Ijmsir Effects of Child Abuse On The Academic P Feb 2021 Final

International Journal of Multidisciplinary Studies and Innovative Research
ISSN: 2737-7180 (Print), ISSN: 2737-7172 (Online)

DOI: http://doi.org/10.21681/IJMSIR-0184-0138-2021
CONSEQUENCES OF CHILD ABUSE ON ACADEMIC

PERFORMANCE OF BASIC SCHOOL PUPILS IN SUNYANI
MUNICIPALITY OF GHANA
Rev. Fr. (Dr.) Augustine Owusu-Addo
Catholic University College of Ghana, Fiapre, P.O. Box 363, Sunyani
aoaddo58@aol.com
Chimezie, Sandra Chiamaka
Department of Public Health, Catholic University College of Ghana, Fiapre, P.O. Box 363, Sunyani
sandra934u@gmail.com
Kloh Kwasi Frank Wisdom
Department of Education, St. Ambrose College of Education, Dormaa Akwam
frankkloh42@gmail.com
Yeboah Carlos
Catholic University College of Ghana, Fiapre Sunyani, Bono Region, Ghana
caelosugbs@gmail.com
ABSTRACT: This research investigated the effects of child abuse on academic performance of Basic
school pupils in the Sunyani Municipality in the Bono Region of Ghana. Specifically, the study
sought to identify the personal characteristics of pupils and teachers in public Basic schools in
Sunyani Municipality and determined the effects of child abuse on pupils' academic performance.
Two research hypotheses were formulated in furtherance of the study; Child abuse has no
significant effects on pupils' assessment grades and academic performance; Child abuse has no
significant effects on pupils' participation in-class activities and academic performance. The study
used the survey design and the population of the study was the public Basic schools identified in
Sunyani Municipality. Twenty basic schools in the Sunyani Municipality were selected by simple
random sampling technique for the study. Data were collected through the use of questionnaire.
The researcher selected 1,000 pupils who constituted 3.35% the total number of pupils, and 100
teachers who constituted 6.36% of the total number of teachers; making a total of 1,100
respondents, of which 213 pupils constitute 24.9%, between the ages of 3-6 years, 334 pupils
constitute 39.0%, between the ages of 7-10 years, 310 pupils who constitute 36.2%, were between
the ages of 11 years and above, while 509 pupils who constitute 59.4% are male, and 348
respondents who constitute 40.6% where female. The findings of the study shows that child abuse
has significant effects on pupils' participation in class, pupils' assessment grades and academic
performance. The study recommends that a child should not be disciplined when the adult's anger
is out of control. The effects of child abuse on children's classroom behavior and later academic
performance should receive attention in education policy forums; and that parents should always
relate to their children with love and affection and provide for their needs.
Keywords: Physical Child Neglect, Emotional Child Neglect, Educational Child Neglect, Academic
Performance, Child Abuse, Basic School Pupils
INTRODUCTION
Child abuse is not a new phenomenon in the history of man. It has been going on right from time
immemorial. In Africa/Ghanaian society, what constitutes abuse today has never been regarded as
abuse. It has been seen as a way of training the child to become a well behaved, disciplined and
self-actualized person in society. It is a normal process that children from birth be exposed to a
variety of experiences from parents, caregivers and other adults in the society. This is to enable
Volume 04, pp. 81-90 February 2021 Journal Homepage: https://ijmsir.org Page 81
the children acquire the necessary basic norms and skills for effective participation in the society
where they belong and for their personal growth and development. The process of acquiring these
skills is sometimes stressful for the children to bear. Some parents and caregivers make the
condition for acquiring these skills so difficult that the children may find it difficult to cope. The
condition in which children are exposed to as they try to acquire the skills to become disciplined
and hardworking individuals is where the problems lie. When these conditions become over-
stretched, it becomes an abuse. For instance, when a child is taught the skills of becoming a
farmer, he is taken to the farm, he practices these skills, and he is kept on the farm doing that
same work from dawn to dusk, without any rest, or having a good meal, this becomes an abuse
(Apebende, Umoren, Ukpepi and Ndifon, 2010). Also it may be normal if a child is asked to hawk
from morning to evening or before going to school he sales and immediately after school he
continues until dusk. This becomes an abuse. Orere-Clifferd (2011) states that children suffer from
child abuse because their parents and guardian demand a great deal from them for more than the
children would bear. Most children in our public Basic schools find themselves in such situation
most often.
The children of the rich parents may not be allowed to take part in the general activities in the
home. They may, therefore, not know how to cook, wash, or generally care for the home. This
constitutes an abuse because the child needs to be exposed to such activities because it is certain
that the child may need such knowledge in future (Falaye, 2013). The term child abuse is seen as
the process by which children are exposed to maltreatment by parents or guardian (Apebende,
Umoren, Ukpepi and Ndifon, 2010). Axmaher (2010), defined child abuse as any mistreatment or
neglect of the child that result in non-accidental harm or injury and which cannot be reasonably
explained. Obekpa (2011) view child abuse as any condition injurious to physical or emotional
health that has been inflicted by parents, guardian or other caretakers. Igbo and Ekoja (2013)
defines it as a non-accidental injury inflicted on a child by a parent or guardian. An abuse
according to Isanghedehi (2018) could be seen in three perspectives physical, emotional, and
sexual abuse. To Oniyama, and Asamaigbo (2018), child abuse manifest in four main categories via;
physical abuse, sexual abuse, emotional abuse and neglect.
Physical abuse refers to any contact with the body of the child, which may result in an injury. Such
contact may involve beating, hitting, kicking, shaking, punching, biting or any act or omission that
is not an accident but that which brings some injuries to the child's body. Emotional abuse is any
act on the part of a parents or caregiver that has the potential for or has actually caused serious
emotional cognitive, mental or behavioral disorders. Emotional abuse is evident when a parent or
caregiver uses abusive words such as blockhead, good for nothing, a mistake, on the child or when
the child is locked up in a room, tired both hands and feet, or not allowed to make friends. Mba
(2013) maintained that emotional abuse implies constantly blaming the child, belittling and or
berating the child, being unconcerned about the child's welfare, and overtly rejection of the child
by parents or caretakers or caregivers. Sexual abuse occurs when a parent or caregiver engages in
inappropriate sexual behaviors with the child. This may take the form of actual sexual intercourse,
kissing, or foundling or genitals or either the abuser or the abused. According to Uzoezie (2018),
sexual abuse occurs when an adult or older person uses his or her power over a child. The abuse
may trick, bribe, threaten and if possible force a child to take part in sexual activity.
Neglect according to Okpara (2017) include inadequate feeding, shelter and lack of supervision,
inadequate body care, poor clothing, poor and denial of medicinal attention and inadequate
provision of educational materials and supervision. Other aspects of neglect may include letting the
child live in a filthy environment and non-provision of proper nourishment. Other aspects of child
abuse may include child exploitation, slavery, trafficking, and abandonment. The different forms
of abuse affect the child in all spheres of life, including academic attainment. Conversely, a child
is said to be abused when the parents, caregivers, or any human action leads to physical, emotional
and sexual abuse of the child. It also involves failure of the parents to provide the necessary love
and care for the child. It has been observed of late that the academic performance of children in
public Basic schools in the State, particularly, in Sunyani Municipality of Ghana, is becoming low.
One wonders if such low academic performance is as a result of the maltreatment children are
exposed to. The study therefore seeks to find out if child abuse has any effect on the academic
performance of Basic school pupils. Specially, the big question is; does physical, emotional and
sexual abuse affects the academic performance of Basic school pupils? The major objective of the
study is to determine the effect of child abuse on the academic performance of Basic school pupils
in Sunyani Municipality of Ghana of Bono Region, specifically, the academic performance of pupils
who are physically, emotionally and sexually abused.
At the heart of every educational system lays the desire for the students, teachers and the
institutions to achieve their educational goals; however, the extent to which this desire is achieved
in the study period of a student varies based on individual differences. Individual differences in
academic performance have been linked to differences in intelligence and personality. Students
with higher mental ability, as demonstrated by I.Q. Tests and those who are higher in
conscientiousness (linked to effort and achievement motivation) tend to perform highly in
academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical
intellectual engagement) has an important influence on academic performance in addition to
intelligence and conscientiousness. Despite high mental abilities, conscientiousness and intellectual
engagement demonstrated by most children it has been observed of late that the academic
performance of children in public Basic schools in the State, particularly, in Sunyani Municipality
of Ghana is becoming low. It has also been observed that in this recent times issues of child abuse
and neglect is on the rise in the Sunyani Municipality of Ghana due to economic depression caused
by the global economic backdrop and incessant social/civil unrests. One wonders if such low
academic performance is as a result of the abuse/maltreatment children are exposed to. This
became the motivation to investigate the effect of child abuse on academic performance of Basic
school pupils in Sunyani Municipality of Ghana. The question is; does physical, emotional and sexual
abuse affects the academic performance of Basic school pupils? The major objective of the study
was therefore to determine the effect of child abuse on the academic performance of Basic school
pupils in Sunyani Municipality of Ghana of Bono Region, specifically, the academic performance of
pupils who are physically, emotionally and sexually abused.
MATERIALS AND METHODS

Research Design
A survey design used was appropriate since data were collected from the elements or subjects
without imposing any condition or treatment on them. More importantly the design allows the
researcher to use the questionnaire and/or interview methods to collect data. Since the main
objective of the study was to investigate the effect of child abuse on academic performance of
Basic school pupils; the design enabled adequate control of the variance.
Population of the Study

The population of the study was Basic public schools in Sunyani Municipality in the Bono Region of
Ghana listed in the gazette of Bono Region Universal Basic Education Board (BSUBEB) in the
2017/2018 session. This is because the research was aimed at studying the entire public Basic
schools in Sunyani Municipality of Ghana
Sample Size and Sampling Technique
The study used the probability sampling technique, specifically, the random sampling technique.
This is because it allows all elements equal opportunities to be included in the sample. Twenty (20)
public Basic schools were selected in total making up 10% of the total number of Basic public
schools in Sunyani Municipality. About 1,000 pupils who constituted 3.35% the total number of
pupils, and 100 teachers who constituted 6.36% of the total number of teachers; making a total of
1,100 respondents were administered with questionnaires.
Methods of Data Collection

The close-ended questionnaire was used to elicit data from respondents. The questionnaire was
designed based on a three points "Likert-Summated Rating Scale" ranging from 1 (Disagree) to 3
(Agree) and consisted of 10 structured items that were directly related to the subject matter and
also included personal biodata. To facilitate easy understanding, the instruments were further
divided into 3 sections, which covered respondents personal data, items relating to the effect of
child abuse on pupils assessment grades and academic performance, and the effect of child abuse
on pupils participation in the class and academic performance.
Method of Data Analysis

The T-Test Statistics was used to separate the means. Percentages and frequencies were used to
analyze the characteristics of respondents. A cut-off mean of 2 was used to answer the research
questions since a 3 point "Lickert-Summated Rating Scale," which ranged from 1 (Disagree) to 3
(Agree) was used for the study. Based on this; an item and variable which have mean less than the
cut-off mean was judged not to be affected by child abuse. However, items and variables with a
mean equal or more than the cut-off mean were considered to be affected by child abuse. Child
abuse here called the independent variable, while academic performance the dependent variable;
segregated into assessment (assignments, tests, and exams) grades (ATEG), and participation
(answering questions, making contributions, and doing classwork) in the class (PIC).
RESULTS
Data collected for this study are presented and analyzed according to respondents' personal data
and research questions/hypotheses. In all about 1,027 out of the 1100 questionnaires administered
were returned but 946 representing 86% were analyzed (Table 1).
Table 1. Response Rate for Field Survey
Questionnaire Copies Percent
Administered 1100 100
Returned 1027 93.4
Returned but Unused 81 7.4
Returned and Used 946 86.0
Source; Field Survey, 2020.
Age and Sex of Respondents

Table 2 presents the distribution of respondents according to their ages and sex. About 213 pupils
who constitute 24.9%, were between the ages of 3-6 years, 334 pupils(39.0%) were between the
ages of 7-10 years, while 310 pupils (36.2%), were between the ages of 11 years and above. This
shows that the sample was adequately represented by pupils of different school-age brackets thus,
an adequate representation of all school ages in the sample. Also 509 pupils (59.4%) were males,
while 348 (40.6%) were females (Table 2).
Table 2. Distribution of Respondents according to Age and Sex of Pupils
Age of Pupil Frequency Percent Valid Percent Cumulative
Percent
3-6 yrs 213 24.9 24.9 24.9
7-10 yrs 334 39.0 39.0 63.8
Valid
11 yrs & above 310 36.2 36.2 100.0
Total 857 100.0 100.0
Sex of Pupil Frequency Percent Valid Percent Cumulative
Percent
Male 509 59.4 59.4 59.4
Valid Female 348 40.6 40.6 100.0
Total 857 100.0 100.0
Sex and Teaching Experience of Teachers

Table 3 presents the distribution of teachers according to their sex. The table shows that 54
teachers (60.7%) were males, while 35 teachers (39.3%) were females. This shows that the sample
was made up of all gender of teacher and is capable of revealing any discrepancies based on
gender. Table 4 also shows the distribution of respondents according to their years of teaching
experience. The table shows that 23 teachers (25.87%) have teaching experience of 1-5 years, 31
teachers (34.8%) have teaching experience of 6-10 years, while 35 teachers (39.3%) teaching
experience of 11 years and above. This shows that the sample was adequately represented by
teachers who have enough teaching experience and have ed with the pupils for overtime to
understand their feelings.
Table 3. Distribution of Respondents according to Sex of Teachers

Sex of Teacher Frequency Percent Valid Percent Cumulative
Percent
VMale 54 60.7 60.7 60.7

aFemale 35 39.3 39.3 100.0
l
iTotal 89 100.0 100.0
d
Table 4. Distribution of Respondents according to Years of Teaching Experience of

Teachers
Years of Teaching Frequency Percent Valid Percent Cumulative

Experience of Teacher Percent
1-5 yrs 23 25.8 25.8 25.8
6-10 yrs 31 34.8 34.8 60.7
Valid 11 yrs & above 35 39.3 39.3 100.0
Total 89 100.0 100.0
Child abuse Status
Table 5 shows the distribution of respondents according to their child abuse status. About 281
pupils (32.8%) were currently being abused, 233 pupils (27.2%) had once been abused while 343
pupils (40.0%) had never being abused.
Table 5. Distribution of Respondents according to Child Abuse Status of Pupils
Child Abuse Status of Pupil Frequency Percent Valid Percent Cumulative
Percent
I am currently being
281 32.8 32.8 32.8
abused
I was once abused 233 27.2 27.2 60.0
Valid I have never being
343 40.0 40.0 100.0
abused
Total 857 100.0 100.0
Knowledge of Teachers about Child Abuse
Table 6 presents the distribution of respondents according to their knowledge about child abuse.
The table shows that 33 teachers (37.1%) have little knowledge about child abuse, 50 teachers
(56.2%) have very good knowledge about child abuse, while 6 teachers (6.7%) have no knowledge
about child abuse. This shows that the sample was adequately made up of teachers who have very
good knowledge about child abuse; as such, they constitute a good sample to discuss the subject
matter.
Table 6. Distribution of Respondents according to Knowledge of Teachers about Child Abuse
Knowledge of Teacher about Frequency Percent Valid Percent Cumulative
Child Abuse Percent
Little knowledge 33 37.1 37.1 37.1
Very good knowledge 50 56.2 56.2 93.3
Valid No knowledge 6 6.7 6.7 100.0
Total 89 100.0 100.0
Source: Field Survey, 2020.
Cases of Child Abuse Encountered by Teachers

Table 7 shows the distribution of teachers according to cases of child abuse encountered. The table
shows that 36 teachers (40.4%) have encountered few cases of child abuse, 52 teachers (58.4%)
have encountered several cases of child abuse, while 1 teacher (1.1%) has encountered no case of
child abuse. This shows that the sample was adequately made up of teachers who have
encountered cases of child abuse and therefore constitute a good sample to discuss the subject
matter.
Table 7. Distribution of Respondents according to Cases of Child Abuse Encountered by
Teachers
Cases of Child Abuse Encountered Frequency Percent Valid Percent Cumulative
by Teacher Percent
Few encounters 36 40.4 40.4 40.4
Valid Several encounters 52 58.4 58.4 98.9
None 1 1.1 1.1 100.0
Total 89 100.0 100.0
Effect of Child Abuse on pupils' Assessments Grades
Table 8 represents the means and standard deviations of respondents on the items of the effect of
child abuse on pupils' assessment grades. The table reveals that 4 of the items have means of 2 and
above which is the benchmark mean and served as a cut-off point; as such, they are judged as
having effects on pupils' assessment grades and academic performance. One (1) of the item has a
mean of less than 2, and as such, it is considered as not having any effect on pupils' assessment
grades and academic performance. However, the total items mean is 2.04, which is more than the
benchmark mean. This suggested that the respondents accepted that child abuse has an effect on
pupils' assessment grades and academic performance.
Table 8. Mean and Standard Deviation on Items on the effect of Child Abuse on pupils'
Assessments Grades
Items Mean S.D Decision
Unnecessary beating/bullying by teachers, parents/other caregivers, and
2.07 .775 Has Effect
elderly mates/persons before or during assessments.
Insults, blaming and discouraging statements from parent/other caregivers
and teachers that are overbearing emotionally.
When my parents/other caregivers, teacher, and elderly mates/persons
1.88 .597 No Effect
makes inappropriate sexual attempts on me.
When I do not have adequate food, clothing, and other vital material needs
that makes life comfortable to live.
When I am given too much work or tasks that are beyond my physical
abilities to do before and after school.
Total of Item on Child Abuse and Assessments Grades 2.04 .760 Has Effect
T-test Analysis
Table 9 shows a one-sample t-test on the effect of child abuse on pupils' assessment grades and
academic performance of pupils in in Sunyani Municipality. The table reveals t= -50.255, df= 945
and p= 0.00 at ⍺= 0.05 which was considered significant. This confirms that pupils and teachers
significantly agree that child abuse has effects on pupils' assessment grades and academic
performance in the Sunyani Municipality.
Table 9. One-Sample T-Test for Hypothesis One: Child Abuse and Pupils' Assessment Grades and
Academic Performance
t df Sig. (2- Mean

tailed) Difference
Total of Item on Child Abuse and Assessments
-50.255 945 .000 2.036
Grades
Table 10 represents the means and standard deviations of respondents on the items of the effect of
child abuse on pupils' participation in the class. The table reveals that the 5 items have means of 2
and above which is the benchmark mean and served as a cut-off point; as such, they are judged as
having effects on pupils' participation in the class and academic performance. Also, the total items
mean is 2.09, which is more than the benchmark mean. This suggested that the respondents
accepted that child abuse has an effect on pupils' participation in the class and academic
performance.
Table 10. Mean and Standard Deviation on Items on the effect of Child Abuse on Pupils'
Participation in the Class
Items Mean S.D Decision
When I am given unnecessary corporal punishments from my parents/other
caregivers and teacher with or without justifications
When I am not allowed to make friends, belittled and treated inhumanly,
making me to be ashamed of myself.
If or when an elderly man/woman had sex or attempt to have sex with me
either by force or seduction and the aftermath worries my conscience.
When I do not have the necessary study material such as uniform,
books/others, and I am being harassed because of fees.
When I work too much at home without rest, and find the classroom
conducive for my needed sleep.
total of Item on Child Abuse and Participation in the Class 2.09 .802 Has Effect
Table 11 also shows a one-sample t-test on the effect of child abuse on pupils' participation in the
class and academic performance of pupils in the Sunyani Municipality. The table reveals t= -15.758,
df= 945, and p= 0.00 at ⍺= 0.05 which means that the difference between the total items on child
abuse versus pupils' participation in class mean and the benchmark mean was considered
significant. This confirms that pupils and teachers significantly agree that child abuse has effects
on pupils' participation in class and academic performance in Sunyani Municipality.
Table 11: One-Sample T-Test for Hypothesis Two: Child Abuse and Pupils' Participation in the
Class and Academic Performance
t df Sig. (2- Mean
tailed) Difference
Total of Item on Child Abuse and Participation in
-15.758 945 .000 2.087
the Class
DISCUSSION
The result of hypothesis one shows that child abuse has significant effects on pupils' assessment
grades and academic performance. The probable explanation for this is that a child who is
maltreated suffers from emotional trauma, loss of will power and a feeling of inferiority complex,
which makes his/her mental strength weak. This finding is in line with Ligeve and Poipoi (2019),
who found a significant difference in the academic achievement of pupils who were involved and
those who were not involved in fishing activities. Also, in Mfonobong (2013), it is revealed that
child abuse and neglect is a global problem that takes place in many settings, one of which is the
school; and it has serious implications on the educational system in Ghana. It makes the students
perform badly in both internally and externally administered examinations, thus presenting a
serious drawback on the child's educational development which will eventually hinder societal
growth and development.
The result of hypothesis two shows that child abuse has significant effects on pupils' participation
in class and academic performance. The a child who is maltreated has the tendency to think a lot
and have his attention drifted away from work at school. When a child is abused, he/she will find it
difficult to concentrate in class, and the child's level of assimilation would be affected, thus finding
it hard to understand whatever he/she is being taught. This would make the child a passive listener
and also a passive participant in the class, which would culminate in poor academic performance.
Shonk and Cicchetti (2017) found a relationship between child abuse and child performance
competencies such as engagement in academic tasks and paying attention in the classroom. In the
same vein, Chalk, Gibbons, and Scarupa (2017) also found an association between child abuse and
attention deficit disorders. Furthermore, Alokan and Olatunji (2020), showed that there was a
significant relationship between child abuse and children's attention span in class. The result also
showed that there was a significant relationship between a child's active involvement in a parent's
business and his/her attitude to classwork.
Many researchers have found that child abuse and neglect is associated with certain behaviors in
childhood and adolescence (Ethier et al., 2018; Mills, 2018; Shaffer, Huston, and Egel, 2008). The
earlier children are maltreated, the more likely they are to develop behavioral problems in
adolescence (Frederico et al., 2008). Researchers have often associated abuse and neglect with
internalizing behaviors (being withdrawn, sad, isolated, and depressed) and externalizing
behaviors(being aggressive or hyperactive) throughout childhood (Mills, 2018). Internalizing
behaviors are commonly associated with child neglect. Children affected by neglect tend to be
more isolated at school compared to other groups of children and have difficulty making friends
(Hildyard and Wolf, 2017).
CONCLUSION
In the study, the researchers investigated the effects of child abuse on the academic performance
of pupils' in Basic public schools in Sunyani Municipality in the Bono Region of Ghana. This was done
through the investigation of the personal characteristics (data) of pupils' and teachers in Basic
public schools and the effect of child abuse on pupils' assessment grades and their participation in
class. The analysis of the results showed that child abuse has significant effects on pupils'
assessment grades and their participation in-class activities during and after lessons periods.
Educational authorities in the Sunyani Municipalaity must take urgent measures to protect pupils
against child abuse.
ACKNOWLEDGEMENT
We thank Professor Daniel Obeng-Ofori for editing the manuscript to improve clarity, accuracy, and
intellectual quality.
REFERENCES
African Network for Prevention and Protecting Child Abuse and Neglect. (2019). Protecting children
from sexual exploitation and sexual violence in disaster and emergency situations.
Retrieved on July 5, 2020, from www.ecpat.net.
Alokan, F.B., and Olatunji, I.C. (2020). Influence of child abuse on classroom behaviors and
academic performance among Basic and secondary school students. European
Scientific Journal 10(10-12), .
Australian Institute of Health & Welfare. (2019). Homeless people in SAAP: SAAP National data
collection annual report 2005–06 Australia (SAAP National Data Collection Agency
Report Series No. 11). Canberra: Australian Institute of Health & Welfare. Retrieved
from: www.aihw.gov.au/ publications/index.cfm/title on August 2, 2020.
Bacon, H., and Richardson, S. (2017). Attachment theory and child abuse: An overview of the
literature for practitioners. Child Abuse Review, 10(6-15),
Cambridge University Report. (2017). Indicators of academic performance. Retrieved on August 8,

2020, from http://www.admin.cam.ac.uk/reporter.
Chamberlain, C., & MacKenzie, D. (2018). Australian Census Analytic Program: Counting the
homeless 2018 (Cat. No.2050.0). Canberra: Australian Bureau of Statistics. Retrieved
November 5, 2020, from www.ausstats.abs.gov.au/ausstats/subscriber.nsf.
Evans, E., Hawton, K., and Rodham, K. (2005). Suicidal phenomena and abuse in adolescents: A
review of epidemiological studies. Child Abuse and Neglect, 29(1-5),
Fafunwa, B. (2019). The purpose of Teacher Education. Ibadan: Heineman Educational Books (Nig.)
Limited.
Fergusson, D., and Lynskey, M. (2016). Physical punishment/maltreatment during childhood and
adjustment in young adulthood. Child Abuse and Neglect, 21(7-9),
Fergusson, D., Horwood, L., and Lynskey, M. (2016). Childhood sexual abuse, adolescent sexual
behaviors, and sexual revictimization. Child Abuse and Neglect, 21(8-11),
Flaherty, E., Thompson, R., Litrownik, A., Theodore, A., English, D., and Black, M. (2018). Effect
of early childhood adversity on child health. Archives of Pediatrics and Adolescent
Medicine, 160,
Gilbert, R., Spatz Widom, C., Browne, K., Fergusson, D., Webb, E., and Janson, J. (2009). Burden
and consequences of child maltreatment in high-income countries. The Lancet, 373.
Hildyard, K. L., and Wolf, D. A. (2017). Child neglect: Developmental issues and outcomes. Child
Abuse and Neglect, 26(6–7).
Kaufman, J. (1991). Depressive disorders in maltreated children. Journal of American Academy of

Child Adolescent Psychiatry, 20(2).
Kingdon, G. and Teal, F. (2019). Does performance-related pay for teachers improve students'
performance? Some evidence from India. Oxford: Centre for the Study of African
Economies.
Ligeve, S.N., and Poipoi, M.W. (2019). The influence of child labour on academic achievement of
Basic school pupils in Suba and Homa-Bay Districts, Kenya. International Journal of
Learning & Development, 2(4-8), .
Magnuson, K. (2019). Maternal education and children's academic achievement during middle
childhood. Developmental Psychology, 43-47, .
National Clearinghouse on Child Abuse and Neglect. (2018). Effects of child abuse and neglect for
children and adolescents. Texas: National Child Protection Clearinghouse.
Noell, J., Rohde, P., Seeley, J., and Ochs, L. (2017). Childhood sexual abuse, adolescent sexual
coercion, and sexually transmitted infection acquisition among homeless female
adolescents. Child Abuse and Neglect, 25-30, .
UNICEF and Federal Ministry of Education of Ghana. (2019). Assessment of violence against children
at the basic education in Ghana. Abuja: UNICEF.
World Bank. (2013). World Development Report 2018: Making Services Work for Poor People.
Washington D.C: World Bank.

Ijmsir Effects of Child Abuse On The Academic P Feb 2021 Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ijmsir Effects of Child Abuse On The Academic P Feb 2021 Final

Uploaded by

Copyright:

Available Formats

International Journal of Multidisciplinary Studies and Innovative Research

ISSN: 2737-7180 (Print), ISSN: 2737-7172 (Online)

CONSEQUENCES OF CHILD ABUSE ON ACADEMIC

MATERIALS AND METHODS

Population of the Study

Methods of Data Collection

Method of Data Analysis

Age and Sex of Respondents

Sex and Teaching Experience of Teachers

Table 3. Distribution of Respondents according to Sex of Teachers

VMale 54 60.7 60.7 60.7

Table 4. Distribution of Respondents according to Years of Teaching Experience of

Years of Teaching Frequency Percent Valid Percent Cumulative

Source; Field Survey, 2020.

Cases of Child Abuse Encountered by Teachers

t df Sig. (2- Mean

Cambridge University Report. (2017). Indicators of academic performance. Retrieved on August 8,

Kaufman, J. (1991). Depressive disorders in maltreated children. Journal of American Academy of

You might also like