SCIENCE EDUCATION STUDENTS' PERCEPTIONS OF SINGLE-PARENTING IMPACTS ON SCIENCE LEARNING
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Abstract
The study investigated science education students’ perceptions of single-parenting impacts on science learning. The research was a survey design that employed a self-designed questionnaire validated by science education experts. One hundred and ninety-seven science students selected randomly participated in the study. The data obtained were analysed using descriptive statistics. Results show parents are critical in the educational development of students in Nigeria. The finding offers that a single parent (father or mother) training students leads to low academic performance, financial problems, and other socioeconomic problems like depression, hunger, deprivation, stress, and frustration. Finding also indicates that the number of single-parent sponsored students are low as against the notion that they are increasing in Nigerian schools. The research concluded that parents' involvement in students’ training is critical to science learning. Finally, the author suggests some recommendations to forestall single-parenting in Nigeria, such as the government should discourage Childbirth outside marriages.
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