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ABSTRACT
The research focused on the impact of Pre-school education and academic performance in the learning of pupils in primary schools in Nigeria. The study employed descriptive survey design. The population of the study was 7,846 (seven thousand eight hundred and forty six) comprising of 947 teachers and 6,899 parents in Egor Local Government Area, of Edo state Nigeria. The sample used for the study comprised of 380 respondents and was gotten using the Yamane formula, which comprise of parents and teachers selected from 10 public primary schools within the sample area.
From the randomly selected primary school teachers, Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the preschool education were able to acquire better skills in literacy, communication and other learning abilities. Pupils who had not attended preschool classes had issues with proper communication and other learning abilities which make them unable to interact well with other pupils.
The findings also revealed that pupils who had attended preschool classes were able to interact with the teachers better than those who had not attended preschool. Findings indicated that pupils who had attended the preschool in urban areas have more communicative skill than pupils who attended preschool in rural areas. The study concluded that preschool education prepares pupils to join primary school by enabling them learn some basic literacy and communicative skills. The study recommended that preschool education should be encourage by the government and parents by providing the necessary educational facilities to improve preschool education and moral support needed from parents to enroll their children into preschool classes or centres before taking them to formal primary schools.
