Assessing the Efficiency of the Psychomotor Extracurricular Activities on Social Skills Development in Primary School in Oshimili south local government in delta State

Assessing the Efficiency of the Psychomotor Extracurricular Activities on Social Skills Development in Primary School in Oshimili south local government in delta State

ABSTRACT

This study assessed the efficiency of the psychomotor extracurricular activity on social skills development in primary school in Oshimili South Local Government Area in Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised of the one thousand and three hundred and fifty (1350) teachers in all the 23 public primary schools in Oshimili North Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili North Local Government Area, 9 schools were randomly selected. A total of 115 teachers were sampled through balloting.  The instrument for data collection is a structured questionnaire titled “Assessment of Psychomotor Extra-Curricular Activities on Social Skills Development Questionnaire (APECASSDQ). A draft copy of the questionnaire was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. A pilot study was carried out on 20 teachers from primary schools in Onitsha South Local Government Area of Anambra State using split-half method to ascertain the consistency of the validated instrument. The data collected were analyzed using Spearman Rank to ascertain the level of consistency of the instrument which yielded a correlation coefficient of 0.76, indicating that the instrument is reliable. The researcher administered the copies of the questionnaire to primary school teachers and same were retrieved and analyzed.  Data collected was analyzed using mean and standard deviation statistics. The findings revealed among others that psychomotor activities enhance communication skills development in primary schools in Oshimili South Local Government to a high extent. It was recommended among other things that primary school should ensure that psychomotor activities are carried out on daily basis to enhance communication skills development in schools in Oshimili South Local Government.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Nigerian primary education system has undergone significant changes in recent years, with a growing emphasis on comprehensive child development. This shift has been influenced by global educational trends and local recognition of the limitations of a purely academic focus (Ugwu & Ogunleye, 2023). Within this context, psychomotor extracurricular activities have emerged as a potential tool for enhancing pupils’ overall development, particularly in the realm of social skills. Primary schools are known to develop certain kinds of social skills in children.

Primary schools are essential for fostering children’s cognitive development, which involves the expansion of thinking, memory, reasoning, and problem-solving skills (Pianta et al., 2016). The structured learning environment provided in primary schools introduces children to tasks that challenge their cognitive abilities, helping them understand complex concepts and build analytical skills. At this stage, pupils engage in activities that encourage them to question, hypothesize, and experiment, which enhances their ability to process and retain information. Teachers also use various pedagogical techniques to stimulate critical thinking and independent thought. This cognitive growth is fundamental for academic success and future intellectual development (Perry & Weinstein, 2017). Primary education often plays a role in fostering national identity and civic consciousness among young pupils (Torney-Purta, 2017). Schools introduce children to national symbols, history, and traditions that help shape their understanding of what it means to be a citizen of their country. By incorporating lessons on citizenship, primary schools teach children about their rights and responsibilities within the larger community. This process helps instill a sense of pride and belonging, as well as respect for national values and institutions. Primary education, therefore, acts as a critical platform for nurturing patriotism and responsible citizenship in future generations (Anderson, 2016). Primary schools contribute significantly to the development of emotional intelligence, which is crucial for personal and social success (Goleman, 2015). Emotional intelligence involves the ability to recognize, understand, and manage one’s emotions, as well as to empathize with others. Through group activities, collaborative learning, and social interactions, pupils learn to navigate their emotions and respond appropriately to various situations. Teachers play a key role in helping children build resilience, self-awareness, and interpersonal skills. The emphasis on emotional intelligence in primary education prepares pupils to handle challenges in both their personal and academic lives (Brackett et al., 2019). Primary schools serve as the critical transition point from home or early childhood settings to formal education (Peters, 2015). The structured environment of primary schools introduces children to a new world of routines, expectations, and academic learning, which can be very different from home-based or informal learning settings. Teachers provide guidance to help children adjust to these new environments, building their confidence and independence. This transitional period is crucial for setting the tone for the rest of the child’s academic journey, ensuring that they develop the necessary skills and habits to thrive in more structured educational settings. Parental involvement in this transition phase is also emphasized to smooth the process (Fabian & Dunlop, 2016).

Play-based learning is often an integral part of primary education, especially for younger pupils (Pyle & Danniels, 2017). Through play, children engage in activities that encourage exploration, creativity, and social interaction. Primary schools incorporate structured play into their curricula to develop children’s problem-solving skills and foster social collaboration. Play-based learning is especially beneficial for building communication skills, as children learn to express themselves and negotiate with peers during play. Moreover, this method makes learning more enjoyable, which helps sustain pupils’ interest in education. By integrating play into the academic curriculum, primary schools ensure a balanced approach to learning that supports both cognitive and emotional development (Hirsh-Pasek et al., 2016). Primary education plays a pivotal role in national economic development by producing a literate and numerate workforce (Hanushek & Woessmann, 2015). The skills acquired at the primary level form the foundation for future education and employment opportunities, which, in turn, influence a country’s economic growth. Governments invest in primary education to equip children with the necessary skills to become productive members of the workforce. Studies show that countries with higher levels of primary education tend to have more stable economies and experience reduced poverty levels. Therefore, primary schools are viewed not only as educational institutions but also as engines for long-term economic development (OECD, 2016).

Beyond academic instruction, primary schools are crucial in teaching moral values and civic responsibility (Nucci & Narvaez, 2015). Schools integrate lessons on ethical behaviour, respect for authority, and social justice into the curriculum to help pupils understand their roles as responsible members of society. These moral lessons are often delivered through stories, group discussions, and role-playing activities. By instilling values such as honesty, fairness, and respect for diversity, primary schools prepare pupils to be conscientious and empathetic citizens. The moral education provided in primary schools often aligns with broader societal goals of creating a more ethical and just society (Berkowitz & Grych, 2016). Primary education plays an important role in shaping children’s self-concept and identity (Eccles, 2016). As children engage with their peers and teachers, they begin to form an understanding of who they are and how they relate to the world around them. This period is critical for developing a sense of self-esteem and confidence, as children receive feedback from their interactions and accomplishments. Primary schools offer various opportunities for children to explore their talents, interests, and abilities, contributing to their sense of identity. This early stage of identity formation influences how children perceive themselves in relation to others and society at large (Harter, 2015). In many countries, primary schools serve as a melting pot of children from different social, cultural, and economic backgrounds (Slee, 2018). The diverse school environment fosters social integration by encouraging pupils to learn about and respect cultural differences. Through collaborative projects and group activities, pupils from various backgrounds are given opportunities to interact, which helps reduce prejudices and promotes social harmony. Teachers play a key role in facilitating these interactions by fostering an inclusive and respectful classroom environment. Social integration in primary schools is vital for promoting a sense of unity and belonging in increasingly diverse societies (Banks, 2016).     Social skills on the other hand encompass a wide range of abilities, including effective communication, empathy, cooperation, conflict resolution, and emotional regulation. These skills are increasingly recognized as critical for success not only in school but also in future personal and professional life (Ademola-Popoola & Akande, 2022). In Nigeria, where communal values and social cohesion are highly prized, the development of these skills takes on additional cultural significance. Social skills development refers to the process of acquiring and refining the abilities necessary to interact effectively with others, including communication, empathy, and conflict resolution” (Johnson et al., 2018). This perspective acknowledges that social skills are not innate but learned and refined over time. The inclusion of specific components like communication, empathy, and conflict resolution provides a concrete framework for understanding what constitutes social skills. However, this definition may be somewhat limited in its scope, as it doesn’t explicitly address the role of cultural context or the potential for these skills to vary across different social settings. It is also defined as the ongoing acquisition of interpersonal competencies that enable individuals to navigate social situations successfully across various contexts and life stages (Lee & Park, 2020). This broadens the scope to include a wider range of skills and abilities. The mention of navigating social situations “successfully” raises questions about how success is defined and measured in social interactions, which could vary significantly across cultures and individuals. Additionally, it acknowledges the importance of context and life stages, recognizing that social skills may need to adapt as one moves through different phases of life. Social skills development involves the cultivation of behaviours and cognitive processes that facilitate positive social interactions and relationships (Garcia-Lopez, 2021). He introduces the cognitive aspect of social skills development, recognizing that it’s not just about observable behaviours but also internal mental processes. This holistic approach provides a more comprehensive understanding of social skills development.

According to Patel and Singh (2022), social skills development is a multifaceted process of learning to interpret social cues, regulate emotions, and respond appropriately in diverse social environments. Social skills development can be described as the progressive enhancement of an individual’s capacity to form and maintain meaningful relationships, collaborate effectively, and adapt to social norms” (Thompson, 2019). This multifaceted approach provides a rich understanding of what social skills entail. The inclusion of “meaningful relationships” adds a qualitative dimension to social skills development, suggesting that it’s not just about interacting, but about creating valuable connections. It is conceptualized as the systematic improvement of an individual’s ability to perceive, understand, and navigate social dynamics in both personal and professional settings” (Nakamura & Watanabe, 2023). Social skills development is defined as “the lifelong journey of acquiring, refining, and adapting social competencies to meet the evolving demands of interpersonal interactions across various life domains (Chen et al., 2021). This perspective aligns well with current understandings of human development and learning. The mention of acquiring, refining, and adapting skills recognizes both the initial learning process and the ongoing need to adjust these skills. The reference to “evolving demands” acknowledges the changing nature of social interactions, particularly relevant in our rapidly changing technological and cultural landscape.

Psychomotor activities on the other hand, by their nature, provide a unique platform for social skills development. They often require pupils to work collaboratively, communicate effectively, and navigate complex social situations. For instance, team sports necessitate cooperation and leadership, while drama activities can foster empathy and emotional expression. Dance and rhythmic activities can promote cultural awareness and non-verbal communication skills (Nnamani & Oyedele, 2024). Psychomotor activities involve the development and coordination of physical movement, often through repetitive practice and fine-tuning. According to Gallahue et al. (2012), psychomotor learning focuses on enhancing motor skills, body coordination, and movement precision. These activities are often linked with the acquisition of skills that require both gross and fine motor movements, such as in sports or performing arts. The process typically includes stages of cognitive engagement, such as understanding the steps involved, and feedback for improvement. This combination of mental and physical effort is key to mastering psychomotor tasks. Psychomotor activities are also defined by the synchronization between cognitive processes and physical actions. They rely on the ability to integrate thoughts and movement effectively, which enhances skill acquisition (Magill & Anderson, 2014). This definition highlights the interdependence of the brain and body in executing tasks such as typing, driving, or playing a musical instrument. Psychomotor activities, therefore, not only emphasize muscle movement but also the role of cognitive functions like attention, memory, and decision-making. This mind-body connection becomes more efficient with practice, leading to automatic responses. According to Schmidt and Lee (2019), psychomotor activities include any tasks where the body learns to carry out a physical movement through practice and repetition. This definition emphasizes the learning of new motor skills and the refinement of existing ones, often through feedback and gradual adjustments. For example, in sports, athletes engage in psychomotor activities when they train to enhance their coordination, strength, and balance. The consistent repetition of motor tasks helps improve accuracy and efficiency. Over time, this leads to more fluid and controlled movement patterns. Psychomotor activities are processes that build coordination and manual dexterity, which are vital for daily tasks (Rosenbaum, 2015). This definition brings into focus the importance of hand-eye coordination and precise motor control, which are crucial in activities like writing or using tools. Dexterity improves through repeated practice, allowing individuals to perform tasks more smoothly and with greater precision. These activities often require the brain to process sensory input and translate it into motor output, strengthening neural pathways over time. It’s a crucial aspect of child development and rehabilitation in adults. Psychomotor activities are defined as physical actions that result from conscious behavioural responses to environmental stimuli (Gentile, 2011). This understanding focuses on how individuals react physically to stimuli based on learned behaviours. For instance, a person’s ability to catch a ball is a psychomotor response that requires interpreting visual information and quickly executing the appropriate physical movement. The development of these skills is important in many educational and therapeutic settings, where motor learning is used to improve behavioural responses. The key component is the intentionality behind the movement.

At the primary school level, social skills such as  communication skills, self-confidence skills and teamwork and collaboration skills are developed. Social skills are defined as learned behaviours that enable individuals to interact effectively with others in social contexts. These skills are crucial for building relationships, navigating social environments, and achieving social acceptance. Gresham and Elliott (2014) emphasize that social skills are acquired over time through observation, reinforcement, and social learning. They are important for successful communication, cooperation, and conflict resolution in various social settings. According to Riggio (2017), social skills encompass verbal and non-verbal behaviours that enhance interpersonal communication and relationships. These include empathy, active listening, and the ability to interpret social cues accurately. Riggio’s definition highlights the role of non-verbal communication, such as facial expressions and body language, in social interactions. Effective social skills lead to stronger interpersonal connections and a greater ability to collaborate in team settings. Cartledge and Milburn (2014) define social skills as behaviours that allow individuals to perform competently in social situations. These behaviours include assertiveness, cooperation, and the ability to manage interpersonal conflicts. Social skills, as per this definition, are integral to both personal and professional success. Individuals who lack social skills may struggle with social acceptance and face challenges in group settings. Walker and colleagues (2014) describe social skills as the behaviours needed for effective interaction with others. These behaviours include communication, cooperation, emotional regulation, and problem-solving. Walker et al. (2014) argue that social skills are critical for forming friendships, maintaining relationships, and avoiding social isolation. These skills are often taught and reinforced in educational settings to prepare pupils for real-world social challenges. Caprara (2015) define social skills as the abilities that allow individuals to engage in positive and productive social interactions. These skills involve understanding and managing emotions, building relationships, and resolving conflicts in a respectful manner. Caprara et al. emphasize that social skills are essential for emotional intelligence and play a key role in academic and workplace success. The ability to navigate social complexities is particularly important in diverse and dynamic environments. Matson (2016) describes social skills as behaviours that enable individuals to engage in socially acceptable and productive interactions. These skills include communication, empathy, and the ability to work effectively in groups. Matson’s definition underscores the importance of social skills in preventing misunderstandings and fostering cooperation

Additionally, Rose-Krasnor (2014) defines social skills as the behaviours that promote positive social outcomes in interpersonal interactions. These outcomes may include acceptance, friendship, and effective conflict resolution. Rose-Krasnor highlights the bidirectional nature of social skills, where individuals not only influence others but are also influenced by them. This dynamic interaction helps individuals develop more nuanced and adaptive social behaviours over time.             Merrell and Gimpel (2014) describe social skills as a set of competencies that allow individuals to interact with others in ways that are both acceptable and effective. These competencies include communication, problem-solving, and cooperation. The authors stress the importance of social skills in building healthy relationships and fostering social competence. They also note that social skills deficits can lead to social isolation and difficulties in personal and professional life. Elliott (2018) define social skills as the behavioural and emotional competencies that enable individuals to interact positively with others. These include self-regulation, empathy, and effective communication. According to this definition, social skills are essential for maintaining positive social relationships and achieving social success. The authors also highlight the importance of social skills training in education and therapy to help individuals overcome social difficulties. Zins et al. (2014) define social skills as a subset of social-emotional learning that involves the ability to interact constructively with others. These skills include emotional regulation, empathy, and effective communication. Zins and colleagues argue that social skills are critical for personal well-being, academic success, and overall life satisfaction. Their definition places social skills within the broader context of emotional intelligence, emphasizing their role in social and emotional development.

Similarly, Self-confidence involves having a firm belief in one’s own abilities, which empowers individuals to approach tasks with optimism and persistence. According to Bandura’s theory of self-efficacy, those who believe in their ability to succeed are more likely to take on challenging tasks (Bandura, 2016). This belief allows individuals to focus on achieving goals without being overly concerned about potential setbacks, fostering resilience in difficult situations (Pajares, 2017). Self-confidence entails the ability to regulate emotions effectively, especially in stressful situations. Confident individuals can manage anxiety, frustration, or fear, which improves their decision-making and problem-solving abilities. Emotional regulation helps them stay calm under pressure, and research shows that emotional intelligence is closely linked to self-confidence (Zeidner, Matthews, & Roberts, 2015). By controlling emotions, they maintain a positive mindset even in adverse conditions (Goleman, 2017). A positive self-image is a critical aspect of self-confidence, as individuals with high self-confidence typically view themselves in a favorable light. They accept their strengths and weaknesses and are not easily discouraged by external criticism. According to Rogers (2019), individuals with a positive self-concept are more likely to experience higher levels of self-confidence, which positively affects their personal and professional relationships. Self-confidence includes the ability to express one’s thoughts and needs assertively, without being aggressive or passive. Assertive individuals are confident in their communication and can stand up for themselves in a respectful manner (Alberti & Emmons, 2017). This skill helps them navigate social interactions and negotiate effectively, making it easier to maintain healthy boundaries in relationships (Beck, 2020). Confident individuals are typically more adaptable to change because they trust their ability to handle new situations. They are open to learning and embrace new opportunities rather than fearing the unknown. Research by Dweck (2017) suggests that self-confidence fosters a growth mindset, where individuals see challenges as opportunities for growth rather than threats, making them more resilient to change.

In the same vein, self-confidence also involves a willingness to take calculated risks. Confident individuals are more likely to step out of their comfort zones because they believe in their ability to succeed, even in uncertain situations (Bénabou & Tirole, 2016). They recognize that failure is a possibility but view it as a learning opportunity rather than a deterrent. This approach leads to greater success in both personal and professional endeavors (Grant, 2018). Self-confident individuals tend to have a strong focus on setting and achieving goals. They approach tasks with determination and have a clear sense of direction, which increases their likelihood of success. Research by Locke and Latham (2019) indicates that setting specific, challenging goals is closely linked to self-confidence, as individuals with high self-confidence are more persistent in their efforts to achieve their objectives. Resilience, or the ability to bounce back from setbacks, is a key component of self-confidence. Confident people can recover from failures and continue working toward their goals. Studies by Masten (2020) show that self-confidence strengthens resilience by helping individuals view challenges as surmountable rather than insurmountable. This resilience allows them to maintain focus and motivation even in the face of adversity. Self-confidence also reflects an individual’s ability to act independently and make decisions without relying heavily on others. Confident individuals trust their judgment and can make informed decisions autonomously, which is crucial in leadership and professional roles (Bass & Bass, 2016). Independence in decision-making fosters a sense of responsibility and accountability, which reinforces self-confidence over time. Social competence is an essential skill linked to self-confidence, as it enables individuals to navigate social situations with ease. Confident people are often more comfortable in social settings, allowing them to build strong relationships and collaborate effectively with others. Research by Rubin et al. (2016) suggests that high social competence is directly correlated with self-confidence, which enhances an individual’s ability to communicate, lead, and resolve conflicts.

Another social skill that can be developed at the primary school level is teamwork and collaboration skills Teamwork refers to the collective effort of a group of individuals working towards a common goal (Sanyal & Hisam, 2018). It involves distributing tasks based on individual strengths and supporting one another to overcome challenges. Effective teamwork requires communication, cooperation, and a shared sense of responsibility. The synergy created by teamwork leads to higher productivity and innovation. Teamwork involves emotional intelligence, which refers to the ability to understand, manage, and utilize emotions effectively in a group setting (Salas, 2015). Emotional intelligence is essential for fostering positive relationships, addressing conflicts, and maintaining a supportive environment. High emotional intelligence within a team enables better communication, empathy, and understanding, which strengthens team cohesion. Teamwork can be seen as the organized distribution of tasks among team members, where each person assumes a role that best fits their expertise (Kozlowski & Ilgen, 2016). Successful teamwork requires clear roles, accountability, and coordination to avoid overlap or confusion. The distribution of tasks ensures efficiency, as team members focus on their assigned responsibilities while supporting others when needed. Teamwork implies that all members are accountable for the success or failure of the group’s efforts (Costa, 2015). This collective accountability fosters a sense of ownership and motivates members to contribute effectively. Team members must align their goals with the team’s objectives and support each other in achieving them. Teamwork creates a shared commitment to outcomes, enhancing overall performance. Teamwork often involves managing and resolving conflicts that arise due to differing opinions, roles, or expectations (Jehn & Mannix, 2021). Conflict resolution skills are crucial for maintaining harmony and ensuring that disagreements are constructive rather than divisive. Teams that manage conflicts effectively can transform disagreements into opportunities for growth and innovation. Successful teamwork is about maintaining unity despite differences.

Collaboration is defined as the process where two or more individuals or organizations engage in joint efforts to achieve a common objective (Teng, 2020). It involves active communication, mutual respect, and shared decision-making. Collaborative work thrives on trust, transparency, and willingness to integrate diverse perspectives. In education, collaboration enables problem-solving through collective intelligence. Collaboration is often regarded as a method of solving complex problems by pooling resources, knowledge, and skills (Thompson & Ku, 2017). It is built on the idea that diverse viewpoints lead to innovative solutions that might not be achievable by individuals alone. By working together, collaborators can address issues more comprehensively, ensuring that decisions are well-rounded and sustainable. Collaboration emphasizes the importance of sharing knowledge, skills, and expertise to create value (Dyer & Nobeoka, 2017). It encourages individuals to contribute their unique insights while learning from others. In knowledge-based organizations, collaboration drives innovation and continuous learning. Effective collaboration requires open communication channels and a culture that encourages contribution without competition. Collaboration signifies a relationship of interdependence where the success of one individual is tied to the success of others (Wageman, 2018). In this context, collaboration involves building trust and reliance on each other’s contributions. This interdependence creates a cohesive group where each member feels valued. It encourages teams to work towards common goals while leveraging the strengths of each individual. Collaboration focuses on aligning the goals of individual members with the objectives of the group (Doolen, 2018). This ensures that everyone is working towards the same outcomes, fostering unity and clarity in the collaboration process. Goal alignment reduces misunderstandings and helps members stay focused on the collective mission. In successful collaborations, individuals find a balance between personal ambition and group success.

Social skill development is very important aspect of every child. Hence the need to assess the psychomotor extra-curricular activities on social skills development in primary schools in Oshimli L.G.A in Delta State

1.2 Statement of the Problem

In recent years, primary schools in Oshimili Local Government Area of Delta State have increasingly integrated psychomotor extracurricular activities—such as sports, arts and crafts, and other hands-on projects—into their educational programs. These activities are designed to support the holistic development of pupils by enhancing their psychomotor skills and promoting social interaction. The integration of psychomotor extracurricular activities in primary schools across Oshimili Local Government Area of Delta State is intended to complement traditional academic instruction and foster the holistic development of pupils. These activities, which include sports, arts, music, and manual skills, are believed to enhance psychomotor abilities and encourage social interactions among pupils. However, despite their widespread adoption, there is a noticeable gap in rigorous, evidence-based research assessing their specific impact on the development of social skills. Social skills, such as effective communication, teamwork, empathy, and conflict resolution, are crucial for pupils’ overall success and well-being. While psychomotor activities are often celebrated for their potential benefits, including improved coordination and increased self-esteem, there is insufficient data on how these activities directly influence social skill development in the primary school context. This lack of empirical evidence raises concerns about whether these activities are meeting their objectives in fostering essential social competencies or if their implementation requires revaluation.

However, there is a significant lack of comprehensive research evaluating the impact of these psychomotor extracurricular activities specifically on the development of social skills among primary school pupils in this region. Furthermore, educators and policymakers face challenges in determining the most effective types and methods of psychomotor activities that contribute to social skills enhancement. There is a need for a thorough examination of which specific activities are most beneficial, how they are being delivered, and the overall perception of their effectiveness among pupils, teachers, and parents.

There is growing concern that, despite the investment of resources and time into these activities, their effectiveness in improving pupils’ social competencies, such as communication, teamwork, and interpersonal relationships, remains unclear. Without concrete evidence and systematic evaluation, it is challenging to ascertain whether these activities are achieving their intended outcomes or if modifications are necessary to better support social skill development.

It is against this backdrop that this study seeks to assess the psychomotor extra-curricular activities on social skills development in primary schools in Oshimli L.G.A in Delta State

1.3 Aim and Objectives of the study

The main purpose of this study is to assess of the psychomotor extra-curricular activities on social skills development in primary schools in Oshimili South Local Government Area of Delta State Specifically, the study seeks to:

1. Determine the extent to which psychomotor activities enhances communication skills development in primary schools in Oshimili South Local Government Area of Delta State
2. Examine the extent to which psychomotor activities enhances human relation skills development in primary schools in Oshimili South Local Government Area of Delta State
3. Analyze the extent to which psychomotor activities enhances self-confidence skills development in primary schools in Oshimili South Local Government Area of Delta State
4. Assess the extent to which psychomotor activities enhances teamwork and collaboration skills development in primary schools in Oshimili South Local Government Area of Delta State

1.4 Research Questions

1. To what extent does psychomotor activities enhance communication skills development in primary schools in Oshimili South Local Government Area?
2. To what extent does psychomotor activities enhance human relation skills development in primary schools in Oshimili South Local Government Area?
3. To what extent does psychomotor activities enhance self-confidence skills development in primary schools in Oshimili South Local Government Area?
4. To what extent does psychomotor activities enhance teamwork and collaboration skills development in primary schools in Oshimili South Local Government Area?

1.5 Significance of the Study

The study would be of great benefit to pupils, teachers, school management, policy makers and future researcher.

This study would underscore how pupils learn life skills like empathy, teamwork, and conflict resolution, contributing to well-rounded personal growth. The study would provide data supporting the role of these activities in promoting positive peer relationships and better behaviour both in and out of the classroom. These activities also give shy or socially awkward children opportunities to step out of their comfort zones, potentially improving their social integration and ability to form friendships. The study could reveal how such activities can serve as equalizers, where children from different social backgrounds interact and learn to appreciate diversity, helping to reduce bullying or social exclusion.

Teachers benefit by having pupils who are better equipped with social skills, such as patience, listening, and cooperation, which directly influence classroom management. A study on this topic can offer teachers evidence that incorporating psychomotor activities enhances pupils’ ability to function within a group, making classroom discussions more collaborative and reducing disruptive behaviour. The study can guide teachers on how to observe and use these activities as informal assessments for early intervention. Teachers could also use the insights from such a study to refine their pedagogical approaches, integrating more dynamic, activity-based learning that caters to both cognitive and social development. This would enrich the teacher’s skill set in managing a diverse classroom, where the focus isn’t just on academic success but also on nurturing pupils’ interpersonal skills.

School administrators, who are responsible for the well-being and holistic development of their pupils, could utilize this study to justify the inclusion of psychomotor activities as a vital part of the school program. The research could help them create a more balanced school schedule that gives importance to both academic and social learning. The findings could reinforce the argument for long-term investment in such programs to improve school performance and pupil success rates. School management could also use the study to encourage parental involvement in extra-curricular activities, creating a partnership between home and school. Parents who see the positive social development in their children through these activities might be more supportive of the school’s broader educational efforts, resulting in higher engagement and satisfaction.

A study like this could provide policymakers with data-backed reasons to mandate psychomotor activities as part of the national curriculum. Policymakers are often looking for research that proves the effectiveness of certain educational practices, and a study that shows a direct correlation between these activities and improved social skills would offer strong evidence for policy shifts.  Policymakers could use the study to push for policies that produce future citizens who are not only academically proficient but also socially competent, reducing social ills like violence, discrimination, and unemployment. The findings could lead to recommendations for increased funding and resources for schools to develop proper infrastructure for psychomotor extra-curricular activities. This could include building sports facilities, hiring specialized instructors, and providing training for teachers to effectively integrate these activities into the daily school routine.

This study could lay the groundwork for future researchers to explore deeper aspects of the relationship between psychomotor activities and other areas of child development, such as cognitive and emotional growth. Future research could investigate how these activities influence problem-solving abilities, critical thinking, or emotional intelligence, which are also crucial for long-term success. providing a baseline of data, this research could inspire comparative studies across different regions or educational systems. For instance, how do psychomotor activities influence social skills in urban versus rural schools, or in different cultural contexts? This could lead to a broader understanding of the universal versus context-specific effects of such activities.

1.6 Scope/Delimitation of the study

The study is focused on assessing psychomotor extra-curricular activities on social skills development. The study is delimited to public primary schools in Oshimili South Local Government Area of Delta State. With particular emphasis on various psychomotor activities common in primary schools, communication skills development, self-confidence skills development and teamwork and collaboration skills development.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. The Local Government is situated in the capital city of Delta state (Asaba) town being the capital. The inhabitants of Oshimili South Local Government are mostly civil servants, business men and women, and famers. Oshimili South Local Government Area occupies a total of 603 square kilometres and has an average temperature of 26 degrees centigrade. The Local Government Area lies off the shores of the Niger River with the average humidity level in the area put at an estimated 76 percent.

1.8 Definition of Terms

Primary Schools: Primary schools are educational institutions that provide the first stage of formal education, typically for children between the ages of 5 and 11. These schools focus on foundational learning, including basic literacy, numeracy, and the development of social, emotional, and physical skills.

Psychomotor Activities: Psychomotor activities refer to tasks that involve both mental and physical processes. These activities require coordination between cognitive functions (thinking, problem-solving) and physical movements (motor skills),

Skills Development: Skills development refers to the process of acquiring and refining abilities, whether cognitive, social, or physical, through learning and practice. In an educational context, it involves helping pupils improve competencies such as critical thinking, communication, physical coordination, and emotional regulation.

Communication Skills: Communication skills are the abilities that allow individuals to convey ideas, thoughts, emotions, and information effectively, both verbally and non-verbally. These include speaking, listening, writing, body language, and other forms of expression that facilitate interaction and understanding between people.

Self-Confidence: Self-confidence is the belief in one’s own abilities, talents, and judgment. It involves having a positive perception of oneself and one’s capacity to accomplish tasks and handle challenges successfully, which plays a critical role in both personal and academic development.

Teamwork Collaboration: Teamwork collaboration is the process of working together with others to achieve a common goal. It involves coordinating efforts, sharing responsibilities, and communicating effectively within a group setting.

Pages:  103

Category: Project

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Material contains Table of Content, Abstract and References.