The Efficacy of Social Studies Teachers’ Competence in the Use of Playway Method in Lower Primary Schools in Osun State, Nigeria

Abstract

The study assessed Social Studies teachers' competence in the use of playway method in lower primary Social Studies classroom in Osun State, Nigeria. It examined their knowledge, competence and factors that might influence their competence in the use of playway method in Social Studies classroom. The study adopted qualitative descriptive research design. Nursery and Primary school teachers in Osun State constituted the population for the study. One hundred and fifty-six (156) teachers were sampled using stratified sampling technique based on rural and urban schools as strata. A questionnaire titled Teachers' Use of Playway Method of Teaching (TUPMT) was developed and validated before use by the investigator. Three research questions were asked and answered, and three research hypotheses were tested and verified. Among others, the results showed that Social Studies teachers possessed only fair knowledge of Playway method. They equally possessed very high level of competence in the use of playway method. However, their gender has no significant influence on their competences. The study recommended among others, that teachers should be very fast and knowledgeable in the use of playway method of teaching which could be enhanced through self effort, seminars, symposia, workshop and in-service training to mention but a few.

Conceptual Framework to Examine the Influence of Factors on the Teaching Quality of Accounting from Accounting Students’ Perceptions in Libya

“…Also, Suratman et al (2020) showed that teacher certification positively affects teaching quality, referring to both academic and professional certifications, while certification has been identified as the primary factor in determining whether a teacher is qualified to teach (Sindelar et al, 2019). Furthermore, some other studies pointed out that teachers' qualifications have significant influences on their teaching quality (Lee & Mamerow, 2019;Adeyemi, 2020;Yusuf, 2020). Additionally, students who were taught by multiple highly qualified instructors were more likely to earn advanced degrees (Betts et al, 2003;Lee & lee, 2020).…”

Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana

“…Nevertheless, lectures, textbooks, and assignments appear to dominate instruction without motivating students to learn. Studies show that when a diversity of teaching approaches are used, students are more interested in the subject (Adeyemi, 2016;Huck, 2019;Malik, 2018;Namamba & Rao, 2017).…”

“…Self-directed teaching and learning entail engaging students in learning activities that allow them to use their imagination and intuition (Nzima, 2016;Poznanski et al, 2018;Prasetya et al, 2020). As a result, self-directed learning has the potential to improve optimal interaction between and among Social Studies students, fostering effective decision-making when debating and analysing societal issues (Adeyemi, 2016;Meziobi & Meziobi, 2016).…”

Assessment of government’s involvement in implementation of national policy on early childhood education in Nigeria

“…The domineering method of teaching renders learner passive in class. This is also of the view of Adeyemi (2016) that the play method of teaching that is advocated in the national policy on early childhood education is not efficiently used in most of the early childhood care centres, as most of the teachers are not trained on the use of it. Also, Nakpodia (2003) lamented that the basic challenge facing the implementation of the play-way method is that very few of early childhood education teachers are received for training in early childhood education.…”