The effects of child abuse on academic achievement

Abstract

Abstract provided by author:

The participants in the study were 210 male and female Grade 10 learners randomly selected from five secondary schools from the Khomas Educational Region

Data was analyzed using the Statistical Analysis System (SAS) to determine frequencies of three types of abuse, and t-tests to test for differences in the mean performance between the 'abused' and the 'not-abused' learners in both English and Mathematics, and by sex

Frequency of Abuse: The results indicated that 'physical abuse', 'sexual abuse' and 'neglect' is common in all types of residence available to learners. 'Physical abuse' was found to be more rampant than 'sexual abuse' and 'neglect'. Children living in the 'hostels', 'home of the employer', with 'other children' and with 'other guardians' were more physically abused than those living in other types of residence regardless of their sex

'Sexual abuse', like 'physical abuse' was also found to be rampant in all types of residence. Female learners were more prone to sexual abuse than male learners. The commonest mode of sexual abuse was found to be fondling of breasts and/or private parts. Learners living with 'other children', 'guardians', and 'hostels' are more sexually abused than those living in other types of residences were

Child neglect was felt more by learners living with 'other children', 'grandparents', and 'alone at home'. The commonest form of neglect was identified as lack of 'enough clothing', and 'lack of attention '. Academic performance: Overall the mean performance in both English and Mathematics, for both males and females were 'lower' for the 'abused' learners than were for the 'not-abused' learners. The exception to the above statement was the observation that, the 'abused' female learners had a higher mean performance in Mathematics than the 'not-abused' female learners. The question is 'why this exception?'

Likewise it was also observed that 'abused' learners who had to repeat a grade had lower means in both English and Mathemeatics, and for both sexes, than the 'not-abused' learners who had to repeat a grade

Through the t-test values, it was however, observed that there were no statistically significant differences between the observed means for both English and Mathematics, and by sex

Conclusion and recommendation: Notwithstanding the t-test values, the study concludes that, if the difference in mean performance for both English and Mathematics, and for both sexes, is used as a measure of evidence, it can overall be said that the academic performance of 'abused' learners was lower than that for the 'not-abused' learners

The main recommendation made was that the Ministry of Basic Education and Culture, in collaboration with the Ministry of Women and Childcare should organize this study to be repeated countrywide to ascertain the extent to which 'physical abuse', 'sexual abuse' and 'learner neglect' is rampant countrywide