SOCIAL ENVIRONMENT AND PUPILS' ATTITUDE TO SCHOOLING IN PUBLIC PRIMARY SCHOOLS IN LAGOS STATE, NIGERIA

Abstract

The standard of education in government primary schools is influenced by various factors, including pupils' social environment. This study considered the bond between the social environment and pupils' attitudes towards schooling in public primary schools in Lagos State, Nigeria. Social learning theories were used as the theoretical framework for this study. A correctional research design of survey types was adopted. A sample size of 509 pupils was selected from intact classes of primary five and six using a multi-stage sampling procedure. Two validated and reliable research instruments, titled Social Environment Questionnaire (r = 0.72) and Pupils' Attitude Scale (r = 0.86), were used for data collection. The demographic data collected were analysed using proportional frequency distribution tables and simple percentages. The null hypothesis formulated for the study was tested using Pearson's Product-Moment Correlation (PPMC) at a 0.05 level of significance. The general attitude of pupils schooling in public primary schools in Lagos State was positive, especially with respect to interest in learning, motivation to learn, school environment and peer influence. There was a significant correlation between home social environment, school social environment and pupils' attitude to schooling (r = 0.34, p<0.05; r = 0.46, p<0.05) respectively. It was concluded that social environments are related to the attitude to schooling of public primary school pupils. The study suggested that school administrators and parents should sustain and improve the positive social environment by promoting collaborative efforts between schools and parents through regular meetings and interactive programmes.