Relationship between Parents’ Play Belief and Social Skill Development of School-Aged Children (6-12 Years) in Enugu East Local Government

Abstract

This study assessed the relationship between parents’ play beliefs and the social skills of their school-aged children (6-12 years) in Enugu East local government. A descriptive cross-sectional survey design was employed in a population of 60,676 pupils (39,455 private and 21,221 public). Multi-stage sampling was employed in the selection of 1,165 pupils from 12 schools whose parents formed the sample size/respondents. The study was guided by three research questions and three null hypotheses tested at p <0.05 level of significance. Parents’ Play Belief Scale (PPBS), and Social Skills Rating System (SSRS) were instruments used for data collection. The reliability of the instrument was ascertained using Cronbach’s alpha reliability index. Data obtained were analyzed using descriptive statistics (frequencies, percentages, mean and standard deviation) and inferential statistics (Pearson’s product-moment correlation, and T-test), and presented in form of tables and charts. A majority (95.3%) of the respondents showed strong parental play beliefs. A greater percentage (46.6%) of the parents reported that their children showed high social skills. A positive significant relationship was seen to exist between parents’ play beliefs and the social skills status of their children (r= .104**, p< 0.05). The mean play belief score of parents with female pupils was not significantly different from the males. Parental play belief scores of children in private schools (80.5±10.33) did not significantly vary from those in public schools (80.55±10.58) p < 0.05. The social skills status of children in private schools (29.29±) however, was higher than those in public schools (30.14±6.84). Schools should, therefore, devise ways of improving the social skill development of their school- age children.