CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The after-school hours of children have been highlighted as a crucial portion of their day. Then, children have the opportunity to play, socialize, complete homework, engage in sports, participate in music and other enrichment classes, and simply unwind. The benefits of after-school activities for children are extensive and diverse, ranging from physical to psychological and social benefits. Research demonstrates that encouraging children to participate in activities after school can promote their growth (Jenner, 2007). The most crucial learning years begin at birth (Kane, 2004). During childhood, individuals are able to acquire more knowledge than later in life. The brain develops most rapidly during childhood.

Any structured program that allows students to engage outside of the typical school day is considered an after-school activity. Some initiatives are provided by a primary school and some by externally financed non-profit or commercial groups (Gottfredson & Wilson, 2013). A class or activity held after school may take place in a school facility or somewhere in the community, such as a community center, library, or park. Children get experience in leadership and interacting with adults via participation in these activities. Research has demonstrated that organized after-school programs boost children' test scores, homework completion, grades, and even their emotional development (Adoga, 2009).

Every parent is aware of the importance of early childhood education for their child's development. Nevertheless, it does not end when the bell rings at 2:00 p.m. Lessons or programs after school are an excellent way to further a child's development. Lessons after school provide the chance for children to not only do their homework but also receive assistance if necessary.

According to Apsler (2009), children feel better at ease completing schoolwork in a little less formal setting where they can pose questions at any moment. There are further programs that teach children to mathematics and the sciences and spark their interest in these fields. This can result in greater academic performance and fewer skipped school days since the youngster may be more engaged (Honore, 2008).

This is the primary reason why students participate in organized after-school lessons: some working parents want their children to be more closely monitored during after-school hours. According to Wu & Van Egeren (2010), parents enroll their children in after-school activities to provide them with a secure, supervised environment. Numerous after-school programs occur on weekday afternoons, on weekends, and throughout the summer, therefore assisting working parents with child care.

Cognitive skill development in children entails the steady growth of learning abilities, such as attention, memory, and thinking (Chen & Lu 2009). These essential abilities help youngsters to interpret sensory data and subsequently learn to assess, analyze, recall, draw comparisons, and comprehend cause and consequence. Although some cognitive skill development is influenced by a child's genetics, the majority of cognitive skills are acquired via experience. This implies that training and practice can increase cognitive and learning abilities.

The development of symbolic thought between the ages of three and four is one of the most significant cognitive transformations that occur throughout the preschool years. The capacity to cognitively or symbolically depict concrete objects, activities, and events called symbolic cognition (Cook, 2010). The most noticeable indicator of the development of symbolic reasoning in four-year-olds is the huge rise in their use of sophisticated make-believe play.

Some proponents of preschool after-school lessons believe that unsupervised children may engage in undesirable behaviors such as aggressive behavior, fighting, and rough play. In contrast, Levine (2006) argues that when children spend so much time in structured after-school activities and sacrifice time or emotional intimacy with their families, they fail to learn self-management, a crucial antecedent to both psychological inner strength and academic success.

In Nigeria as a whole and Benue state in particular, there is a paucity of empirical research on the impact of after-school lessons on the cognitive achievement of kindergarteners. In light of this, the purpose of this study is to examine the effect of after-school lessons on the cognitive accomplishment of a preschooler in the Gboko Local Government Area of Benue State.

1.2 STATEMENT OF THE PROBLEM

Parents play a crucial role in the cognitive development of their children. The best assistance for children's development of the cognitive skills necessary for future academic achievement comes from their parents. Enrolling preschoolers in after-school classes reduces the amount of time they spend with their parents (Jordan, 2000).

Although it appears that after-school lessons and activities are beneficial for children, there are a number of additional elements that must be considered when assessing their influence. As previously said, children spend their time after school in a variety of ways and under a wide range of supervision.

While after-school lessons provide supervision and academic support, studies have also demonstrated that participation by preschoolers in after-school lessons influences their morals, attitudes, and behaviors toward their peers and parents. Students can develop positive behavior, attitudes, and morals, but they can as quickly acquire negative attitudes and behaviors (Mahoney & Cairns, 2007). A preschooler's after-school lesson might be both a boon and a hindrance to his or her cognitive development. In light of this context, the purpose of this study is to examine the effect of after-school instruction on the cognitive achievement of preschoolers in the Gboko Local Government Area of Benue State.

1.3 OBJECTIVES OF THE STUDY

The primary aim of this study is to examine the effects of after school lessons on kindergarteners. Specifically, other objectives of this study are:

i.          To determine the extent after school lesson is carried out for kindergarteners.

ii.        To determine whether  after school lessons has an effect on the cognitive development of kindergarterners.

iii.      To determine whether  after school lessons has an effect on the academic performance of kindergarterners.

1.4 RESEARCH HYPOTHESES

The following hypotheses will effect the validity of this study:

Ho1: After school lessons does not have an effect on the cognitive development of kindergarterners.

Ha2: After school lessons has an effect on the cognitive development of kindergarterners.

Ho2: After school lessons does not have an effect on the academic performance of kindergarterners.

Ha3: After school lessons has an effect on the academic performance of kindergarterners.

1.5 SIGNIFICANCE OF THE STUDY

This study will assist parents in understanding their impact on their children's well-being and how it impacts their academic achievement, both positively and adversely.

It will motivate parents to provide their children with the necessities for academic achievement in order to make their children relatively comfortable. The study will inform parents of the advantages and disadvantages of enrolling their children in after-school classes.

In addition, designers of education and curricula would be guided to develop curricula without rigidity to accommodate children from varied family contexts. In addition, instructors would be aware that a cordial teacher-parent interaction would increase and affect a pre-cognitive schooler's accomplishment.

Upon completion, the research will contribute to the existing body of literature and inspire more investigation into the area.

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