TEACHER’S PERCEPTION ON IMPACT OF OVER-SCHOOLING ON INTELLECTUAL AND PSYCHO-MOTOR DEVELOPMENT OF PRIMARY SCHOOL PUPILS IN IMO STATE, NIGERIA

Bridget Nkechi Nwosu, PhD, Lilian Chinyere Azarah, PhD, Christiana Ugonma Iwuoha

Abstract


This  study  investigated the perception of teachers on  the  impact  of  over-schooling  on  intellectual  and  psychomotor   development  of  public  primary school  pupils  in Imo State,  using researcher’s developed instrument. Multistage sampling procedure was employed of  710  primary  school teachers  in  the  42   public  primary  schools  in Imo state as  the  area  of  study,   120 participants  were  used   as  the  sample   for  the  study.   Four stages were involved in the sampling; at each stage an appropriate sampling technique was used.  Mean scores were used to describe teachers’ investigation on impact of over- schooling on intellectual and psychomotor   development of primary school pupils in Imo State.  Descriptive statistics, using Statistical Package for Social Sciences (SPSS version 23) were employed for data analyses. Results revealed among others that the   respondents   significantly showed that over-schooling neither enabled intellectual development, nor enhanced psychomotor development of primary school pupils in Imo Sate. Recommendations were advanced.


Keywords


perception, teachers, impact, over-schooling, intellect, psycho-motor development, primary school pupils.

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