1.1 Introduction
Child labour refers to work that is mentally, physically, socially, or morally harmful to children and interferes with their education. According to the International Labour Organization (ILO), this includes any work that deprives children of their childhood, potential, and dignity, and that is harmful to their physical and mental development (ILO, 2017). The influence of child labour on academic achievement is a pressing issue in many educational settings, particularly in developing regions where economic pressures often force children into the workforce. in the context of primary education, child labour can significantly disrupt learning experiences and hinder academic progress. This study focuses on selected primary schools to examine how child labour affects the academic performance of pupils.
This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.
1.2 Background of Study
The history of child labour and its impact on academic achievement dates back to the early industrial era when children were widely employed in factories and mines under harsh conditions. Historical accounts reveal that during the 19th and early 20th centuries, child labour was prevalent in many parts of the world, including Europe and the Americas. This period saw children working long hours in hazardous environments, which significantly hindered their educational opportunities and overall development (Hendrick, 2000). In Nigeria, the issue of child labour has been shaped by historical, economic, and social factors. Traditional practices and economic hardship have long contributed to the involvement of children in various forms of labour. In pre-colonial Nigeria, child labour was often integrated into family and community work systems, which were essential for subsistence and economic survival (Adewale, 2015). However, with the advent of colonial rule and the introduction of new economic activities, such as agriculture and informal sector work, the nature and extent of child labour evolved.
The post-independence era in Nigeria saw increased recognition of the negative impacts of child labour on education and development. Despite various national and international efforts to address this issue, child labour remains a significant challenge. The Nigerian government has implemented policies and legislation aimed at reducing child labour, such as the Child Rights Act of 2003 and the National Policy on Education (Federal Ministry of Education, 2004). However, enforcement remains weak, and child labour continues to affect the educational outcomes of many children (Aderinto, 2019).
Research on child labour in Nigeria has consistently highlighted its adverse effects on academic performance. Studies have shown that children engaged in labour often experience poor school attendance, reduced academic achievement, and increased drop-out rates (Beegle, Dehejia, & Gatti, 2009). Historical data indicates that child labour significantly impairs students' ability to focus and perform well academically, reinforcing the need for ongoing research and intervention.
Child labour continues to be a significant barrier to educational attainment and development for millions of children worldwide. This issue is particularly pronounced in developing countries where economic pressures and limited access to resources often compel children to enter the workforce at a young age (ILO, 2017). The detrimental effects of child labour on academic achievement have been documented extensively, with evidence showing that working children face numerous obstacles that impede their educational progress (Edmonds, 2006).
In Nigeria, the prevalence of child labour is a critical concern. According to UNICEF (2020), a substantial number of Nigerian children are involved in various forms of labour, including agriculture, domestic work, and informal sector activities. This widespread phenomenon results in reduced school attendance, lower academic performance, and diminished educational outcomes. The Nigerian education system is already challenged by issues such as inadequate infrastructure, teacher shortages, and financial constraints. The additional burden of child labour exacerbates these problems, creating a complex environment where children's educational needs are not fully met (Aderinto, 2019). Research indicates that child labour not only affects the quantity of time children spend in school but also impacts the quality of their learning experiences. Working children often experience fatigue, stress, and diminished focus, which adversely affect their ability to engage in academic activities (Beegle, Dehejia, & Gatti, 2009). The consequences of child labour extend beyond academic performance, influencing overall developmental outcomes and future opportunities for these children.
Child labour is defined by the International Labour Organization (ILO) as work that is mentally, physically, socially, or morally harmful to children and interferes with their education (ILO, 2017). This phenomenon is prevalent in various parts of the world, with millions of children engaged in activities that prevent them from attending school regularly or focusing on their studies (UNICEF, 2020). The negative impacts of child labour on education are well-documented, showing that children who work long hours are more likely to have lower academic performance, higher absenteeism, and reduced participation in school activities (Edmonds, 2006).
In Nigeria, child labour remains a significant challenge, with many children working in agriculture, domestic services, and informal sectors instead of attending school (Aderinto, 2019). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the influence of child labour on academic achievement of pupils in selected primary school.
1.3 Statement of Problems
Investigation revealed that the influence of child labour on academic achievement in primary schools presents a significant problem that undermines educational outcomes and long-term development for affected pupils. Children engaged in labour often face numerous challenges that directly impact their ability to succeed academically. This problem is compounded by inadequate attention to the specific needs of working children in the educational system.
Additionally, child labour frequently results in irregular school attendance, as children are forced to prioritize work over education. Studies have shown that children involved in labour are more likely to miss school, which leads to gaps in their learning and reduced academic performance (Edmonds, 2006). The problem is further aggravated by insufficient policy enforcement and lack of targeted interventions. While there are national and international frameworks aimed at combating child labour, enforcement remains weak and resources are often inadequate to address the needs of working children effectively (ILO, 2017).
Moreover, the involvement of children in labour often leads to increased drop-out rates. As children become more entrenched in work, their commitment to education may wane, resulting in higher rates of school drop-outs (Aderinto, 2019). This drop-out phenomenon further exacerbates the cycle of poverty and limits the educational and economic opportunities available to these children.
Furthermore, the physical and mental strain associated with child labour can lead to fatigue and decreased concentration in school. Working long hours can leave children exhausted, making it difficult for them to focus on their studies and engage fully in classroom activities (Beegle, Dehejia, & Gatti, 2009). It is against the backdrop that this study seeks to address these problems by investigating the influence of child labour on academic achievement of pupils in selected primary school.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the influence of child labour on academic achievement of pupils in selected primary school. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the physical and psychological effects of child labour on students’ concentration and learning abilities.
- To evaluate the impact of child labour on pupils’ academic performance, including their grades and test scores;
- To assess the extent of child labour among pupils in selected primary schools and its prevalence;
- To analyze the relationship between child labour and pupils’ school attendance and participation; and
- To provide recommendations for policy improvements and practical interventions to mitigate the negative effects of child labour on academic achievement.
1.5 Research Questions
The following research questions guide this study on the influence of child labour on the academic achievement of pupils in selected primary schools:
- What is the prevalence of child labour among pupils in the selected primary schools?
- How does child labour impact the academic performance of pupils, including their grades and test scores?
- In what ways does child labour affect pupils' school attendance and participation in classroom activities?
- What are the physical and psychological effects of child labour on pupils' concentration and learning abilities?
- How effective are current policies and interventions in addressing child labour and supporting affected pupils' academic performance?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is a significant negative relationship between the extent of child labour and the academic performance of pupils in selected primary schools.
- H1: There is a significant positive relationship between the extent of child labour and the academic performance of pupils in selected primary schools.
Hypothesis Two
- H0: The negative effects of child labour on academic achievement are not pronounced in pupils working long hours compared to those working fewer hours.
- H1: The negative effects of child labour on academic achievement are more pronounced in pupils working long hours compared to those working fewer hours.
Hypothesis Three
- H0: Pupils who engage in child labour do not have lower school attendance rates compared to those who do not participate in child labour
- H1: Pupils who engage in child labour have lower school attendance rates compared to those who do not participate in child labour
Hypothesis Four
- H0: Current policies and interventions addressing child labour do not have a limited effect on improving the academic achievement of pupils involved in child labour.
- H1: Current policies and interventions addressing child labour have a limited effect on improving the academic achievement of pupils involved in child labour.
1.7 Significance of Study
The significance of this study lies in its potential impact on various stakeholders:
- Policymakers will gain valuable insights into how child labour affects academic performance, which will inform the development of more effective educational and labour policies.
- Educators will benefit from understanding the specific challenges faced by pupils involved in child labour, which will help them implement targeted interventions to support these students.
- Parents will have a clearer understanding of the detrimental effects of child labour on their children’s education, which will encourage them to prioritize schooling over work.
- Non-governmental organizations (NGOs) will find the study useful for designing programs and advocacy efforts aimed at reducing child labour and improving educational outcomes.
- Researchers will have access to updated empirical data on the relationship between child labour and academic achievement, which will contribute to the academic literature and guide future studies.
Finally, the findings of this research will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Influence of Child Labour on Academic Achievement of Pupils. The study will cover some selected private school in Bassa Local Government Area of Kogi State.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Delays from respondents were a significant issue, as obtaining timely and accurate responses from pupils, parents, and school officials often took longer than anticipated, affecting the overall data collection process.
- Financial constraints also posed challenges, as limited funding restricted the ability to reach a larger sample size or conduct more extensive research activities.
- Time constraints were another major limitation; balancing the research with academic responsibilities and other commitments often led to reduced time available for data collection and analysis, impacting the depth and breadth of the study.
1.10 Definition of Terms
Child Labour:
Child labour refers to work that is mentally, physically, socially, or morally harmful to children and interferes with their education. According to the International Labour Organization (ILO), this includes any work that deprives children of their childhood, potential, and dignity, and that is harmful to their physical and mental development (ILO, 2017).
Academic Achievement:
Academic achievement encompasses the measurable performance of students in their educational pursuits, typically assessed through grades, test scores, and other evaluative measures. It reflects the extent to which students have mastered the educational objectives and learning outcomes set by the educational system (McDonald & Burkham, 2003).
Primary School:
Primary school is the first stage of formal education, generally covering the early years of a child’s education, typically from ages 6 to 11. It provides foundational learning in basic subjects such as literacy, numeracy, and social skills (UNESCO, 2018).
Educational Outcomes:
Educational outcomes refer to the results of the educational process, including academic performance, skills acquisition, and overall development. These outcomes are often used to evaluate the effectiveness of educational programs and the impact of various factors, including socio-economic conditions (OECD, 2019).
