EFFECT OF MATERNAL LITERACY ON NUTRITIONAL STATUS 0-5 YEARS
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This study sough to examine the effect of maternal literacy on nutritional status 0-5 years with special reference to mother and child hospital Ondo State. Specifically, the study assess mothers’ knowledge level in recommended childcare practices relating to nutrition. The study also investigate whether translation of acquired health and nutritional knowledge into practice is dependent on the socioeconomic status of the household in impoverished rural communities. The study further assess the nutritional status of infants and young children aged 0-year(s). Lastly, the study build a composite childcare knowledge index and investigate its relationship with nutritional indicators in children. The study employed the survey descriptive research design. A total of 30 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that the level of maternal knowledge in recommended childcare practices is high. The study also find out that household socioeconomic status influence mother’s ability to translate acquired knowledge into practice in order to improve the nutritional status of children in impoverished rural communities of Nigeria. Lastly, the study revealed there a direct link between child growth and a composite childcare knowledge index. The study thereby recommend that a comprehensive and successful strategy for reducing malnutrition among children aged five years and younger should be country-specific, take into account well-defined nutritional indicators, and employ a multifaceted approach that includes investments in maternal education, sanitation, and poverty release. Also, parents should improve environmental settings within and outside of the home, with a particular attention to indoor air quality, drinking water sources, and proper sanitation.
TABLE OF CONTENTS
Table of Content
List of Tables
CHAPTER ONE: INTRODUCTION
1.1 Background of the study
1.2 Statement of the problem
1.3 Objective of the study
1.4 Research Questions
1.5 Research hypotheses
1.6 Significance of the study
1.7 Scope of the study
1.8 Limitation of the study
1.9 Definition of terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework
2.2 Theoretical Framework
CHAPTER THREE: RESEARCH METHODOLOGY
3.2 Research Design
3.3 Population of the study
3.4 Sample size determination
3.5 Sample size selection technique and procedure
3.6 Research Instrument and Administration
3.7 Method of data collection
3.8 Method of data analysis
3.9 Validity of the study
3.10 Reliability of the study
3.11 Ethical consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation
4.2 Answering Research Questions
4.3 Test of Hypotheses
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
1.1 Background of the Study
Child mortality, or the risk that a child will pass away before turning five, is still alarmingly high in less developed nations, especially in sub-Saharan Africa, according to reports (Adepoju, Akanni, and Falusi, 2012; NDHS, 2013). (Black & Liu, 2012; Gambrah & Adzadu, 2013; Antai, 2011; UNDP, 2017). According to the UNDP (2016), there were 84 fatalities for every 1,000 live births among children under five in sub-Saharan Africa in 2015. This number does not appear to have altered. Nigeria continues to have a high prevalence of chronic malnutrition among children under the age of five. For instance, the Northern Area of Nigeria has 21.8% underweight, 12.9% wasted, and 32.5% stunted children under the age of five (Bello & Joseph, 2014).
The prevention of childhood malnutrition begins with inadequate childcare practices. In Nigeria, inadequate mother education (both formal and informal) has been cited as a major barrier to effective childcare practices (Gambrah & Adzadu, 2013). Maternal nutritional knowledge, healthcare-seeking behaviors, and practices can all be considerably improved with well-resourced, focused, and coordinated nutrition education. Consequently, a number of health-related non-governmental organizations, including Catholic Relief Services (CRS), Adventist Development and Relief Agency (ADRA), World Vision International (WVI), and the Nigeria Health Service (GHS) have been promoting proper childcare practices, including appropriate infant-feeding practices and management of childhood illnesses, such as diarrhoea. Health and nutrition messages are usually targeted to mothers, most of whom have not received formal education. These women usually patronize health services at antenatal clinics and child welfare centres (CWC). Additionally, patronage of preventive health services provides an opportunity to improve care practices through both preventive healthcare (immunization, antenatal care for the mother, etc.) as well as management of childhood morbidity. Effective utilization of knowledge and skills gained from health and nutrition education is, therefore, expected to improve the health and nutritional status of children through improved knowledge and care practices. However, there are limited data on the impact of nutrition education, especially in women who have not received formal education. Care behaviour choices are mediated by knowledge as well as by resource availability. Practices and behaviours of individuals are influenced by knowledge, awareness and skill levels. Even in households with similar levels of access to disposable income and resource, there is a wide variation in nutritional outcomes of children (Adetoro & Amoo, 2014), which tends to suggest that factors other than resources are responsible for nutritional status of children. Adequate childcare is an underlying factor for optimal growth. Caregiving behaviours that provide conducive environment within which children are raised are central to nutritional outcomes of children, and policy attention to them has been recommended by the International Conference on Nutrition (Antai, 2011).
The fundamental role of care to child nutrition has been well-established since 1990 through UNICEF Model of Care. To provide care adequately, caregivers require education (both formal and informal), time, and support (e.g. control of resources). In the Nigeriaian context, it remains unclear what the relationship is between the nutritional knowledge of non-literate mothers and nutritional status of their children. One would expect that mothers’ knowledge of child nutrition and childcare practices would have a significant effect on their children’s nutritional status. However, there are conflicting study results on this.
Whereas some studies have reported that maternal nutritional knowledge is positively associated with the nutritional status of children (5–7), others have also shown that adequate knowledge per se is not always translated into appropriate actions (8–10). Understanding the factors that determine the translation of adequate child health and nutritional knowledge into appropriate action in impoverished environment might help design more effective interventions against malnutrition. It remains unclear whether giving mothers adequate knowledge on proper childcare practices has an independent impact on child growth. This study, therefore, investigated the relationship between mother’s knowledge level in childcare practices and nutritional status of preschool children living in impoverished rural communities of Northern Nigeria.
1.2 Statement of the Problem
In Nigeria, health and nutrition education is a common intervention targeted to mothers, most of whom have not received formal education. However, inadequate empirical evidence exists on the relationship between nutritional knowledge of non-literate mothers and nutritional status of their children. Although maternal education is an important determinant of nutritional status of children, it remains unclear whether mother’s practical knowledge about nutrition has an independent effect on child growth. Furthermore, the factors that influence translation of acquired knowledge into practice are not well-understood. It is this knowledge gap that this study attempts to address.
1.3 Research Questions
- What is the level of maternal knowledge in recommended childcare practices?
- Does household socioeconomic status influence mother’s ability to acquired knowledge in order to improve the nutritional status of children in impoverished rural communities of Nigeria?
- Is there a direct link between child growth and a composite childcare knowledge index?
1.4 Objectives of the Study
The main aim of the study was to assess the relationship between maternal nutritional knowledge in childcare practices and child growth among children aged 0-36 month(s) in Northern Nigeria.
The specific objectives of the study were to:
- assess mothers’ knowledge level in recommended childcare practices relating to nutrition;
- investigate whether acquired health and nutritional knowledge is dependent on the socioeconomic status of the household in impoverished rural communities;
- assess the nutritional status of infants and young children aged 0-36 month(s);
(iv) build a composite childcare knowledge index and investigate its relationship with nutritional indicators in children.
Read Also: NUTRITIONAL STATUS OF UNDER-FIVE CHILDREN AND ASSOCIATED FACTORS
1.5 Significance of the Study
In order for policy-makers to better promote change and improve children’s wellbeing in impoverished communities, it is necessary to provide more insight into the relationship between maternal knowledge and child health outcomes. The circumstances under which acquired knowledge is put into practice are all important in deciding on possible interventions. This study attempts to fill this knowledge gap.
1.6 Scope of the Study
This study will assess mothers’ knowledge level in recommended childcare practices relating to nutrition. The study will also investigate whether acquired health and nutritional knowledge practice is dependent on the socioeconomic status of households. Furthermore, the study will assess the nutritional status of infants and young children aged 0-5years. Lastly, this study will build a composite childcare knowledge index and investigate its relationship with nutritional indicators in children.
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