PARENT ATTITUDE TOWARDS GIRL CHILD EDUCATION AMONG SELECTED SECONDARY SCHOOL IN ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE.

BY

AHMED RASHEEDAT BAKE
KWCOED/IL/21/0625

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF PRIMARY EDUCATION STUDIES, SCHOOL OF ECCE/PED, KWARA STATE COLLEGE OF EDUCATION, ILORIN

IN PARTIAL FULFILMENT FOR THE AWARD OF THE NIGERIA CERTIFICATE IN EDUCATION (NCE) IN PRIMARY EDUCATION STUDIES

AUGUST, 2024

CERTIFICATION 
This is to certify that this project work has been read and approved has meeting the requirements for award of Nigeria Certificate in Education, (NCE) In Primary Education Studies Department, Kwara State College of Education, Ilorin Kwara State Nigeria. 

Mr.  Garuba A.G			______________	____________ 
Project Supervisor			Signature 			Date

Mr. Ige S.O				______________	____________ 
Head of Department  		Signature 			Date

Mr. Garuba A.G			______________	____________ 
Project coordinator			Signature 			Date

DEDICATION
	This project work is dedicated to Almighty Allah, the creator and the owner of the universe and may He continue to shower His blessing upon the soul of prophet Muhammad (S.A.W).
	Also to my parent Alhaji Ahmed Liman, Mallama Bintu Ahmed and my sister Hon. Nafisat Buge. May God bless all abundantly (Amen).

ACKNOWLEDGEMENT
	All praises belong to the Almighty God who out of His marvelous manifold and bountiful grace made it possible for me to complete this programme successfully.
	My sincere thanks goes to my eminent supervisor, in person of Mr. Garuba, G.A who guide me and make necessary correction for the successful completion of this research project may Almighty Allah grant you more wisdom, health, wealth and your family (Amen).
	However, my appreciation goes to my parent Alhaji Ahmed Liman and Mallam Bintu Liman for their parental guidance, prayers and support both spiritual and financially. May you live long to reap the fruit of your Labour Insha Allah.
	My appreciation also goes to my wonderful and lovely sister Hon. Nafisat Buge for your role played in  this my programme I thank you my sister and you are some one I cannot forget may God bless  you abundantly (Amen).
	Appreciations to all my staff in the department both Academic and  Non teaching staff I appreciate you all.

ABSTRACT
	The research whole examined the attitude of parents towards Girl Child Education in Ilorin west local government area of kwara state. A discipline approach was considered for the research work.  Four research questions and hypothesis were maize for the showing. Questionnaire was adopted for the collection of data from the sampled parents in Ilorin west local government area of kwara state. Simply percentage was the state heel tools used for the analysis of the data collected. The result of the finding revealed that parental socio economic background of the parents determines the extent to which their children are given adequate education (formal education ) also parents in Ilorin west area have negative attitude towards their children education. herefore, it is recommended, that strong and campaigns should be created to encourage parents to give necessary education to their girl children owing to the importance of education in the life of the children bearing in mind that education is an asset  that parents can give  to their children. 

TABLE OF CONTENTS
TITLE PAGE 								i
DEDICATION 								ii
CERTIFICATION 							iii
ACKNOWLEDGEMENTS 						iv
ABSTRACT 								v
TABLE OF CONTENTS 						vii
LIST OF TABLE 								ix
CHAPTER ONE: INTRODUCTION 
Background to the Study 						1 
Statement of the Problem 						2 
Purpose of the Study 							5
Research Questions 							6 
Significance of the Study 						6 
Scope and Delimitation of the Study 				7
Definition of Terms 							8 
CHAPTER TWO: LITERATURE REVIEW 
Concept of Education 							11
The Nigerian Concept of the Girl Child 				14
Relevance of Sex Education on Girl Child Education 	16 
Status and Problem in the Education of Nigerian
 Girl Child 									19
The Expected Role of the girl Child in nation 
Development 								21 
Appraisal of Literature Reviewed 					24
CHAPTER THREE: RESEARCH METHOD 			25 
Research Design 							25 
Population 									26 
Sample and Sampling Techniques 				26
Research Instrument							27 
Validity of the Instrument 						27 
Reliability of the Instrument 						28 
Administrative of the Instrument 					29 
Data Analysis 							
CHAPTER FOUR: RESULTS AND DISCUSSION 			
Analysis of data 								30 
Research findings and discussion 					32
CHAPTER FIVE 
Summary 									36 
Conclusion 								37 
Implication of the study 						38 
Limitation of the study 							39 
Recommendations 							39 
Suggestions for further study 					41 
REFERENCES								43 
QUESTIONNAIRE 							45 		
PARENTS PERCEPTION OF GIRL-CHILD EDUCATION IN SELECTED SECONDARY SCHOOLS IN ILORIN WEST  LGA 

CHAPTER ONE 
INTRODUCTION 
Background to the Study 
	Education can be defined in many ways. There are several definition of education given by professionalist and theorist in education. Most definition focus on certain aspect of education process. Akoko (2012) defined education as transmission of the intellectual and moral excellence of the cultural heritage on a simplified and logical setting for the purpose of the development and the extension of social consciousness of immature people of the society. Farrant (2011) also defined education as the process of learning to lives as a useful members of the community to which one belongs. While Abdulkareem (2011) in his own definition education as the process of learning to live successfully and contribute to the development of the society 
In another development Cookey (2012) defined education as the training of  the entire person to enable him not only to be able to read, write and calculate or to be proficient in a given job, but also make him fit for living in the society. UNESCO (2021) also defined education as the organized and sustained instruction designed to communicate a combination of knowledge, skills and understanding which are valuable for all aspect of activities of life.
From the above discussion, we would observe that education is the process of training a person to develop according to such person’s aptitude capabilities and interest so that such a person can functions successfully in the society.
The history of girl-child education in Nigeria has not been particularly impressive since the introduction of western education in Nigeria. For instance, Yusuf (2023) stressed that the number of girls in secondary school college of education and university is usually small when compared with that of their male counterpart one obvious reason for this is that, from the time immemorial, women place has always been seen to be in the kitchen. Some parents refuse to send their female child to school because they feel that no matter what they achieved they will marry.
According to UNDP (2021). The literacy rate among Nigeria women age 15 years and above is only 31% it revealed further that, there are sixteen developing countries with female primary enrolment is less than two-third of the total enrolment and seventeen countries with female secondary school enrolment less than half of the total population UNO (2019) also observed that nearly two people out of three illiterates in Nigeria are was men. This kind of imbalance seems be unjustified. It is not surprising therefore, to see that on most cases women are excluded from developing enterprises because they are lacking behind in terms of qualitative education. 
Cultural bias is said to have hindered the progress of women education in general traditional perception toward women life regard them as inferior to man. A woman is regarded as second fiddle or inferior to man. According to Bosurp (2008) and Little (2019) they argued that, the roles and duties which a woman is expected to perform as a daughter a wife a mother further affect her education background.
Towards this direction Heith (2018) differentiated between the attitude of boys and girls toward work by saying that to an average girl a job is merely a stop gap between school marriages, hence her attitude is negative and she is less serious when compared with typical boy. This consequence of this fact is that, there are more opening available for boys than girls. Also boy have many opportunities to choose from as a result of educational attainment.
Afejuku (2019) argued that women are regarded as “Summies” the women is several ways accept the role of proceeding generation. Linton (2018). Believed that, culture is learned by individual ways of life. It dictated what is done and can  be done on a society and it sets taboos on the individual behaviour. This controls the social roles and build in them resistance against sudden changes. The effect of culture and other sociological factor on a woman is indeed very great. It is reflected in her modes of thought her perceptual and conceptual habit her motor habits gestures and emotional responses.
In a nutshell, a woman’s perception of the physical world is affected by culture thus, this have control on her ambition and competence motive. For many reasons illiterate rates are higher for woman than men. Odu (2013) puts the illiteracy rate at nine out of ten moment and the chief impediment in the provision of education for girls.  Although Boserup (2019) blamed the low level of education among women in the discriminating policy in education and training given by early European traditional conservation on the side of the parents is also a restraining factors.
Many parents are more willing to send their sons to school because boys are considered permanent resident of the home. In some quarters, the perception prevails that educated girls do not make a good marriage and thus she may have less interest in the home. In Nigeria society, educated girl-child as seen as their thought assuming, intolerant unruly. Unsubmissive, arrogant, disrespectful and disobedient to their husband and parents. 
Educated girls are further  accused of demanding more of the modern convenience than the uneducated girls. Educated girls may also ditest house keeping and results to hiring housemaids. There is also the fact that, educated girls may become more sophisticated and disregard native traditions. Odu (1999) held the view that some men do not like to marry a woman with higher or first degree education because they maintained that such woman will be too proud because of her qualification. He further maintained that women with second or third degree are even more difficult to accommodate and control.
Uwalaka (2014) stated that parental pressures towards appropriate sex stereotyping has been identified as an important reason for gender in equal education. Adejuko (1999) explained that more often  than note most customs in Nigeria stressed that men and women are not equal Babangida (1999) pointed out that the emphasis on many homes is the education of male children according to him, as a  result of persistent belief that the place of woman is in the kitchen, that is most parents send their sons to school while the daughters are made to remain at home to help  with house chores and in business especially   in the market and on the farms. He further stressed that, in home where girl are allowed to go to school, they are discourage from going beyond the primary  and secondary school level there are several factors responsible for the negative perception of parents toward the education of  children most especially the female ones. Some parents belief the education of a woman is waste of resources, since she would end-up as a housewife.
Uwalaka (2013) tells of how the pronouncement of the arrival of a baby girl is not accomplished with much regard as that of a baby boy. Her acceptance in the family depends on whether there are boys or male children already in the family who will inherit the family name and property. Woman who are continuously having girls stand the risk of getting divorce or the husband married another woman. Such a woman continued to give birth until they are lucky enough to have a boy child.
Gbadebo (2019) observed that in many African and Asia culture, parents aspire to have son in response to  societal expectation Uganga (2018) the girl-child is valued basically for economic recession. This is interm of roles as a source of labour in the home she looks, baby sits, fetches water gather firewood and many other household chores in addition to hawking which is a purdah, Uganga further lamented that the girl-child is valued not for how she is, her potential ideas or even her achievement but more for her services submissiveness and at best her good looks.
In another development O’tile (1999) explained that most  men prefer to marry illiterate or semi-educated women because they are not too demanding and more submissive to their husband whereas the highly educated women can be unwilly, disrespectful and disobedient to he husband and parents, in a survey carried out by Abubakar (1998) in Gombe town, he confirmed that most parent preferred to send  their daughter to Quranic schools. They considered Western education to occupative oriented and since the occupation of the girls is to get married, no need of erring them western education in a similar students Sabe(1998) reported that parent expressed strong fear  that their female  children might refuse to get married because of tehri condition. Also, it was confirmed that most parents particularly in the noerthern past of Nigeria do not consider post primary education and necessary for girls or female children
Girl-child and development 
	The ministry of National planning (1980-2021) sees development as the development of main which he is able to improve his materials conditions and living through the resources available to him Weldner (1998) belief that development is the process of growth in the direction of nation building and socio-economic progress a process of acquiring sustained growth of system capabilities to copes with new and continues us change toward the achievement progressive political, economics and social objectives.
	Todaro (1999) therefore, concluded that, development should be perceived as multi dimensional that would involved institutional, social attitudinal changes. In view of these perception of development. to be to make a significant impact. The girl-child must understand the dynamics of the existing structure and appreciate the need for change and the direction and  special technical skills  that are necessary tools of action 
           
Statement of the Problem 
	The study survey the parent perception of girl-child education in Ilorin West  L.G.A of Kwara State. Many researcher such as Emeka, James (2014) Agbo, Kassim (2018) Abubakar (2017) and AbdulKadir, Olarewaju Rasaq (2013) have worked on girl-child education our women education and issues related to women education. For example Abdul-Kadir Olarewaju Rasaq (2013) worked on attitude of parents toward girl-child education. In his research, he discovered that parents expect more help from the boys than girls and that a married girls is no longer of member of their family but that of her husband, therefore, educational benefits go to the husband, while money spend on women education  is a loss to the parent.
	In another development Aminat (2019) explained that parent level  of education is an important factor  militating against girl-child education because of  parent are not educated, they do not see the need to educate their female children. The bottom line is that they do not know the value of education and they are not prepared to encourage their children.
The factors militating  against girl-child in Ilorin West Local Government Area is focus of this research     
Purpose of the Study 
	It is no gain saying the fact that education is the bedrock of a nation’s productivity and development. the national policy  on education (NPE, 2011) recognize this fact when it says in its introduction that the federal government of Nigeria has adopted education as an instruction recognizes that facts when it say in its introduction that the federal government of Nigeria adopted education as an instrument per excellence for effecting national development. further more, one of the five main national objective which are  endorsed as the necessary foundation for the national policy in education, is the building of a land of bright and full opportunities for all citizen. Against educational terrain today in which female  education is at best still treated as  of secondary importance.
	The study therefore seek to examine the possible reason for this unwhole some and retrogressive situation. The researcher is interested in finding out the factors militating  against girl-child in Ilorin West Local Government Area.
	The girl-child is a street hawker,. Exposed to all manner of unhealthy circumstance. If one go the market within and outside the town you will see girl hawking  around, It’s the girl-child that is used as a baby setter when she is supposed to be in school along with the boy-child, the girl child is a victim of sexual harassment and abuse in the society. The plight of the one-child is getting worse everyday such that if nothing is done by enhancing her education she has no hope.
The above discussed issues arouse the interest of researcher toward girl-child education particularly in factors militating  against girl-child in Ilorin West Local Government Area i.e enrolment of girl-child in schools.

General Questions
1.	What is the  factor militating  child-girl Education
2.	What is the role of religion on  girl child education 
Research Questions
	This study attempt to answer the following questions:
1.	Is there any difference between  illiterate and literate on girl-child education 
2.	Is there any difference in the factor toward girls child education on the basis of their gender.
3.	 Is there any difference in the parents perception toward girl-child education  on the basis of their religion  affiliation
Research Hypotheses
	Based on the research question the following hypotheses work formulated.
H1:- There is no significant difference between male and on girls child education 
Ho: There is no significant differences between Christian and Muslim on towards girls-child education 
Ho: There is no significant difference between literate and illiterate on their girl-child education.
Ho:  There is no significant difference on girl-child education on the basis of living situation. Rural and Urban area.
Significance of the Study 
	 The study is likely to provide relevant information on the factor of girl-child education in Ilorin West  L.G.A of Kwara state.
The study is likely to assist the teacher to understand the nature of parents perceptions of girls-child education and this can affect learning or otherwise by girl-child in their classes. Perception of girl-child education. This awareness will in turn enable them plan adequately for the girl-child as a way of enhancing their academic achievement.
Another important significance of this study is that it will enable counselors to understand the nature of parents perception of girl-child education. This awareness will prepare the counselor to provide necessary information on this issues. On a daily basis, the world is becoming more advanced in every sphere of human endeavour. The UNESCO Courirer (1999) observed that no country can use the benefit of science and technology on the scale necessary for development if its population include a high percentage of illiterate in a changing society like ours. Invariably no girl-child can reap the benefits of science and technology if she is illiterate. It is on the basis of this, that, the researcher is making a case for the girl-child education. “Educate a many, you educate an individual, educate a women, a nation” this is an important saying which one must consider while handling the education of the girl-child UNESCO (1999).
Perhaps closely linked to this is the fact that the mother to the first contact of the child. Mother therefore, can be described as agent of socialization. The ability of this agent to perform her role effectively depends largely on the girl child.
In the final analysis its hoped that the result derived from this study will leave some educational foot prints on the sand of time and serve as a springboard for further studies
Delimitation of the Study
	People have very important views about females and roles they are supposed to play in the society. These are those who believe that, females are only to be seen, admired, used and not heard. Others are of the opinion that female are just necessary evils that men cannot do without (Dresile 1999)
In some traditional societies female are considered as visible evidence of man’s argued wealth. This explained the reason for the practice of polygamy in such societies. In such societies females are relegated to the background. They are treated as second class citizens. This perception of the society toward the females folk has also some a long way to affect girl-child education.
In Nigeria society  in the past when a male child was born the parent were happy , but when a girl was born, they were usually disappointed worse  still, if all children were girls the father worked for male successor by marrying more wives or acquiring concubines. It is generally believe that, the main reason given for wanting male children was cultural rather than anything else., parent especially the father, had the idea that male children would help to propagate and perpetuate the family name any amount spent on males education was not regarded as a waste. In the case of girls, it was considered by many parent as waste of money time, effort and resources as girl would eventually and group in another man’s house.
Operational Definition of Terms
	The following terms; as used in this study:
Polygamy: occurs when a man marries more than one wide
Monogamy: occurs when a man doesn’t marry more than one wife
Adolescent: is usually referred to as the period of transition from childhood. The age limited is roughly put at twelve ton late ten when physical is nearly complete
Sex: is used to imply a powerful motivator which is not vital to survival of the organism as are food and water, but it is essential to the survival of the species.
Effects: serious difficult that needs attention and thought
Early: is used to refer something happening before the usually arranged or expected time
Marriage: It is socially sanctioned involving two or more people of the opposite sex whose relationship is expected to endure by and time require for relation and birth of children (Daramola, 2019).
Early Marriage: the involvement of the unmeasured people in contractual agreement in term of age and economic state to mention but a few also refer to the union of a man and women who are between the age often twenty as the time of marriage.
Girls Education: The development of girls mentally physically, socially and culturally etc. in Western Education (Daramola 2019).
Education:- This is the total training received by girls or ladies  from the formal schools, primary school, secondary school and tertiary institutions 

CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter review related literature on the parents perception of girl-child education in Ilorin West  LGA under the following sub-heading: 
-	Definition of Education 
-	Importance of Girl-Child Education 
-	Factors that hinder Girl-child Education in Nigeria 
-	Inadequate interest on the parts of Girls
-	Societal perception toward Girl Education in Nigeria
-	How to promote Girl-child Education
-	Appraisal of Related literature review of girl-child Education 
Definition of Education
	Meaning of Education: Webster English dictionary 2010 edition as the process of training and developing the knowledge skills, mind and character especially by formal schooling. Education can be said as the general process of developing talent potentialities in the child.
Fafunwa (2002) defines education as the aggregate of all the process by which a child or young adult develop the ability attitude and other formal of behavioural of positive value to society in which he lives.
Education is the means through which men acquire the civilization of the past and the present which enable both to take part in the civilization of the future (Hassan (2010), John (2011), Education and Development  of Nation (2014)
The definition above is process oriented that is, it sees education as a process of transmitting, preserving, developing and advancing the totality of culture
Education describes a process of training, instruction or inculcating of desired knowledge, skills and attitude into the individual. Thus, t it involves a carefully designed body of knowledge. This body of knowledge accounts for the various discipline.
 Education is a concept which refers just to any process of bringing or training of children and animals. At another, education become increasingly associated with schooling. Some other uses of the concepts link it with enculturation or socialization without any emphasis on knowledge and understanding in depth and breath and which also suggest that they are desirable.
Importance of Girl child Education
	The form of education referred to involved training in literacy and vocational skill to enable girl-child become functional in the society. Abenga (2014). Submitted that females are to important to the national development that, if development will be real not just on paper, they have to be developed side by side with the males and be provided with educational opportunities to prepare them for gainful employment as well.
Another importance for female education is to enable them acquire the basic skills of reading and writing. These basic literacy skills are important for effective communication in todays word. To fit in properly, female should be able to write letters. Put down her daily express and read newspaper so as to be well informed about government policies and programmes affecting them and the society at large.
Education will afford female especially of the rural area, opportunities to appreciate and participate in government programmes. Democracy as it is today involves active participation and choice of effective representatives. Education will enable this category of female most especially to part of the contemporary democratic process.
Female need to educated for gainful employment that will ensure better standard of living and good health. Educated females are better placed in better employment than female uneducated. Through this they generate additional income to argument what their (urban female) husband can provide and their (rural female) from products. Educated females who are gainfully employed are areas source of income to their homes.
The sanitary nature of home is an aspect in the health standard of such homes. Female basically determine the standard, so being educated will help especially rural female) to improvement their health and a sanitary condition. Good health is important in the survival progress of any family and provide the individual with strength for self actualization.
Okwubunks (2006) maintained that female have  major  responsibilities for the health and nutrition of their families and that children health and expose the need for female education in our country.
Female also need to be educated to draw them out of the local outlook. Education will makes them comprehension appreciate their immediate environment, learn to be tolerant of other respect rules, turn their creative potential in to productive use, imbibe leadership and hence contribute to the development of society.
Factors that Hinder Girl-child  Education in Nigeria
	In spite of the rapid expansion in educational programme in Nigeria, these are numbers of factor militating or hinder against the access of female to education in Nigeria. There factors have resulted into lower female enrolment rates at all levels of education and lower educational achievement. There factors in broad term are following 
i.	Cultural factor
ii.	Religious factor 
iii.	Logistic 
iv.	Problems of getting husband after schooling
v.	Effects of polygamous/ Extended family system
Cultural factor: Lately in many parts of Nigeria. Early marriage account for over fifty (50) percent of female dropout in primary schools. To worsen the case, there early married female had less access to educated men and women because they live in seclusion. The children out of such marriage especially females are likely to continue the vicious circle
	Enrolment of girls dropped drastically when fees or levies were introduced in the school. Some cultural biased or and poor parents in many part of the country sacrificed the female child education for male. For example Kwara State Government in 1993 made female primary and secondary education tuition free in some backward local government of state. Even with this gesture some parents who has less regard for female education withdrawn their female children for marriage or don’t even bother to educate them at all.
	In this part of the world all household chores are saddled with female children. It is almost a taboo for a man or male child to cook, grind pepper, wash plates etc. this is another aspect of culture that has made some parents to confirm their female children to home and has taken all the time of female from attending any form of literacy programme
	The age long tradition that female are second class citizen whose major roles are limited to feminine and domestic activities is still much prevalent among rural male folks “this explain why boys are given preference in education (a masculine activity) while girls are given up “petty trading, menial jobs and early marriage to join flies already high rate of uneducated married women.
Religion factors: Islam and Christianity and deeply embedded in Nigeria culture. As for Christianity, the protagrinist of this much talked about western education, there is a measure of liberality and wide range tolerance to female child or girl education. Infact in numerous ways the religion has encouraged female education.
	Islam as a matter of policy is not opposed to education of female child. Respect for female hood is greatly stressed and cherished. Islam. Equally emphasis in the doctrine is that a  females need for wisdom and enlighten is as great as man’s some stance of Muslim has however been translated to constraints to female education these are:
(a)	Some Muslim communities of Nigeria develop a wide spread reluctance to educate female for some socio cultural reason already knitted with Islamic doctrine in some muslim communities. Restricting female in Pudah (Kulle) and the custom of early marriage as despite by the practice in the Northern Nigeria are clear  cases.
(b)	The suspicion that these modern schools  with their lack of concern for ethical value and alarming moral laxity will undermine the sanctity of home a female stand for . further more, the liberalization of some conservative attitude  regarding the position and role of female in society all pose a formidable problem to the practice of the religion and hence a unliberal position toward female child education 
All these translated constraints have powerful support of Islamic doctrines. Therefore, Islamic posture regarding female education in this area needs expertise clarification and the subject to discussion 
Logistic: one major problem to female education is indeaquate finance in planning, mapping and implementing literacy related programme many female literacy programme that would have aided female education have not been quite successful because of lack of adequate funding absence of basic infrastructure in rural areas like accessible road and schools sorts of strangulated meaningful literacy programmes. Anayo (2003) has this to say it is when enough money is put in the system that teachers will taken care of there will be dedication on the part of the teacher. More money also means more facilities in school to make conductive learning
Problem of getting husband  after schooling:- it is believed by some people that if female are highly educated. They might find out difficult to get married because they might be considered very old for marriage by some men or boys and on the other hand some men keep off from be living ostentations life style.
Effects of Polygamous/Extended family system:- In a polygamous or extended family many children compete for limited  resources at the disposal of the husband or father who is the bread winners. Such person usually relevant their efforts in girls education in particular and their children’s education are general.
Inadequate of interest on the parts of Girl child: Jubril (2006) stated that one of the problem of female education is talk of interest on the part of female themselves. This may be due to the fact that there is always mass failure in examination result. Influence of polygamous and many children compete for limited available resources at the disposal of husband or father who is the household leader. In a polygamous family is mostly found in Africa and Asia.
The Societal attitude toward girl child education in Nigeria:
	There have been many studies related to the factor affecting female education generally; some eminent scholars and educationist have contributed immensely to discovery of some of thee factors.
	These outstanding writer and researcher will be critically and objectively examined the problem hindered and promotion of female education in Nigeria.
Njoku (2016) noted that in the early 20th century, African humans education was mainly in the domestic science orientation course gave the girls a very sound and satisfactory knowledge and kept to well disciplined in accordance with native customs. In the middle of 20th century however, saw the emergency of different type of programme for the African woman development for example mission schools and domestic centre assisted in the development of the women.
A more recent data by the Nigeria Education Research Council (2012) shows that the enrolment in secondary school is still lower for girls. It is  as low as 17.9 percent in Bauchi state 247 % in Zamfara and 52.7 percent only in Anambra state all others are below 50 percent of total enrolment. Climbing up the educational ladder there is a wide gap in the ratio of men to women among students at higher level. The Christian missionary activities which either proceeded or accompanied colonial perpetuated the western idea of means superiority and implication of the inferiority of the women through the liblicant dutiful wife and modern roles.
Olomolaiye (2007) stated that men of this generation believe that men are expected to pursue careers throughout their live time while women are likely to have their responsibilities interrupted by reproduction and home responsibilities.
Odu (2014) noted that husband and children generally expect women to perform the tasks of wife professional responsibilities.
Muckenlin (2016) found out in a series of interview that parents prefer male education to that of females reasons.
A married woman is no longer a member of her family but that of her husband family.  Money or income earned by her belongs to the husband, their educational benefits goes to the husband while the money spent on such education is a loss to the parents.  Since financial resources are limited, it is logical for parents to invest any available resources on the person who is most likely to bring the highest to the family.  One then wonders especially in Ilorin West  Local Government of Kwara State while most parents traditionally prefers boys to girls because to them there is no much value in women education.
The societal itself is so conservative that the women is not primarily thorough of as a prospective scientists or technology logiest.  She is simply not expected to aspire for higher education, because it will be a luxury for her, since she will soon go for her natural responsibilities i.e child rearing and housekeeping.  Thus Adio (2007) quarries higher education for a woman in unfortunate post phenomena of her self fulfillment.  But self fulfillment here can be refer to child rearing and home keeping which are traditionally regarded as the sole life ambition of women whether educated or not, the women ends up in the kitchen rely and expect more assistance from the males.
How to promote girl child education:-
a.	The federal government should give priority to women education by provision of effective policy formulation and financial resources.  It is through such aggressive policy complemented with the efforts of States and Local Government that success can be attained.
b.	Government should intensity efforts to enlist the support of international organization and agencies such as UNESCO in the areas of financial grants manpower’s supply and material for the purpose of educating women.
c.	The national council for women should address Vigorously the bottlenecks in rural women education (they constitute larger percentage of women and jettison all elitist pretensions and preoccupation. This suggestion is necessary because now’s has neglected the plight women (still languishing in object poverty ignorance and dis-case) for scrambling for national and international recognitions.
d.	Governments of bodly affected areas or states should make tuition free for females as done in Kwara State and those women who completed their education be given gainful employment.
e.	Provision for subsidized support services for nursery mothers like baby care centre etc. will help mothers to find time for adult literary education.  This is necessary because much of there uneducated rural women have many children to cater for such services will be a little relief.
f.	There should be a mass campaign that will address all socio-cultural, religions and even logistic problems in the way of women education.  Such a campaign must be ever green and well funded to reach all walk and corners of the country, having members people of proven integrity that will be listened to by all and sundary.
g.	There should be education programme to meet the peculiar need of all sub-cultural groups in Nigeria.  The nomadic education is a case in points such programmes will initially be at the convenience of such cultural group till they mature so as nomadic Fulani’s similar programme should be instituted to cater for the cave and high mountain dweller of the middle beit and the numerous farms settlements that dotted the southern rainforest of the country.  By there education would have been put within the reach of every women  girls.
Appraisal of Related Literature Review
In view of related literature on the problem of study by the researcher various education definitions were reviewed from past authors such as Fafunwa (1987) Hasson, John, Education and Development of Nation (2014) the importance of girl-child education was also reviewed by researcher.  According to Abenga (2014) and Aggrey (2017) the parent percept of girl-child education in Nigeria were reviewed with the aims of giving suggestions and recommendation to improve the standard of girl-child education in the society.  
One wonder while most parents traditionally prefer boys to girls especially in Ilorin West  Local Government Area of Kwara State, because to them there is no much value in women education or girls education.

CHAPTER THREE
RESEARCH METHOD
	This research chapter gives details information on the methodology in the study. This focused was based under the following sub-headings.
Research design, population, sample and sampling techniques, research instruction, validity of the instrument, reliability of the instrument, administration of the instrument, and data analysis.
Research Design
This research is descriptive survey. Questionnaire was employed to collect data from respondents so as to show the parents perception of girl-child education in Ilorin West  L.G.A. of Kwara State.
Population
The population of this study consist two hundred (200) of all parents in Ilorin West  L.G.A. 
Sample and Sampling Techniques
Simple random sampling techniques was used to select twenty five (25) males and twenty five (25) females parents and also twenty five (25) teacher/ administrators from the sample parents in Ilorin West  L.G.A of Kwara State.
Research Instrument
The instrument for this research work is questionnaire. The questionnaire was divided into two sections; the personal information (section A) and the structured questionnaire items (section B) relating to the subject matter of the study.  The questionnaires are of the close form in which respondents are permitted to tick only certain response.
Validity of the Instrument
According to Ibrahim A et al (2008) validity described the extent to which the instrument can be relied upon to do what it suppose to do accurately.  The instrument was validated by a lecturer in the department of guidance and counseling, Kwara State College of Education Ilorin before it was finally subjected for validation by the research supervisor and ascertained to meet the purpose for it’s design.
Reliability of the Instrument
According to Ibrahim A.Letal (2008), Reliability of an instrument refer to consistency of scores or response/answers from one administration of an instrument to another and from one set of item to another.  The test-rest method was used to estimate the reliability of the instrument.  The instrument was administered to seventy five (75) sampled parents and teachers/ administrators their result were correlated using person product correlated coefficient.

Administration of the Instrument
The administration of the instrument was done personally by the researcher and collected back upon completion.
Data Analysis
The data collected were analyzed using test and ANOVA statistical tools.

CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents results of the study titled-parents perception of girl child education in Ilorin West  L.G.A of Kwara State.
Sample consist of two hundred (200) respondents the researcher design questionnaire was for data collection from the respondents for the study. Data collection from tested hypothesis were analysed using t-test statistic 
Results obtained from the analysed data are presented below.

Research hypothesis one (H1). There is no significant difference between male and female  parents in their perception toward girl-child education.

Table 1: Results of t-test comparing the parents perception of girl child education by sex 
Group	N	X	SD	DF	Cal. t-value 	Crit. t-value 	
Male	95	45.03	5.57	
198	
-0.50	
1.96	
Female 	105	45.38	4.28				
 
Table 1, presents the calculated t-value of -0.50 which was these than the critical t-value of 1.96 using 198 degree of freedom and 0.05 level of significance. The difference, therefore, was not significant. On the basis of this, the null hypothesis, “There is no difference between male and female and parents in their perception toward girl child education was accepted  

Research Hypothesis (Ho); There is no significant difference between Christian and Muslim in their perception towards girls- child education.
Table 2: Result of t-test comparing the parents perception of girl-child education by religion
Group	N	X	SD	DF	Cal. t-value 	Crit. t-value 	
Muslim	144	45.16	4.15	
198	
-0.86	
1.96	
Christian	56	45.36	6.49				
 
Result in table 2 shows in table 2, that the calculated t-value of -0.86 was less than the critical t-value of 1.96 using 198 degree of freedom and 0.05 level of significance. The difference, therefore, was not significance on the basis of this, the null hypothesis, “There is no significant difference between Christian and Muslim in their perception toward girl-child education” was accepted .

Research Hypothesis Three (Ho3): there is no significant difference between literate and illiterate in their perception toward girl child education.
Table 3: Result of t-test comparing the parents perception of  girls child education by education 
Group	N	X	SD	DF	Cal. t-value 	Crit. t-value 	
Literate 	97	45.12	4.35	
198	
-0.62	
1.96	
Illiterate 	103	45.37	5.43				
 
Table 3 present the result of hypothesis three revealed that the calculated t-value of -0.62 was less than the critical t-value of 1.96, using 198 degree of freedom and 0.05 level of significance. The difference, therefore, was not significant. On the basis of this the null; hypothesis that there is no significant difference between literate and illiterate in their perception towards girl-child education was accepted.
Research Hypothesis four (Ho4): There is no significant difference between Urban and Rural parent in their perception toward girl-child education. 
Group	N	X	SD	DF	Cal. t-value 	Crit. t-value 	
Rural	132	45.14	4.40	
198	
-0.78	
1.96	
Urban	103	45.37	5.43				
 
Table 4: Result shows that the calculated t-value of -0.70 was smaller than the critical t-value of 1.96 using 198 degree of freedom and 0.05 level of significance. The difference, therefore was no significant. On the basis of this null hypothesis that state that there is no significant difference in the parents perception toward girl child education on the basis of Urban and Rural area was accepted.

Discussion of Result 
	From the study carried out, the result of the finding accept hypothesis one to show that there is no significant difference between male and female parents in their perception toward girl child education. This result is similar to that of Todaro (1999:56) the girl child must understand the dynamic of the existing structure and appreciate the need for change  the direction and special technical skills that are necessary tools of action 
Hypothesis two was also accepted by the result of finding show that there is no significant difference between Christian and Muslim in their perception towards girl-child education. This result is in accordance with Laosebikan (2004). Who defined a failure of state and local official to identity with and effectively or singularly with the issues connected with girl  child education.
Finally, the result of finding accept hypothesis three to show that there is no significant difference between literate and illiterate in their perception toward girl-child education. This is similar to Olawale (2005) girl child education as  a broad term  usually applied to a total programme of activities and services in school aimed at assisting girl child to make and carry out necessary plan and to achieve satisfactory adjustment in life .

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
	The study investigated on the parent perception of girl-child education in Ilorin West  local government area of kwara state two hundred (200) respondents participated in the study  by responding to a questionnaire title Parent Perception of Girl-child Education (PPGCE). Four hypothesis were proposed to guide the study while t-test statistic was used to analyse data gathered from the result of the tested hypothesis. The result of the study gave the following.
1.	There is no significant difference between illiterate and  literate parent in their perception toward girl-child education by male and female.
2.	There is no significant difference between Christian and Muslim in their perception towards child education 
3.	There is no significant difference between male and female in their perception toward girl child education
4.	There is no significant difference in the parent perception toward girl  child education on the basis  of living situation. Rural and urban areas 
Conclusion 
	Based on the finding of the study it is included that:
1.	There is no significant difference between male and female parents in their perception toward girls child education 
2.	There is no significant differences between Christian and Muslim in their perception towards girls-child education 
3.	There is no significant difference between literate and illiterate parent in their perception toward girl-child education.
4.	There is no significant difference in the parents perception toward girl-child education on the basis of living situation. Rural and Urban area.
Implication of the Study
	The study investigated the parent attitudes towards girl-child education in Ilorin west  LGA of Kwara State. The following  were found as the problem associate with the girl-child education.
1.	Lack of government in Introducing girl-child education programme in Ilorin West  LGA of Kwara State
2.	Lack of government in financing girl-education programme properly  from time to time

Recommendations
	From the findings that result from the study, parent attitudes towards girl-child education in Ilorin west of girl of Kwara State. The following recommendation should made:
i.	The government should hasten introduce girl-child education programme in Ilorin West  LGA of kwara state
ii.	The government should provide and material so that girl child will be reality in the Ilorin West  LGA in the future.
iii.	Enlighten programme should be organize from time to time to male the public aware of important or relevant of girl-child education in Ilorin West  LGA of Kwara State.
iv.	The federal government and state government should make concerted effort to provide adequate number of girl-child education programme centre or who will monitor the educational progress of the girl child student with a view to counselling girl-child. The cumulative record of girls child students should be con considered along with her performance of state and federal examination.
vi.	Girl child education  workshops and seminar should be organized from time to time by the federal government and state government with a view to accelerate training for teacher who shows interest and aptitude for girl-child education programme  programme.
Limitations of the Study  
 	The study investigated the parents perception of girl-child education in Ilorin West  L.G.A of Kwara State  two hundred parents were randomly selected  out of about one thousand five hundred parents in Ilorin West  LGA of Kwara State. the scope would have been expanded to include more parents but for some limitation among which are time factor, finance, natural factor (rain) bad, road, absence of social amenities.

Suggestion for Further Study  
	This study is based on the parents perception of girl-child education in Ilorin west  LGA of kwara state. Also, this study can be extended to other local government area in Ilorin.
	There are suggested researcher areas for further study 
1.	The consequence of the girl-child education should studied in order to forestall their effect on the nation.
2.	A seminar research should be carried out in other local government area of kwara state and other part of the federation to make the finding more general of Nigeria population
3.	The benefit derive from effective implementation should be record in future research for the awareness of parents, students government and other social  workers so as to enhance a healthy society          

REFERENCES

Adesina, S (2017) some aspect of school management. Lagos educational industries limited.
Akinpeju, J.A (2019) An introduction to the philosophy of education London: Macmillan 
Ali R (March 2009). The girl- child education new Nigeria newspaper .
Babarinde, R.S (2009): the place of global for quality ICT usage in Nigerian secondary schools for quality assurance.
Babangida, M (1986). A blue print on women education.. Welcome address by the first lady at opening of a four-day workshop in Lagos to prepare a blue print on women education 23rd-26th of September 1986
Bamgboye, S.O (2006): girl-child education and national issues. unilorin press
Bellamy, C. (1999). Beyond the classroom Parents as partner in Education New York, The C. V moc by company
Csapo, M. (2000). Religion, Social and Economic factor hidering the education of girls in Nigeria  Journal of Comparative Education 17(13), 31-318

Dimiliye, J.A (2007) sex of a child and education career. Ilorin: methodic publisher 
Dopamu, P.A (2010) west African traditional religious. Ibadan: onibunje press
Durajaiye, M.O.A (2012) A new introduction to introduction to education. Ibadan: events brothers limited
Duport, B. (2001) Unequal Education. A study of set differences in secondary school curricular, pains UNESCO.

Fafunwa, A.B (2011) a new introduction to Nigeria London: George Allen and Union 

Falana, A. (2001) Education in Nigeria (1842-1939) as historical analysis.

FGN (20020 National Policy on Education NERDC press, Lagos Komolafe, HI (2002) educating the girl child towards future challenges and self reliance paper presented at the conference of school of education, Federal College of Education Katsina.    

Gbedebi, Y. (2003) the girl child. The Nigeria association of university women (vol. 1p 88-89).

Ipaye, T. (2001) the role of the homes, the community and school in guidance and counseling proper presented at a counseling workshop. July in Kaduna.

Kadori, icon (2003) attitude of illiterate men: towards the state unpolished B.ED. thesis, Ilorin, university of Ilorin.

Longer, R.S (2004) Educational plan reforms and National Development in Nigeria Hashim I. (ED) issues in public sector Management in Nigeria Zaria Ahmadu Bello University Press LT.D.

Lassa, P.N. (2002) Gender stereo type in curriculum and career choice. A lead paper presented at the 8th Annual Conference of the Association from promoting quality education in Nigeria (APQEB) in Kaduna 8th – 11th October 1-19.

NPEC (2001 August, 12th) Primary Education Enrolment and supervision. The guardian p28.

Schultz, T. Paul benefits of educating women. Washington. D.C. world background papers series, education and employment division population and human resources department.

UNICEF (2005) Girls growing up equal fourth world conference in women 4-15 September, focus on women Beijing China PP1-16.

Uwalaka, M. (2005) The girls child in 1860 land. The Nigerian Association of University Women (Vol. 1 P11 0-111).

APPENDIX
KWARA STATE COLLEGE OF EDUCATION, ILORIN
DEPARTMENT OF  PRIMARY EDUCATION STUDIES 
PARENTS ATTITUDES TOWARDS GIRL-CHILD EDUCATION
Dear respondents
	This questionnaire is designed to investigate parents perception of girl-child education information collected will be used for research purpose only and will be used for research purpose only and will be treated with strict confidentiality. You are therefore, implored to respond to the questions objectively and sincerely.
Thanks

Section A: Personal information 
Please tick (	) the space provided where applicable 
1.	Sex: male (	) Female (	) 
2.	Religion: Muslim (	`) Christian (	)
3.	Married Status: Married (	) single (	)
4.	Higher educational status attained primary school (	) secondary school (	) post secondary school (	)
5.	Local government area -------------------------------------
6.	State -----------------------------------------------------------
Section B: Parent  perception of girl-Child education 
	Please indicate the extent to which you perceived the following statement of Girl-child education as true, using the following rating schedule
Key
SA	=	Strongly Agree
A	=	Agree
SD	=	Strongly Disagree
D	=	Disagree

S/N		SA	A	SD	D	
1.	Educated females do not respect the elders at home 					
2.	Educated females often neglect their  culture					
3	Educated female give much respect to their parents than their illiterate counterpart 					
4.	Educated females do not make good house wife					
5	Females education exposes girl-child to immoral behavior					
6.	Female  education breed bad behaviour in the society 					
7.	The society is corrupted by educated females					
8.	Females education makes girls  to follows  foreign culture 					
9.	Females education not allows girls to worship God on time					
10.	Females children have low level of academic aspiration 					
11.	The existence of the superstitions beliefs affects females education 					
12.	Females themselves do not actually realize the importance of education 					
13.	Females education encourages girls to keep sophisticated friends 					
14.	Females education is not likely to cause marital instability for girls 					
15.	It is not economical to invest in females education who would eventually marry into another house 					
16.	Females education make girls to be  aggressive 					
17.	It is against my religion for a girl to receive so much education 					
18.	African culture expect female to be submissive to the husband but female education teaches them to be arrogant 					
19.	Cultural behaviour of the parents contributed negatively to females education 					
20.	Female education is waste reproductive year of girls