Various scholars have emphasised the importance of play in the healthy development of young children. It is known that children develop physical fitness through engagement in play activities. It is also known that when children engage in play activities alongside other children, they develop muscular and movement skills and acquire some cognitive learning. This study was carried out to find out the level of availability of play materials, the extent of use of those found and the relationship between availability and utilisation of play materials. A purposive survey research design was adopted in data collection from 20 Early Childhood Education (ECE) centres in one senatorial district of a state in Nigeria. The instruments used for data collection were an inventory sheet as well as questionnaires for Heads of centres, ECE teachers and children. The data analysis revealed that eleven different play materials were found in different quantities in the various establishments. Their utilisations also varied. The data revealed that three play materials were highly available in only three institutions. Five play items were moderately available at 9 centres; while play materials availability was low at eight other centres. The daily utilisation of the items was high for four play materials; moderate for another five and low for three play materials. A high positive correlation (r=0.762, p<0.006, R 2 =.581) was obtained for availability and utilisation of play materials. 58 percent of the relationship was accounted for by the experiment. It was recommended that more training and workshops be mounted for ECE teachers and proprietors/head-teachers on early childhood developmental needs and requirements; and that local production of essential early childhood play materials be started in Nigeria. The provision of more play materials was recommended, since the children will make more use of those provided.
This study investigated the effectiveness of instructional graphics and classroom labeling strategy in improving the reading skills of lower primary school pupils in a Nigerian State. Seventy -seven primary two pupils were purposively drawn from three equivalent mixed gender schools to participate in English language training program that lasted six weeks. One specialist language teacher assisted by one research assistant was retrained to teach with one of the strategies: instructional graphics, classroom labeling and traditional language instruction techniques. The teaching strategies were randomized among the three primary schools that were distantly separated from one another. The study started with a pretest, and after six weeks of the study, the post test was administered. The Instrument used was a Reading Skills Assessment Test of reliability .72. Two null hypotheses were tested in this study. The data from the tests were analyzed using Analysis of Covariance. The results show that Instructional graphics was significantly better than conventional strategy [F (1, 41) = 145.727, p < .05]. The results also reveal that classroom labeling was not significantly better than the conventional strategy [F (1, 57) = 4.054; p = .05]. These results were fully discussed and it was recommended that instructional graphics be adopted in teaching reading in primary school English language.
English is a very important language in Nigeria today. It is a unifying language for the federation and also a major language of instruction in Nigerian schools. It is as well the official language of government business and the language of commerce and trade. Most school books and reading materials are written in English, but the standard of written and spoken English language by Nigerian pupils is very poor. It has been suspected that poor English language skill is a major contributor to the recurring mass failure of Nigerian students in public examinations. This study therefore investigated the effect of parental home-work supervision on English Language achievement of primary school children. The study is a quasi-experiment with pretest, post-test control group design. The experimental group adopted monitored parental home-work supervision while for the control group, the parent were neither trained nor monitored. The treatment lasted six weeks before the post test. English Language Achievement AFRREV, VOL. 9(4), S/NO 39, SEPTEMBER, 2015 309Copyright © IAARR, 2015: www.afrrevjo.net Indexed African Journals Online: www.ajol.info Test with reliability of 0.87 was used to measure learner achievement. The result showed that monitored parental home-work supervision was significantly better than the control (t-obt = 3.40, p<.05). The effect of gender was not significant. Regular Parental home-work supervision was recommended.
The absence of quality and creativity in the performance of primary school leavers was one of the problems that gave rise to the preparation of the current primary school curriculum in Nigeria. The achievement level of Nigerian primary school children had been poor and unacceptable. It is believed that implementing teaching strategies that have the potential of improving achievement levels and creative literacy among the school children is what the schools require. This study, therefore, focused on the effect of engaged learning strategy, school type (Public or Private), and gender on the achievement of primary school pupils in literacy in English. The study was a quasiexperiment with pretest, posttest control group design. One public and one private school having equivalent status were randomised into each of the two study conditions. Data for the study was collected using highly reliable, researcher designed reading, writing and spelling tests. The results showed that teaching strategy was significant [F (1, 39) =10.266, p < 0.05]; School type was
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