CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The man is the head of the family and the sole provider of nourishment in the typical African cultural milieu. On the other side, the woman (or mother) is supposed to take care of the home and the children. She is not expected to take up paid work that would divert her attention away from her responsibilities as a housewife (Davis-Kean, 2005). She is, nevertheless, expected to provide informal education to the child and then prepare him for official school. The widespread belief (in the Researcher’s opinion) is that working women will find it difficult to fulfill their job of providing early childhood education, which will have an impact on their child’s academic achievement once they enter school.
In terms of child development, moms must choose between time spent parenting and money while determining whether or not to work. Parenting resources, such as money and time, are thought to have a favorable impact on a child’s cognitive and academic development. As a result, estimating the impact of parental employment on children’s academic success is important (Mahmudul 1992).
Several factors influence academic performance. Most studies show of how a mother’s socioeconomic standing influences the type of home her children live in, the social amenities they have, their mobility, and even the types of food they eat, and, as a result, their academic achievement in school (Olusanya, Eyisi, Ogunyide, & Egbichulam ,1990).
According to Kriesberg (1990), middle-class families are more supportive and rewarding of academic performance than lower-class families. Indeed, according to Capper (1996), a child’s success in an examination can have an impact on the entire family because that performance can limit or increase the child’s future work opportunities. The influence of parental status on academic performance was also noted by (Musgrave 1998). Personal factors such as success, motivation, and self-concept, he noted, are powerful predictors of academic performance.
Women’ job has an impact on their children’s academic achievement, especially when it is noted that mothers play a key role in their children’s education from conception to formal education. According to Akogun (1998), there is emerging evidence that when malnutrition begins early in life, it causes more severe brain impairment and may lead to a life-long loss in intellectual capacities. Furthermore, a mother who has continually lived on poor nourishment is unlikely to produce intellectually capable children, which may result in poor scholastic accomplishment.
Mothers’ employment (whether on a shift basis, part-time job, or full-time employment) has a significant impact on how successful or unsuccessful their children are in school. Mustapha (2008) confirms this, stating that child training is a neglected subject in most families, and that mothers are no longer dedicated to the upkeep of their children. He claims that when mothers work, they spend the entire day at their jobs, especially if they hold executive positions, and have little or no time for their children and families. This disregard for family responsibilities may result in students who are illiterate and whose moral and intellectual performance is lacking.
1.2 STATEMENT OF THE PROBLEM
In a family, a woman makes many different contributions that affect everyone’s happiness. They are typically allocated to be the primary carers for newborns and children in practically all communities around the world (UNDP, 1995). Breast feeding, preparing food and drinks, carrying water and collecting fuel, and seeking preventative and curative medical treatment are all important activities for a child’s healthy development. In both households and enterprises, women play an important role in supplementing family income. In underdeveloped countries such as Nigeria, women’s engagement is critical in some situations for a family’s survival. However, because of the time constraints that women confront, their responsibilities as caretakers and family income producers may conflict, with potentially serious consequences for children’s welfare. Working parents may rely on other family members to care for their children, but the quality of care offered by these replacements, particularly if they are older children, may be inadequate (Mahmudul 1992).
According to Uche, (1991), the majority of moms are ‘working mothers,’ earning money to augment the income of their husbands. There are also cases where a woman is a single mother or parent who is responsible for the education of her children through all levels of schooling. Her social standing, as measured by her financial level, will decide how well the students are nourished. It is important to highlight that how well students are fed has an impact on their academic achievement.
What are the broad implications of these employed women on their children’s academic performance? Is it possible for their paid occupations or social position to have a favorable impact on their children’s academic achievement?
1.3 OBJECTIVES OF THE STUDY
The primary aim of this study is to assess the impact of mothers career on students academic performance. Specifically, but not limited to, other objectives of this study are:
i.         To determine the extent mothers career affects their children’s academic performance
ii.       To examine the factors militating against academic performance of children whose mother are gainfully employed
iii.     To determine if there is a difference between children of career women and those of non-career women
iv.     To examine ways career mothers can help to their children to improve their academic performance
