TABLE OF CONTENTS
Declaration ..... ... ...... .. ....... ... ......... ... .... ............. ....... ......... ............................................... .. i
Appro val ............................... .................................................... ................. .......... ............. ii
Dedi cation ........ ........ .. ........ ......................................................... ......... ....... ............ ......... . iii
Ac knowledgn1ent ....... .. ........ ..... .......... .. .. .. ........ ................................................................ iv
Table of contents ....................... ... ..................................................................................... v
Abstract .... ................. .... .......... ... ........ ........................................................................ ............ . viii
CHAPTER ONE
1.0 Introduc tion .................... .. ..................................................................... ..... .............. ... 1
1.1 Background of the study ..... .. .......... ........................................... ......... ........ ................ 2
l.2 Staten1ent of the problem ............................................................................................ 3
1.3 Objectives o f the study ......... .. .... ................................ ............ ..................................... 3
1.3. 1 General Obj ectives .................... .................................................. ..... ........................ 3
1.3.2 Specific Objectives .................... .................... ........................................................... 4
1.4Scope of the study ........................................................................... ............................ . 4
1.5 S ignifi ca nce of the study ................................. .. ......... ............ .. .... .. ....... .. ...... .. .. ...... .... 5
l.6 Antic ipated Lim i rations o f the problem ................................. ...... .......... .. ...... ... .......... 6
CHAPTER TWO
LITERATURE REVIEW .............................................................................................. 7
2.0 Introd uctio n .... ......... .......... .................................. ..................... ..... ..... ...................... ... 7
2.1 Pre-schoo l and acade mic performance ....................................................................... 7
2.2 [nfl ue nce of age and sc hooli ng ...... ...... .. ...... .. ...... .. .. ...... .... ...... .. ...... .. ....... ........ .......... 9
2.3 School read iness and ski ll development .. .......................................... ...... ...... .......... ... 10
2.4 Pre-school failures indicators ... .... ... ...... .. ............... ................................. .................... 12
2.5 Parenta l involvement .. .. ... .... .. .. ....... .. ............................ .... .. ........... ............................. 13
2 .6 Parents as partners with school ............... ..... ............ ...................... ....... ......... ............. 15
2.7 Effec ts of patern al invo lvement in ed ucation .. .... ............. ...................... .................... 16
2.8 Pre-sc hool te ache r involvement ......... ..... ........................................ ....... ...... .. ........ ..... 17
2.9 Sumn1ary .... ............ .......... ...... ........ .. ............................................................. ............. 19
v
CHAPTER THREE
METHODOLOGY ......................................................................................................... 20
3.0 Introduction ...... ........................................................................................................... 20
3. 1 Research design ........................ .................................................................................. 20
3.2 Area and population of study ...................................................................................... 20
3.3 Satnple Framework ..................................................................................................... 21
3.3.1 Sc11nple size ............................................................................................................... 21
3.3.2 Sc11npLe technique ..................................................................................................... 21
3.3.3 ScunpLe procedure .................................................. .................................................. 22
3.4 Methods of dala coll ection .. ... ........... .... ...................................................................... 22
3.4.1 fn stnunents .................................................................... ........................................... 22
3.5 Sources of data ........... ................................................................................................. 23
3.6 Data processing .. ...... .......................................................................... ....... ........... ....... 23
3.7 Data anal ysis ................. ................. .............. .... ........ .. ..... ........... ........ .......... ...... .. .... ... 23
3.8 Ethi cal considerati on ................................................................. ... ............................... 24
CHAPTER FOUR
FINDINGS, DATA ANALYSIS AND INTERPRETATION ..................................... 25
4.0 Introduction .......... .... .. ...... ... ...... .. ......... ... ................ .. ......... ......................................... 25
4.1 School readiness acti vities .............. ............................................................................ 25
4.2 Parent school interactions ........................................................................................... 27
4.3 Child age performance barriers ................................................................................... 28
4.4 Pre-school acti vities analysis .................................................................................... .. 29
4 .5 Factors enhancing pre-school pupil performance ................................................ .... .. . 30
4.6 Pupi ls requirements fulfillments ................................................................................. 32
4.7 conc lusion ........................ ................... ................. .. ....... ......... .. ............. .................. ... . 33
VI
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS ............................... 34
5.0 Introduction ................................................................................................................. 34
5.1 Discussions
5.2 Recommendations ........................... ............................................................................ 36
5.3 Conclusions ................................................................................................................ .
REFERENCES ................................................................................................................ 38
APPENDICES ................................................................................................................. 39
APPENDIX A: Research Questions: (General Public) ............................................... 39
APPENDIX B: Research Questions(professionals) .................................................... .41
APPENDIX C: Costs and Phases ................................................................................. .44
APPENDIX D: Time schedule ....................................................................................... 45
ABSTRACT The education performance and consequential impacts of age in a Southern Sudan's state of Jonglei demonstrated in time extend of a great diversity of pre-school studies and performance hallmarks. In particular, a great look into a diverse information classification as well as ideal concepts of underscoring performance that persistently controlled the level of growth of the pupil and an inclusion brought about a classic Lmclerstanding of age versus academic performance. The overall major academic strategies m the years of schooling and other resultant consequences showed largely an examinable study into the performance trends as well as one of the highest benchmarks in the scale of determining these results. The involvement of parents in the performance of the pupils at the pre-school level could not be overlooked or avoided due to the delicate situations of the kids at this level. Hence the involvement of parents took a centre stage in mentoring; monitoring and supporting the teachers towards achieving a goal of enabling the kids enjoy their studies. In particular the research looked at other key factors such as financial stability of the parents. teacher and parent interactions and parents greatly examining the participation of their kids from clay to clay. Ideally. therefore. the conversion of the all these key factors from the ideal levels to educational levels created a closer and immeasurable performance improvement among the pupils at the pre-school level. In conclusion. the presence of key factors which age depends on for performance greatly influenced the actual determination of performance of a pupil at the pre-school level.