights and regulations.

The results may also contribute to the national debate on domestic violence and its control as well as insights into more research on the causes, impacts and relationships of domestic violence with other element of economic and social well-being of society

1.7       SCOPE OF THE STUDY

The study examined the impact of domestic violence on primary school pupil in Ikorodu, lagos State. In terms of contents coverage, the study further examined influence of domestic violence on the pupils’ school attendance, academic achievement, school behavioural patterns and class participation in primary schools in Nigeria.

 

1.8       OPERATIONAL DEFINITION OF TERMS

The following terms were defined for the purpose of this study:

Academic performance: this refers to the level of performance in school, accomplishment or success in school in terms of general average scores in examination.

Domestic violence: this refers to physical abuse, sexual abuse, psychological abuse and abuse to property and pets.

Physical abuse: this refers as ay behaviour that involves the intentional use of force against the body of another person that risks physical injury, harm and or pain. It includes pushing, hitting, slapping, choking, using an object to hit, twisting of a body part, forcing the ingestion of an unwanted substance and use weapon.

Sexual abuse: this refers to form of domestic violence which is defined as any unwanted sexual intimacy forced on an individual by another. It may include oral anal or vaginal stimulation or penetration, forced nudity, forced exposure to sexual explicit material or activity.

Primary School: Primary school is a school for children between the ages of about five and eleven.

Pupil: Pupil a person who is taught by another, especially a schoolchild or pupil in relation to a teacher.

 

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COMPLETE PROJECT – THE IMPACT OF DOMESTIC VIOLENCE ON PRIMARY SCHOOL PUPIL IN IKORODU, LAGOS STATE