SCREENTIMEASADETERMINANTOFLANGUAGESKILL ACQUISITION OF PRESCHOOLCHILDRENINNORTHCENTRALNIGERIA
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Date
2024-07-01
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education
Abstract
The study investigates screen time as a determinant of language skills acquisition of preschool
children in North Central, Nigeria. The study had four specific purposes, two research questions,
and four hypotheses. A descriptive research design of correlation type was adopted. The
population comprised all preschool children in North Central Nigeria. A multistage sampling
technique was used to select a sample of 384 pupils. Three research instruments titled: Rating
Scale on Preschool Screen Time (RSPST), Rating Scale on Preschool Language Skills
Acquisition (RSPLSA), and Inter-rater Proforma Guide were used respectively, and the
instruments’ reliability coefficients were 0.92, and 0.76respectively using Pearson product
moment correlation (PPMC). Percentage and mean were used to answer the research questions.
Hypothesis one was tested using linear regressions; hypotheses two and three were tested using
independent samples t-testall at 0.05 level of significance. The findings revealed that preschool
children spend a significant amount of time daily watching screens. language skills acquisition of
preschool children washigh. Screen time significantly determined language skill acquisition (F(1,
382) = 222.748, p < 0.05). There were no significant differences in screen time, and Language
skill acquisition based on gender. Based on the findings, it can be explicitly stated that preschool
children spend their highest timedailywatching screens. Language skill acquisition of preschool
children in North Central Nigeria was high