CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

Child-Street hawking is a common phenomenon in Nigeria today. This is more prevalent in the urban areas. Hawking is a form of trade in which the seller (hawker) carry wares (commodities or goods) from one place to another in search of prospective buyers. Child-Street hawking refers to the selling of goods carry out by a person below the age of eighteen (child-street hawker).Among child-street hawkers are school going children (in-school child-hawkers) who out of necessity combine schooling with economic activities despite its consequences.

The phenomenon of child street hawking attracted concern from government, Non-Governmental Organizations (NGO), teachers and school administrators. Studies show that children combine schooling and hawking to contribute to family survival, purchase learning materials and pay school fees (Johnson, & Ihesie, 2015). Literature suggest that parent allow their children in to hawking due to the prevailing harsh economic situation in Nigeria (Akpan, & Oluwabamide, 2010; Shailong, Onuk, & Beshi, 2011; Ayodele, & Olubayo-Fatiregun, 2014; and Clark &Yesufu, 2014; idris, Yahaya, Sambo, Muazu, & Isa, 2014). Empirical study shows a significant relationship between parents‟ occupational level and street hawking among children (Dada, 2013). Given this situation, it is unlikely that child-street hawking could be put to end any sooner.

In recent times, in-school child-street hawking has been an area of wide research (Iorvaa, 2007; Ashimolowo, Aromolaran & Inegbedion, 2010; Faruta, &Yambuk, 2013; Bosah, Offem, & Obumneke-Okeke, 2015 and Johnson, & Ihesie, 2015) due to the concern about their academic performance. Academic performance is a key aspect of educational system. It is a yardstick through which students‟ progress, teacher`s effectiveness and over all educational standard is determine. It could be defined as the ability of the students in school work which meet or exceeds the expected grades. Generally, child-street hawking has been assumed to be one of the factors influencing academic performance of students in school.

Researchers such as: Akpan, and Oluwabamide, (2010); Ashimolowo, et al (2010); Ubajaka, Duru, Nnebue, Okwaraoha, andIfeadike, (2010);Ekpenyong, andSibiri, (2011); and Johnson, and Ihesie, (2015) call for legislation against child-street hawking in Nigeria. This suggests that when child-street hawkers are barred from hawking it enable them the time to concentrate on school work. Thought it is desirable to discourage any activity that will interfere with schooling of the children, however, it is not feasible when such activity is the means of livelihood in the absent of other alternatives (Omokhodion, Omokhodion & Odusote, 2006; Anumaka, 2010). Insisting on exclusive schooling for children from low income or unemployed parents will likely: hinders enrolment; leads to withdrawal and drop out of school due cost of schooling and need for survival. Given the above situation it is better to allow school going children to engage in income generating activity while they continue schooling than not to be in school at all (Okpukpara, Chine, Uguru, & Nnaemeka, 2006). Moreover, there are in-school child-street hawkers that perform betterin academic work. Recent study reveals that while 35.7 of the students had worse grade, 31.2 had better grades and 33.1 had no change in their grades since they began hawking in the street (Johnson, & Ihesie, 2015).This implies that despite the challenges that associated with combining school and work, there are students who perform better. This situation is not unrelated to factors that minimized the effects of combining schooling and hawking. Effect of hawking on in-school children can be reduced when hawking time is minimized (Omokhodion et al., 2006). It is not unlikely that academic performance of child-street hawkers would be better when parent regulate hawking time and monitor school work. Hawking time is the period in which students carry out hawking. This could vary based on schedules of school work and/or convenience. Studies suggest the in-school students` hawking time could be: before school hours; after school hours; before and after school; and weekend/holydays (Education Research Network for West and Central Africa (ERNWACA), 2010; Ubah, & Bulus, 2014). Hawking time could determine students: attendance in school; participation in extracurricular activities; amount of time for study at home and rest. These are factors that are likely to influence academic performance of students.

Study habit is also an important factor influencing academic performance of students. Literatures suggest study habit and students‟ academic performance has been area of concern in education. Study habit has been defined as “external activities which serve to activate and facilitate the internal process of learning (Tunde, Oke, &Alam, 2010). It could be said to be the method students adopt to learn. A study habit is associated with time management, homework and assignment, reading and note-taking, concentration; preparation for examination and teacher consultation. Empirical studies reveal that there is a relationship between a students` academic performance and their study habits (Ola, & Morakinyo, 2009; Bashir, & Mattoo, 2012; Cerna, & Pavliushchenko, 2015). Studies on students effect of study habits on academic performance that are available are in relation to chemistry (Tunde, et al., 2010; Ogunkola, & Garner-O‟Neale, 2015), information and communication technology (ICT) (Mbah, 2010), English Mathematics and Sciences (Oluwatimilehin, & Owoyele, 2012) parents occupation (Aditya, & Ghosh, 2014) and type of school and type of family (Chand, 2013). It appears that Study on study habits and academic performance in Social Studies is non-existent. There is therefore, the need to carry out this study to fill in the gap in literature.

Studies abound on Junior Secondary School (JSS) students` academic performance in Social Studies. These studies focus mainly on identifying improved teaching method that will enhance academic performance of students in Social Studies (Edinyang, & Ubi, 2012). There is therefore, the need to explore the contributions of study habits in relation to hawking time to see whether it could possibly serve as an intervention to students who engage in street hawking. Thus, this research aims at making comparative analysis of effect hawking time and study habits on the academic performance of students in social studies with a view to determine which of the hawking time is associated with good study habit and will contribute towards improved performance of street hawkers in Social Studies.

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