Browsing by Author "Usman Tunde SAADU, SULYMAN Hafees Tosin, Zainab Damilola SULAIMAN"

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    INFLUENCE OF PSYCHO-SOCIO FACTORS ON PRIMARY SCHOOL PUPILS’ ADJUSTMENT IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
    (Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Usman Tunde SAADU, SULYMAN Hafees Tosin, Zainab Damilola SULAIMAN
    Beyond the outward expressions on children’s faces, there are a host of abstracts–social and psychological–that influence their adjustments in different contexts. This paper examined the influence of psycho-socio factors on primary school pupils’ adjustment in Ilorin South Local Government Area of Kwara state. The research employed a descriptive survey methodology, utilizing two assessment tools: The Pupils’ Psycho-socio Factors Questionnaire (PPSFQ), administered to 149 pupils, and the School Adjustment Rating Scale of Pupils (SARSP), assessed by their teachers. Both respondents were selected through a simple random sampling method. Three research questions were raised and one null hypothesis was formulated and tested at0.05 level of significance. The data collected were analysed using descriptive statistics (mean and standard deviation) for the research questions while inferential statistics (linear regression) was used for the hypothesis testing. Reliability of the instruments was ascertained by internal consistency and reliability indexes of 0.76 and 0.82 were obtained respectively. Findings of the study revealed that the personality trait of pupils in Ilorin South Local Government is positive; the level of parental involvement is high, and the level of primary school pupils’ adjustment is also high. Based on the findings, it was concluded that there was a significant Influence of Psycho-Socio Factors on Primary School Pupils’ Adjustment in Ilorin South Local Government Area of Kwara state. Based on the conclusion, it is recommended that parents should prioritize involving in their children learning by striking a balance between the demands of work and involvement in their children’s development. Educational authorities should organise regular parent-teacher meetings, seminars and workshops to educate parents on how to best support their children’s learning.