PERCEPTIONS OF OVER-SCHOOLING AMONG PRE-PRIMARY PUPILS IN JOS NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

This study examined the perceptions of over-schooling among pre-primary school pupils in Jos North Local Government Area of Plateau State. The study specifically focused on the volume of homework given to pupils and the appropriateness of curriculum content. A survey research design was adopted, and data were collected from a sample of 100 teaching practice students selected through simple random sampling. A structured questionnaire titled ―Pre-service Teachers‘ Perception on Over-Schooling Questionnaire (PTPOQ)‖ was used for data collection. The instrument was validated by experts and tested for reliability using Cronbach‘s Alpha, yielding a reliability coefficient of 0.66, indicating a substantial level of reliability. Data were analysed using mean and standard deviation. The findings revealed that respondents had a negative perception of the volume of homework given to pre-primary pupils, with a mean score of 10.66 (SD = 1.48). This indicates that the amount of homework was perceived as excessive and beyond pupils‘ developmental capacity. Similarly, respondents expressed a negative perception of the curriculum content provided to pre-primary pupils, with a mean score of 10.90 (SD = 1.49), suggesting that the content was perceived as overly demanding and developmentally inappropriate. The study concludes that over-schooling practices exist in the study area, particularly through excessive homework demands and inappropriate curriculum content. It recommends that stakeholders prioritise age-appropriate learning experiences and
ensure that academic activities align with the developmental needs of young learners.