Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of classrooms practices of four kindergarten teachers' in two Ghanaian schools, Tata and Kariba, were carried out over a six-months period. One research question guided the study, namely, 'what kinds of learning activities do teachers engage kindergarten children. The sources of data comprised transcripts of audiotaped semi-structured individual interviews, pair-based interviews and field notes of classroom observations. Both within the case and across case interpretive analyses were constructed. The study revealed that teachers in both rural and urban settings described child-initiated and teacher-initiated activities they believed impacted children's development in diverse ways.
The nature and functions of the school reflect the demands and expectations of the larger society including parents. The objective of this sequential explanatory mixed method design study was to obtain the views of RME teachers and headteachers regarding how parents (of primary school pupils) were influencing quality delivery of Religious and Moral Education (RME) in Cape Coast, Ghana. Data were sought from 264 RME teachers and 15 headteachers through questionnaire, interview and lesson observation. The instruments were pre-tested and validated to obtain high degree of reliability and dependability. The questionnaire data obtained reliability co-efficient value of r =. 845, the observation data obtained Cohen’s Kappa value of .765 (k = .765, p < .000) and the interview data were duly validated to ensure interview trustworthiness. Frequencies, percentages, charts, tables, means and standard deviations were used to analyze the research questions while inferential statistics (multiple regression) was used to analyze the quantitative data. The research questions were discussed based on quantitative and qualitative analysis of the data collected. The variable (parent support) correlated averagely with r = 0.433, p = .000 with the teaching of RME at 5% significance level (α = .05); indicating that parental support has significant effect on quality delivery of RME (Teaching of RME) in the metropolis. It was found out that parents directly or indirectly contribute to RME instruction in the schools through counselling and material supports. Upon the findings it was recommended to parents to collaborate with RME teachers to ensure adequate provision of basic resources that can facilitate dispassionate and objective teaching and learning of RME.
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