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EVALUATING
THE EFFECTIVENESS OF TEACHING STYLES IN EARLY CHILDHOOD EDUCATION
ABSTRACT
The study
attempted to investigate the evaluating of the effectiveness of teaching styles
in the early childhood education in selected nursery schools in Mainland Local
Government Area of Lagos State. In this study, some relevant and related
literatures were reviewed under sub-headings. The descriptive research survey
design was applied in the assessment of the opinions of the respondents with
the aid of the questionnaire and the sampling technique. A total of 150 (one
hundred and fifty) respondents were used in this study. A total of three null
hypotheses were formulated and tested in this study with the use of the Pearson
Product Moment Correlation Coefficient for hypotheses one and two, while the
independent t-test statistical tool was used for hypothesis three respectively.
All the hypotheses were tested at 0.05 level of significance. At the end of the
tests, the following results emerged: that there is a significant relationship
between teaching styles and teaching effectiveness at the early childhood
education, that there is a significant relationship between teaching styles and
children’s academic performance at the early childhood education and that there
is a significant difference between learning outcome of children taught with
appropriate teaching styles and those taught with inappropriate teaching styles
at the early childhood education.
CHAPTER ONE
Introduction
Background
of the Study
Education is
a systematic process whereby an individual is exposed to and provided with the
opportunity of acquiring knowledge, skills, values and attitudes which develop
cumulatively with a view to preparing him well to enable him to satisfactorily
integrate effectively in the society, pursue a career and sharpen his quest for
continuous learning. Education involves teaching, and teaching has been
generally defined by Encyclopedia Americana (1995) as to educate, instruct,
discipline or an act of imparting knowledge to a learner. According to Ekueme
and Igwe (2001) it is the art and practice of imparting to the learner skills,
values and norms that can be useful to the total development of the individual
(Anyanwu, 2003).
There is no
gain saying the fact hat the method(s) adopted by a teacher, affects the
learning outcomes of the students or children. For instance, professional and
well experienced teachers know the appropriate teaching methods to use at any
given time of their teaching – learning process. Experienced and properly
trained teachers know what to and how to teach at the various levels of our
educational system (the pre-primary; the primary; the secondary, and the
tertiary) levels. At the pre-primary level, care must be taken by professional
teachers to adopt the down-to-earth method(s) of teaching the child because of
immaturity at that level (Enoch, 2002).
According to
Anyankanshi (2000), at the early childhood stage, teachers ought to apply the
methods in their teaching that will assist the child to learn the necessary
things he/she ought to learn, rather than being confused and failing to learn
what he/she ought to learn. Anyakanshi recommended four types of teaching
styles – the play-way; the gaming and stimulation; the role playing method and
the demonstrator methods of teaching. He is of the opinion that, the play-way
method affords the child the ample opportunity to express himself freely in a
play-way environment as children love to play naturally. Concerning the gaming
method, Anyakanshi opined that the gaming and stimulation method, like the
play-away method, is an excellent method of teaching children at the early
stage, as it makes the child to be stimulated about the things he/she is
learning. The role playing method teaching also allows the child to
practicalize what is going on in the classroom. This is because, the role a
child plays in the classroom during teaching, ever remains indelible in the
brain of the child, while the group activity method of teaching the child,
enables him/her to learn from his/her peers. This method is very good as it
enables the children to trade ideas and learn from one another in group (Uzoma,
2004).
Recent
research on teacher effectiveness has produced a number of findings that should
be of interest to those who work with young children, particularly in the
primary grades. Although results of these studies are by no means conclusive,
and possibly cannot be, they do provide a fairly accurate description of how
effective teachers operate in their classrooms. This description suggests that
effective teachers (i.e.) teachers whose classes consistently show gains in
achievement rely on traditional methods of instruction, at least in the basic
skills. This is not to say that open education or child-centered teaching
methods are not useful in early childhood education. These methods are
sometimes essential to reach certain curriculum goals. But current findings
suggest the wisdom of a return to the basics in teaching methods, as well as in
curriculum, for early childhood education (Blaney, 2006).
The research
findings that support traditional methods for teaching basic skills come from
major studies conducted in the U.S.A. and in Great Britain. The term
“traditional” should perhaps be defined. Here it does not mean rigidly
structured lessons for the entire class. As the word is used here it means
teacher-directed instruction of small groups. Findings from a number of studies
suggest that it might be wise to modify traditional methods if they are to be
effective in helping young children learn, though nothing radically new or
unique is suggested by the current findings. Surely, it is interesting and
confronting to know the many commonly used teaching methods are effective
(Adamson, 2000).
The various
teaching style that one uses in a classroom can have a profound impact on
students’ comprehension. In early childhood education, there are various
teaching styles examples of which includes the play-way method, self discovery,
group activity method, demonstrator style, gaming and stimulation style, role
playing, bulletin board styles etc. Teaching styles could be seen as all
embracing concept referring to the teacher’s way of getting students to learn
through structured methodology in order to bring about positive learning
outcome (Arnolds, 2002).
According to
Glender and Gillian (2004), teaching style is the way of introducing the
students to give attention to what is to be learnt. The teacher directs their
attention to what is to be learnt, he observes the students and diagnoses their
feelings and interests and follow as best as he can, the progress of their
understanding.
Research
into teacher’s choice of teaching methods suggest that many teachers have a
fairly narrow and conservative repertoire of teacher’s behaviours which often
mimic those teaching methods they experience in their own schooling. According
to Adegbiji (1997) teaching younger children is challenging and rewarding and
whatever approach or strategies a teacher adopts to teach these young ones goes
a long way to bring effectiveness to their learning, hence the need to evaluate
the styles.
Evaluation
involves assessing the strengths and weaknesses of programmes, policies,
personnel products, methods and organizations to improve their effectiveness.
Rossi and Fireman (1993) define evaluation as the systematic application of
social research procedure for assessing the conceptualization, design,
implementation and utility of programmes. In addition, evaluation in education
can identify effectiveness of the method used in carrying out instruction and
the impact of the child’s knowledge and attitudes.
The fact
that early childhood is unique and precious, brings about the need for this
study on what appropriate teaching styles to be used to achieve effectiveness
in early childhood education. The principles underpinning the approach to
teaching in this study are based on the following facts:
1. That all children deserve excellent
teaching.
2. Teaching is highly complex and
dynamic, making the process about how best to respond to the children in
supporting their learning.
3. That careful and critical
reflection on teaching styles should be relevant to teaching goal.
4. That teaching styles should be
relevant to all children, that is, they must be developmentally appropriate.
5. It is also based on the fact that
teaching styles should be anti-discriminatory and drawing on information about
the best practice from the research and international developments in early
childhood field (Glender and Gillian, 2004).
It is in the
light of these considerations that this study was carried out to evaluate the
effectiveness of teaching styles in early childhood education with a view to
finding solution to the problems of wrong choice of teaching styles and
strategies for teaching the young ones.
Statement of
the Problem
Teaching
methods or styles, no doubt, affect the learnability of the child. This is
because, the method of a teacher adopts, to a large extent, determines the
outcomes of the child. Therefore, good teaching methods bring high academic
achievement, while bad teaching method generally results into rote learning and
low academic outcomes amongst the children, especially at the early childhood
stage.
These days,
most teaching styles teachers adopt in coaching the children at the early
childhood education are faulty and the resultant effects, have been rote
learning, low academic achievement and general poor standards of education in
Nigeria as a whole. This is because in Nigeria, teaching profession has been
infiltrated by a lot of charlatans and unprofessional teachers who do not have
any business in the classrooms. Due to the fact that the teaching profession
has not been regulated, untrained and inexperienced teachers in other words,
known as “cheats”, have entered the stage and brazenly bastardized the teaching
profession. These untrained teachers, adopt the negative and inappropriate
methods of teaching the child. Consequently, this has brought about negative
results of low performance by the child, because no child will ever rise higher
than the knowledge of his/her teacher.
The study
attempted to examine the evaluation of the effectiveness of teaching styles in
the early childhood education.
Purpose of
the Study
The study
aimed at evaluating some teaching styles and their effectiveness among teachers
in some selected early childhood institutions in Lagos Mainland Local
Government Area of Lagos State.
Objectives
of the Study
The specific
objectives of this study are to:
1. Emphasize the need to use
appropriate teaching styles and techniques in early childhood institutions.
2. Identify some teaching styles that
are highly effective in teaching young children.
3. Ascertain the impact of
inappropriate use of teaching styles and techniques for the child.
4. Examine the teaching styles that
are commonly used by teachers in some selected early childhood institutions.
5. find out whether there will be any
difference between learning outcome of children taught with appropriate
teaching styles and those taught with inappropriate teaching styles at the
early childhood education.
Research
Questions
The
following research questions were raised in this study:
1. What is the need for appropriate
teaching styles for the early childhood institutions?
2. What teaching styles are highly
effective for early childhood education?
3. What is the impact of the
inappropriate use of teaching styles in child learning?
4. What teaching styles are commonly
used by the teachers in early childhood institutions?
5. Is there any difference between
learning outcome of children taught with appropriate teaching styles and those
taught with inappropriate teaching styles at the early childhood education?
Research
Hypotheses
The
following hypotheses are formulated and tested in this study:
H01: There will be no significant relationship
between teaching styles and teaching effectiveness at the early childhood
education.
H02: There will be no significant relationship
between teaching styles and children’s academic performance at the early
childhood education.
H03: There will be no significant difference
between learning outcome of children taught with appropriate teaching styles
and those taught with inappropriate teaching styles at the early childhood
education.
Significance
of the Study
It is a
general belief that early childhood education is of great importance, because
it is the foundation for other level of education just as foundation is the
strength of the structure. The study shows some features of effective teaching
styles and at the same time create awareness about some appropriate and
effective teaching styles and techniques in early childhood education. However,
the recommendations and findings of this work would be beneficial to the
following:
1. To the children: They will be able
to enjoy the use of appropriate teaching styles, thereby making learning
interesting and eventful.
2. To the parents: They will be able
to get values for their money and commitment to the education of their wards
through better academic performance.
3. To the teachers: The teacher will
be able to overcome the problem of using inappropriate teaching styles and
thereby experience a result oriented teaching.
4. To the school authority: The school
will be able to supervise thoroughly and ensure the use of appropriate teaching
styles through their knowledge of features of these teaching styles.
5. To the government: The government
will be able to put in place policy that will make teachers to undergo training
and workshop that will avail them the knowledge of different teaching styles
for the institutions in the country.
Scope and
Limitation of the Study
The study is
aimed at evaluating teaching effectiveness in selected public and private early
childhood institutions in Lagos Mainland of Lagos State and the findings may be
generalized to the whole state or other states in Nigeria.
This study
would also examine teaching styles as a vital tool to learning for early
childhood education.
Contextual
and Operational Definition of Terms
The study
would constantly make use of the following terms: Early Childhood Education,
Teaching Styles, Teaching Techniques and Teaching Effectiveness.
1. Teaching styles: It is an embracing
concept referring to the teacher’s ways of getting students to learn through
structured methodology.
2. Early childhood education: Formal
education that is received from three to six years.
3. Teaching effectiveness: The ability
of the teacher to achieve the stated objectives at the end of the teaching.
4. Teaching techniques: Teacher’s ways
or method of teaching.
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