Thesis Abstract

The study investigated influence of after school lesson on the cognitive achievement of pre-schooler in Shomolu Local Government Area of Lagos State. Three research questions were raised and answered while three hypotheses were formulated and tested at 0.05 level of significance. The descriptive research design was adopted for the study. One hundred (100) participants comprise fifty (50) primary school teachers and fifty (50) parents withinShomolu Local Government Area of Lagos State was used for the study. The research instrument used was modified four point modified Rensis Likert Rating Scale Questionnaire type. Data analyses was done using descriptive statistics of frequency counts and percentages to answer research questions while the hypotheses formulated were tested using PPMC, Chi-square and t-test statistical tool at 0.05 level of significance. All stated hypotheses were rejected. The study established various forms of parental support in educational activities at home which were found to have impact on the academic and cognitive development of preschool children. Based on the result from the findings of this study, it was concluded that there is a significant relationship between after school lesson and pre-schooler cognitive achievement; there is a significant influence of parental involvement on pre-schooler cognitive achievement and that there is a significant difference in cognitive achievement of pre-schooler that attend after school and those that did not. The study recommends that parents involvement in schools’ activities should be encouraged and the government should consider developing and implementing policies that support this. The collaborative effort enhances children learning and that teachers should establish effective partnerships with parents to support learners learning.

Thesis Overview