Journal of Early Childhood and Primary Education

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The journal is floated in KWASU in the department of Early Childhood and Primary Education

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EFFECT OF REVERSED JIGSAW COOPERATIVE LEARNING STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN KONTAGORA LOCAL GOVERNMENT AREA OF NIGER STATE
(Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Dr. Kayade Ezechael Obafemi, Dr. SULYMAN Hafees Tosin , James Chinonso Asogwa
The researcher investigated the effect of reversed jigsaw cooperative learning strategy on pupils’ academic performance in Social Studies in Kontagora Local Government Area of Niger State. Researcher adopted quasi-experimental research design. A factorial design of 2X2 was adopted to test the hypotheses. The population was pupils in all primary schools Kontagora Local Government Area Of Niger State. Sample size for this study was four primary 5 classes with 87 pupils. The multistage sampling technique was used for collection of data. Three hypotheses were formulated, Instruments were subjected to face and content validity by experts in Social Studies. Test retest method was adopted to ascertain the reliability of the instrument which was 0.81. Hypotheses were tested, with Analysis of Covariance (ANCOVA). Findings shown that there was significant effect of reversed jigsaw cooperative learning strategy on pupils’ academic performance in Social Studies, There was no significant effect of gender on pupils' academic performance in Social Studies in Kontagora Local Government Area of Niger State and there was no significant effect of treatment and gender on pupils' academic performance in Social Studies in Kontagora Local Government Area of Niger State. Finally, recommendation were made, Social Studies teachers should be informed on the effect of reversed jigsaw cooperative learning strategy on pupils’ academic performance in Social Studies.
EFFECT OF ROUND ROBIN INSTRUCTIONAL STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
(DEPARTMENT OF EARLY CHILDHOOD EDUCATION, KWASU, 2024-04-17) Kayode Ezecheal Obafemi, DR Hafees Tosin SULYMAN, Abdulakeem BABA
This study investigated the effects of Round Robin teaching strategy on pupils’ academic performance in numeracy in Ilorin South Local Government area of Kwara State. The study adopted a pre-test, post-test control group quasi-experimental design. Total number of 79 pupils were sampled from four selected schools in both public and private primary schools in Ilorin South Local Government area of Kwara State. Two instruments were used in the study, round robin instructional strategy treatment guide and ‘Numeracy Academic Performance Test (NAPT)’ were subjected to validity by the experts in department of early childhood and primary education Kwara state university, Malete and test-re-test reliability procedure was used to determine the reliability index of (r=0.78) was determined using Pearson Product Moment Correlation (PPMC). Four research hypotheses were raised and tested using inferential statistics of Analysis of Covariance (ANCOVA). The findings of the study revealed that round robin instructional strategy had significant effect on pupils’ academic performance (F (1; 70) = 13.976; P < 0.05) in numeracy. However, another finding also revealed that there was no significant main effect of round robin treatment and gender on pupils’ academic performance in Numeracy (F (1; 70) =1.077; P >0.05). Another finding reveled that there was no significant interactive effect of treatment and school type on pupils’ academic performance in Numeracy (F (1; 70) =13.390; P >0.05). Lastly, the finding revealed that there was no significant interactive effect of treatment, gender and school type on pupils’ academic performance in Numeracy(F (1; 70) =.028; P >0.05). The study concluded that round robin can improve pupils’ academic performance in numeracy. Itwas recommended that the teacher should adopt the use of round robin instructional in teaching numeracy in their classroom. Also, Curriculum planners should incorporate the Round Robin teaching strategies in the preservice teachers’ program. Also, government and private school owners should organize or sponsor teachers to attend workshop or conference on the use of round robin instructional strategy.
EVALUATION OF THE PROVISION AND UTILIZATION OF INSTRUCTIONALAND INFRASTRUCTURAL FACILITIES UNDER THE “EVERY CHILD COUNTS CURRICULUM” PROGRAMME IN PUBLIC PRIMARY SCHOOLS IN KWARA CENTRAL SENATORIAL DISTRICT
(Department of Early Childhood and Primary Education, 2023-11-01) Sambo Fatiu Akorede & Prof. Nnamdi Anero
The study was conducted to evaluate instructional and infrastructural facilities under the “Every Child Counts Curriculum” Programme in Public Primary Schools in Kwara Central Senatorial District. Two research objectives and questions guided the study. Relevant literature were reviewed, and the descriptive survey research design was employed for this study. The population of the study consisted of 5602 teachers found in 697 public primary schools in Kwara Central Senatorial District constitute the population of the study out of which 560 were sampled. The instrument for data collection was a researcher designed questionnaire used to collect information about instructional and infrastructural facilities under the “Every Child Counts Curriculum” in Public Primary Schools in Kwara Central Senatorial District. The reliability of the instrument was conducted through the split-half method and Pearson product Moment Correlation (PPMC) was used to calculate the and an index 0.78 was obtained. Mean and standard deviation was used to answer the research questions. The results indicated a moderate overall increase in the provision of instructional materials and infrastructural facilities, in the Kwara Central Senatorial District. It was concluded that there is an overall increase in the provision and utilization of instructional and infrastructural facilities. The study recommended that State Universal Basic Education Board and local government education authorities are enjoined to train teachers on the proper use of instructional materials and delivery of instructional materials to schools at the commencement of every session in-line with the provision of infrastructural materials for further achievement of the UBE objectives which is the major focus of Every Child Counts Curriculum.
FACTORS RESPONSIBLE FOR INEFFECTIVE JOB PERFORMANCE AMONG LECTURERS IN COLLEGES OF EDUCATION IN OSUN STATE, NIGERIA
(Department of Early Childhood and Primary Education, 2024-11-24) Kamaldeen Olohndare Sulyman, Afolabi Idayat Mohammed, Omotayo Salawu, and Keji Sakiru Sulaimon
This study investigated the factors responsible for ineffective job performance among lecturers in Colleges of Education in Osun State, Nigeria. It adopted descriptive research design of survey type. The two public Colleges of Education in Osun State (Federal Colleges of Education, Iwo and Osun State College of Education, Ila-Orangun) were the study focus. The population of the study comprised 375 lecturers in the two institutions. Stratified sampling technique was used to group the institutions into federal and state. Through the use of proportionate sampling technique, 183 lecturers were selected as respondents. Data collection was done via the use of research instrument tagged, ‘Factors Responsible for Ineffective Job Performance among Lecturers in Colleges of Education Questionnaire’. The questionnaire was validated with reliability coefficient of 0.81. The study found that the factors responsible for ineffective job performance included ineffective recruitment process, poor motivation of lecturers by the employer, engagement in personal activities to augment their salaries due to economic hardship and poor commitment to capacity building of lecturers by the management; and there was no significant difference in the factors responsible for ineffective job performance among lecturers in Colleges of Education in Osun State, Nigeria based on lecturers’ status; institutions; and gender. It recommended among other things, that government should provide adequate funds for the institutions to help the managements provide stable power supply, internet service, adequate current textbooks; and regular and periodic capacity building through seminars, workshops and conferences, so as to enhance lecturers’ job performance.
INFLUENCE OF FREE SCHOOL FEEDING PROGRAMME ON PRIMARY SCHOOL PUPILS’ ENROLLEMENT IN ASA LOCAL GOVERNMENT AREA OF KWARA STATE
(Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Dr. Usman Tunde SAADU, Dr. Obafemi Kayode Ezecheal, Dr. SULYMAN Hafees Tosin, Muritala Gold SAADU
The Free School Feeding Programme (FSFP) has been a significant intervention in the Nigerian education sector, aimed at improving the enrolment and retention rates of children in primary schools. However, the effectiveness of the programme has been subject to various debates and controversies, with some stakeholders questioning its impact on educational outcomes. This study examines the influence of free school feeding programmes on primary school enrolment in Asa Local Government Area of Kwara State, Nigeria. A descriptive survey was used to conduct this study. 20 schools were sampled using simple random sampling technique. The data were analysed using percentage and chart. The study found that free school feeding programmes have a positive influence on primary school pupil’s enrolment in Asa Local Government Area of Kwara State with significant increase in 2020/2021 session (13.30%), 2021/2022 (31.06%) and 2022/2023 (42.46%). Furthermore, the study found no significant difference in the influence of free school feeding programmes for primary school pupils’ enrolment based on gender with female (54.3%) and male (45.7%). These findings have important implications for policymakers and educators in developing countries, who can use free school feeding programmes as a tool to improve enrolment rates and promote access to education among primary school children. It was therefore recommended that the programme should be improved to promote more enrolments and successes.
INFLUENCE OF LEARNING STYLES ON PUPILS ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN EAST LOCAL GOVERNMENT AREA OF KWARA STATE
(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Dr Usman Tunde Saad, Dr Hafees Tosin Sulyman, Yinka Abubakar, Alasinrin Semiu, Nimat Folashade Abubakar
This study investigated the impact of learning styles on pupils' numeracy performance in Ilorin East Local Government Area, Kwara State, Nigeria. Utilizing a descriptive survey design, data was collected from 166 primary five pupils across 17 schools using the Observation Rating Scale for Pupils’ Learning Styles and Numeracy Academic Performance Proforma were used to collect data for the study. Analysis reveals Reading/Writing as the predominant learning style (Weighted Average = 2.16), followed by Visual learners (Weighted Average = 2.02). Regression analysis indicates a composite influence of learning styles on numeracy performance (F = 0.673, P < 0.05), with Reading/Writing significantly impacting academic outcomes (P < 0.05). The findings align with existing literature on learning style diversity and academic achievement. The study underscores the importance of recognizing individual learning preferences, particularly the prevalence of Reading/Writing, in shaping instructional strategies. Based on the findings the study concludes that the prevalence of the Reading/Writing learning style among pupils underscores the significance of individual preferences in the learning process. Recommendations include teacher training, workshops, and curriculum adjustments to accommodate diverse learning styles for improved numeracy outcomes in primary education. This research contributes valuable local insights to the global discourse on learning styles, emphasizing their role in tailoring effective educational practices for enhanced academic performance.
INFLUENCE OF PARENTS SCIENCE BACKGROUND ON PUPILS ACADEMIC PERFORMANCE IN BASIC SCIENCE IN ILORIN WEST LOCAL GOVERNMENT AREA OF KWARA STATE
(Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Usman Tunde SAADU, SULYMAN Hafees Tosin , Ibrahim Tunde ADEWALE
The study examined Influence of parents’ science background on the academic performance of pupils in basic science in Ilorin west Kwara State. The research design adopted for the study is descriptive survey design. The researcher selected 20 public and private primary schools. Five pupils and five parents each were selected from the 20 public and private primary schools in Ilorin West Local Government Area Kwara State. Therefore, the sample size consists of 200 parents and 200 primary five pupils. The researcher developed two instruments titled Parent Science Background Questionnaire (PSBQ) and Achievement Test (BSPT). Two instruments were used to elicit data from the respondents. One research question and one hypothesis guided the study. The instrument was given to experts in basic science for validation and the instrument was subjected to reliability using test-retest method. Pearson Product Moment Correlation of Co-efficiency (PPMC) was used to obtain reliability index r=0.79 and 0.80 respectively. Inferential statistics of Linear Regression was used to analyse the hypothesis one at 0.05 level of significance. The result of the study revealed that there was no significant influence of Parents’ science background on pupils’ academic performance in Basic Science in Ilorin West Local Government Area of Kwara State. Based on the findings, it was concluded that there was no significant influence of Parents’ science background on pupils’ academic performance in Basic Science. Based on the conclusion, it was therefore recommended that; the government should ensure sensitize the parents, guidance, and general public to encourage their wards/ children on importance of science.
INFLUENCE OF PSYCHO-SOCIO FACTORS ON PRIMARY SCHOOL PUPILS’ ADJUSTMENT IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
(Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Usman Tunde SAADU, SULYMAN Hafees Tosin, Zainab Damilola SULAIMAN
Beyond the outward expressions on children’s faces, there are a host of abstracts–social and psychological–that influence their adjustments in different contexts. This paper examined the influence of psycho-socio factors on primary school pupils’ adjustment in Ilorin South Local Government Area of Kwara state. The research employed a descriptive survey methodology, utilizing two assessment tools: The Pupils’ Psycho-socio Factors Questionnaire (PPSFQ), administered to 149 pupils, and the School Adjustment Rating Scale of Pupils (SARSP), assessed by their teachers. Both respondents were selected through a simple random sampling method. Three research questions were raised and one null hypothesis was formulated and tested at0.05 level of significance. The data collected were analysed using descriptive statistics (mean and standard deviation) for the research questions while inferential statistics (linear regression) was used for the hypothesis testing. Reliability of the instruments was ascertained by internal consistency and reliability indexes of 0.76 and 0.82 were obtained respectively. Findings of the study revealed that the personality trait of pupils in Ilorin South Local Government is positive; the level of parental involvement is high, and the level of primary school pupils’ adjustment is also high. Based on the findings, it was concluded that there was a significant Influence of Psycho-Socio Factors on Primary School Pupils’ Adjustment in Ilorin South Local Government Area of Kwara state. Based on the conclusion, it is recommended that parents should prioritize involving in their children learning by striking a balance between the demands of work and involvement in their children’s development. Educational authorities should organise regular parent-teacher meetings, seminars and workshops to educate parents on how to best support their children’s learning.
INVESTIGATING ROLES OF QUALITY EDUCATION IN MITIGATING ANTI-SOCIAL BEHAVIOR AMONG YOUTHS IN KWARA STATE
(Deapartment of Early Childhood and Primary Education, KWASU, 2024-05-15) Dr. Ibrahim Ali Lafiagi, Dr. Abdullahi Ibrahim Salah-Deen,
Immoralities are in commonplace in the world, and Nigeria is no exception and education is only an effective healing to them. This paper investigates the roles of quality education on reducing antisocial behaviors in Kwara State, Nigeria. The researchers purposively sampled 800 respondents who were selected among families residing in five towns of Agbede polygate, Akewushola, Boyi, Lajolo, and Malete in Moro Local Government Area of Kwara State. The study adopted survey research design. The research instrument used for the study was adapted and modified from prior study of Wall Myers, Sellbom and Goodwin (2013) measuring juveniles and college students’ delinquencies and antisocial conducts respectively. The adapted and modified survey questionnaire named Educational Intervention to Antisocial Behaviors (EITAB) used for this study, contains 10-item self-report inventory to reliably assess educational interventions in combating antisocial behaviors among youths in the study areas. The analysis of this study was in two ways namely; the descriptive and Inferential statistics of the Linear Regression Analysis run with the Statistical Package for Social Sciences (SPSS) software version 21 for windows by Newest. The psychometric property of the research instrument showed the Cronbach Alpha reliability of 0.76. One research question and one hypothesis were formulated for the study. The findings of the study revealed that, quality education is a lasting solution to curbing anti-social behavior according to the majority of the respondents. Additionally, the findings of the study showed that, quality education significantly reduces social vices 74% as revealed by the adjusted R Square in our environments (F=.652, p=.002). However, educational strategies such as the implementation of life-skills programmes, access to educational resources and provision of positive messages in the media could potentially reduce the prevalence of social vices in Nigeria. The paper concludes y considering the implications for further research and for practitioners working to alleviate anti-social behaviors in Nigeria. The study ecommended among other things, excellent implementation of education policies that touch on societal development free of anti-social behaviors. In addition, there should be the provision of quality education to all Nigerians irrespective of religion, tribes, gender, region and languages, and particularly, youths’ inclusion in education. Quality education is to be given priority by the state governments in Nigeria not only to Kwara State in order to avoid development of social vices at all levels and education systems are to be given good attention in upholding Universal Basic Education System funded by the Federal government of Nigeria.
INVESTIGATION OFTEACHERS’ AWARENESS ON CHILD RIGHTS IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Dr. Kayade Ezechael OBAFEMI, Dr. SULYMAN Hafees Tosin, Barakat A. SHUAIB
The study investigated Teachers’ Awareness on Child Rights in Ilorin South Local Government Area of Kwara State”. The study adopted a descriptive survey, the target populations were all primary school teachers in Ilorin South Local Government Area of Kwara State and a sample size of 100 respondents participated were selected using simple random sampling technique, the researcher self-designed questionnaire titled Teachers’ Awareness on Child Rights Questionnaire (TACRQ) was used to illicit information for the study. The instrument was validated by two experts, and reliability was tested at (r=0.79). Rooted in a generally positive baseline, the findings indicated a commendable understanding of child rights among educators in Ilorin South, setting a promising stage for future initiatives. The questionnaire-based analysis revealed significant gender disparities, emphasising the need for gender-specific strategies in training programs. Work experience dynamics, analysed through ANOVA, added depth to the findings, unveiling notable differences between teachers with 6-10 years and those of 11 years and above. It was therefore recommended specific training programs should be organized and tailored to children right awareness in schools and in the community at large.
NUMERACY ANXIETY AS A CORRELATE OF PUPILS’ ACADEMIC PERFORMANCE IN ASA LOCAL GOVERNMENT AREA, KWARA STATE
(Department of Early Childhood and Primary Education, KWASU, 2024-05-15) Usman Tunde SAADU, Hafees Tosin SULYMAN & Abdulkadir Tunde AREMU
This study investigated numeracy anxiety as a correlate of pupils’ academic performance in Asa local Government, Kwara State. The study adopted correlational research design. The population for the study comprised2,711basic five pupils in both public and private basic schools. Krejcie and Morgan (1979) table was used to determine the total number of 335 basic five pupils in both public and private basic schools in Asa Local Government Area, Kwara State. Two instruments were used for the study “Numeracy Anxiety Scale” (NAS) and Numeracy Academic Performance Test (NAPT)were subjected to validity by the experts in Department of Early Childhood and Primary Education Kwara State University, Malete and a test-re-test reliability procedure was used to determine the reliability index of NAS (r=0.76).One research question was raised using descriptive statistic of percentage and mean and three research hypotheses were formulated using PPMC to test hypothesis one while t-test to test hypotheses two and three at 0.05 level of significance. The findings of the study revealed that numeracy anxiety had a significant relationship on pupils’ academic performance (r= .161; p<0.05). However, gender (t = 6.637; p > 0.05) and school type (t = 2.103; p > 0.05) did not have significant difference in pupils’ numeracy anxiety in Asa local Government. The study concluded that numeracy anxiety determined pupils’ academic performance. Also, gender and school type had no influence on pupils’ numeracy anxiety. It was recommended that teachers should provide support for pupils who experience numeracy anxiety through one-on-one support, in order to build their confidence and skills in handling numeracy and to improve their academic performance.
PARENT TEACHERS ASSOCIATIONS’ INVOLVEMENT IN THE PRIMARY SCHOOL ADMINISTRATION IN KABO LOCAL GOVERNMENT OF KANO STATE
(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Dr. Usman Tunde SAADU, Dr. SULYMAN Hafees Tosin, Aminu Kabo YUSUF
The study examined the involvement of Parent Teachers Associations (PTAs) in primary school administration in Kabo Local Government of Kano State. A descriptive survey design was used, with a sample size of 132 Head teachers using purposive sampling. The questionnaire for PTAs' involvement in primary school administration (QPTAIPSA) was used and validated by the two lectures in the department of early childhood and primary education, faculty of Education, kwara state university. The (QPTAIPSA) was subjected to trial testing to ensure reliability and a reliability index of 0.76 was obtained. The data ware analyzed using descriptive mean and inferential statistics (ttest), with a mean score of 2.50 as the base line. The study revealed that the school administration values the input and feedback provided by the PTA as well as involving the PTA in the development of long-term strategic plans for the school and also, revealed that the level of Parent Teachers Associations (PTAs)’s Involvement in the Primary School Administration was low. However, the study revealed that there was no significant difference in the Parent Teachers Associations’ involvement in the primary school administration in Kabo Local Government of Kano State based on school type (t = .457; df = 130; p > 0.05). Expunge, on clusively the study revealed that the level of Parent Teachers Association’s Involvement in the Primary School Administration was low. Therefore it was recommended that the Parent Teachers Associations’ involvement should be improved upon by sensitizing parents on the importance of PTA and benefits they would drive from it by the primary school administrators. school administration should add more efforts in valuing the input and feedback provided by the PTA as well as involving them in the development of long term strategic plans for the school.
PERCEIVED INFLUENCE OF PARENTAL INVOLVEMENT ON PUPILS ACADEMIC ACHIEVEMENT IN IREPODUN LOCAL GOVERNMENT AREA OF KWARA STATE
(Department of Early Childhood Education, KWASU, 2024-04-17) Usman Tunde Saadu Ph.D, SULYMAN Hafees Tosin Ph.D, Kolawole Segun
This study examined the perceived influence of parental involvement on pupils’ academic achievement in Irepodun Local Government Area of Kwara State. The study adopted a descriptive survey research design. The population for the study comprised of all parents of primary school pupils in Irepodun Local Government Area, wara State. A Simple random sampling technique was used to select 200 parents as respondents out of 10,350 parents within the study area and 20 schools, (10 public and 10 private), out of 205 schools participated in the study. The instrument used for the data collection for the research study was a structured questionnaire titled, “Perceived Influence of Parental Involvement on Pupils Academic Achievement Questionnaire (PIPIPAAQ)”. Copies of the questionnaire were given to the lecturers in the department of early childhood and primary education for face and content validity. The reliability of the instrument was tested using test retest method after hich Pearson Product Moment Correlation (PPMC) was used to correlate the results and the score of 0.85 was obtained. Frequency and standard deviation were used to answer the research question while independent sample t-test analysis was used to test the hypothesis. The findings revealed that the Perceived influence of Parental involvement on pupils’ academic achievement is positive with a weighted mean of (3.20). The finding also found no significant difference in the male and female perceived influence of parental involvement on pupils academic achievement (t = .265; df = 109; P > 0.05). It was concluded that parents perceived influence of parental involvement on pupils’ academic achievement was positive. The study recommended that School should create a welcoming environment where parents can visit anytime to make enquiry about their children academic progress and as well encourage parents to attend PTA meetings and government should provide all the necessary learning materials to schools and make free education to allow children of less privilege have access to quality education.
RELATIONSHIPAMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE
(Department of Early Childhood and Primary Education, 2023-11-01) Dr. Yunusa Kayode, SAADU & Sheu Muritala Adaramoja
Mathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in 2 Mathematics (R =.041; F=5.684, p 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a positive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics.
REPOSITIONING EARLY CHILDHOOD AND PRIMARY EDUCATION: LESSONS FROM COVID 19 PANDEMIC EXPERIENCE
(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Adefunke Ekine (PhD)
In the year 2020 the world woke up one day and the pandemic was on us, and before we could say anything the destruction was huge and spreading. You will agree with me that the education sector was among the worst hit with schools closing for months and years in some countries and more than 1 billion children were at risk of falling behind in their learning outcomes (UNICEF, 2020). Prior to the pandemic, the Nigerian government has been on a struggle to ensure young children stay in school and gain accessibility to proper education as statistics revealed that Nigeria contributed approximately 20% of the total global out-of-school population (Amorighoye, 2020). These numbers escalated during the pandemic which further deepened the crisis. As we all look for a lasting solution the place to begin is early childhood and primary education levels as both form the foundation of all learning. We may not be able to completely replace the lost two years as it is on record that school children around the world lost an estimated 1.8 trillion hours – and counting – of in-person learning (UNICEF, 2020) we should be able to critically look at issues that arose at these levels of education and based on that plan and reposition not only for the next emergency but for the future of the children. Therefore, this conference with this theme ‘Repositioning Early childhood and primary Education cannot have come at a better time. Let me at this juncture congratulate the organizers and all participants that we all are opportune to be part of a solution at least at this crucial time. I am grateful for the opportunity to share my thoughts with you and hopefully it will indeed be the beginning of the repositioning of our sector.
SPECIAL NEEDS EDUCATION IN NIGERIA: QUALITY OF ITS SERVICE DELIVERY FOR CHILDREN WITH DISABILITIES IN ONDO STATE PRIMARY
(Department of Early Childhood and Primary education, KWASU, 2024-05-15) Oluwaseun Temitope, LAWAL PhD
Special Needs Education in Nigeria takes place majorly in formal school environment like other regular schools. This implies that the quality of its service delivery must not be different from regular education in the country. This study investigated the quality of service delivery provided for Children with Disabilities in Ondo State Nigeria. It adopted survey research design and the population consisted of all the children in the four public primary schools providing education for children with disabilities in the state. The respondents for the study comprised 4 Head Teachers and 8 Assistant Head Teachers in the schools. Purposive sampling technique was used to select the respondents. An instrument named Quality of Education Service Delivery for Children with Disabilities Checklist (QESDCDC) and interview was used. Data were analysed using frequencies, percentages and content analysis. The result showed that there was low provision of schools for CwDs, the children were not going through screening assessment before placing them in classes, the children classrooms were overcrowded and the curriculum available was inappropriate. The study concluded that the quality of education service delivery provided for CwDs in Ondo state needs urgent improvement and attention by the State and Local Government.
TEACHERS’ PERCEPTION OF THE CAUSES AND MANAGEMENT OF READING DIFFICULTIES AMONG PRIMARY SCHOOL PUPILS IN KABO LOCAL GOVERNMENT OF KANO STATE
(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Dr. Usman Tunde SAADU, Dr. Ezekiel Kayode OBAFEMI, Aminu Kabo YUSUF
This study investigates teachers' perceptions of the causes and management of reading difficulties among primary school pupils in Kabo Local Government Area of Kano State descriptive survey design was used, with 260 teachers selected using simple random sampling. Two uestionnaires were designed: the Questionnaire for Teachers' Perception of the Causes of Reading Difficulties (QTPCRD) and the Questionnaire for Teachers' Perception on how to Manage Reading Difficulties (QTPMRD). The validations of the two Questionnaires were carried out by the lecturers from the department of Early Childhood and Primary Education, Faculty of Education, Kwara State University. The reliability of QTPCRD and QTPMRD were established by using test-retest method and the coefficients were 0.74 and 0.78 respectively. However, the study, revealed that, lack of child’s interest, professional teachers, reading materials and absenteeism were the major causes of reading difficulty. Furthermore, frequent reading , identifying the sound of the letters and words before pronunciation, encouraging independent reading to the child, and teaching pupils different types of grammar were the major ways of managing reading difficulties among primary schools pupils. However, the study revealed that There was no significant difference in the perception of teachers of the causes of reading difficulties among primary school pupils based on school type (t = .526; df = 258; p > 0.05). And also revealed that There was no significant difference in the perception of teachers on how to manage reading difficulties among primary school pupils based on School type (t = -1.171; df = 258; p > 0.05). the study conclusively shows that lack of child’s interest, professional teachers, reading materials and absenteeism by the child were the causes of reading difficulties. However, frequent reading to the child and identifying the sound of the letters and words before pronunciation were the ways of managing reading difficulties. Some recommendations were made: Teachers should use different methods to develop and retain pupil’s interest in order to avoid reading difficulty among primary schools’ pupil.

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