atakpo, theresa edirin - university of lagos
TRANSCRIPT
i
EVALUATION OF EARLY CHILDHOOD EDUCATION TEACHER PREPARATION PROGRAMME IN SOUTH EAST
AND SOUTH WEST NIGERIAN UNIVERSITIES
BY
ATAKPO, THERESA EDIRIN
MATRIC. NO. 019014033
B.Ed. Nursery and Primary Education (Abraka),
M.Ed. Educational Administration (Lagos), M.Ed. Curriculum and Instruction (Abraka)
A THESIS SUBMITTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES EDUCATION, SCHOOL OF POSTGRADUATE STUDIES,
UNIVERSITY OF LAGOS, AKOKA-YABA, LAGOS, NIGERIA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EARLY CHILDHOOD EDUCATION.
NOVEMBER, 2017
ii
iii
iv
DEDICATION
v
vi
DEDICATION
To my lovely husband, Prof. Edmund Atakpo who always encouraged and supported me,
God bless you my love and my children Jose-Maria and little Rebecca Atakpo for their
patience.
vii
ACKNOWLEDGEMENT
I wish to acknowledge the assistance received from all sources towards the success of this
study, foremost in my mind is my sincere desire to appreciate the great grace, strength, and
courage, which the Almighty God have given me to conclude this aspect of my education. I
thank God for journey mercies, guidance and protection throughout my study in this
university.
I am particularly grateful to my supervisors; Professor F.A. Osanyin, for her relentless
efforts, patience and constructive criticism and useful academic suggestion towards the
completion of this work and also, Dr. O.S Sopekan for her guidance, zeal, keen interest,
attention, encouragement and co-operation at the various stages of this work.
I wish to express my profound gratitude to the Dean, Faculty of Education, Prof. Jegede
Supo, the Head of Department Arts and Social Sciences Education, Prof. (Mrs.) N.R. Ikonta.
I also appreciate the input of all readers of the work and lecturers especially in the
Department of Arts and Social Sciences Education for their useful contributions and advice
towards the success of this study. The inputs of Prof. Osarenren, Prof. Esiobu, Dr. Awofala,
Dr. Ogunleye, Professor Odili, Dr. Enwefah, Prof. (Mrs.) R.O. Igwe, Dr. A. Adebayo, Dr. O.
Olatunde, Dr. Olumide Ige are preciously appreciated. May God bless them all. I appreciate
the Departmental Postgraduate coordinator, Dr. (Mrs.) A.N. Maduekwe for her
encouragement.
The encouragement given by my seniors and course mates – Dr. C. Omotuyole, Dr .M.
Manuel, Dr. L. Odumah, Dr. G. Emiola, Dr. A Okudo, Dr. F. Odunuga, Dr. E. Ebere, Dr. F.
Osinowo, Dr. F. Obaje, Dr. O. Salami, Dr M. Ihejirika and E. Nkemdirim are highly
appreciated. I am grateful to my Priest Rev. Fr. (Dr.) J. M. O. Ikeke and my colleagues,
friends and well-wishers especially in Delta State University, Abraka, and convey my special
viii
thanks to the Vice Chancellor Prof. V. F. Peretomode, my Dean, Prof. E.P. Oghuvbu, Prof.
and Prof. (Mrs.). E. A. Arubayi, Prof. E.D. Nakpodia, Prof. E. Kpangban Dr. R. O Obata, for
their encouragement. I thank my friend Pat Esinmi Ariyoh for being a true friend. I also thank
my sister Dorothy Efemini who always encouraged me both financially and morally. I also
acknowledge the various authors whose work have been referred to in this research work. I
thank all who have contributed in one way or the other to the success of this work whose
names were not mentioned, may God bless you all.
I also wish to appreciate the lecturers and students’ respondents in the different universities
that was used for the study.
Finally, the researcher acknowledges her indebtedness to her husband Prof. Edmund Atakpo
and children especially Josemaria whose collective encouragement and prayers kept her
going when the end appeared to be nowhere, their sacrifices and tolerance are highly
appreciated.
ix
TABLE OF CONTENTS
Page
Title Page… … … … … … … … … … … i
Certification… … … … … … … … … … ii
Authors Statement… … … … … … … … … iii
Dedication… … … … … … … … … … … iv
Acknowledgement… … … … … … … … … … v
Table of Contents … … … … … … … … … … vii
List of Tables… … … … … … … … … … x
List of Figures… … … … … … … … … … xiii
Abstract… … … … … … … … .. … … xiv
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study… … … … … … … … 1
1.2 Statement of Problem… … … … … … … … 6
1.3 Purpose of the Study… … … … … … … … 7
1.4 Research Questions… … … … … … … … … 8
1.5 Research Hypotheses … … … … … … … … 9
1.6 Scope and Delimitation of the Study… … … … … … 9
1.7 Significance of the Study… … … … … … … … 10
1.8 Theoretical Framework… … … … … … … … 11
1.8.1 Piaget (1978) Constructivist Theory of Cognitive Development… … … 11
1.8.2 Stufflebeam (1986) CIPP Evaluation Model… … … … … 14
1.8.3 Bertalanfly (1955) Social System Theory… … … … … … 16
1.8.4 Rationale for Blending the Three Theories… … … … … … 17
1. 9 Operational Definition of Terms… … … … … … … 18
x
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework on Teacher Preparation… … … … … 20
2.1.1 The Concept of Teaching… … … … … … … … 20
2.1.2 Teaching Methods… … … … … … … … … 25
2.1.3 Teaching as a Profession… … … … … … … … 27
2.2 Teacher Education Programme… … … … … … … 31
2.3 Teaching Practice… … … … … … … … … 33
2.4 Development of Teacher Education in Nigeria… … … … … 34
2.5 The Birth of University Education in Nigeria… … … … … 38
2.6 Impact of Changing Policies (National Policy on Education) on Teacher
Preparation Programme… … … … … … … … 42
2.7 Early Childhood Education in Perspective… … … … … … 43
2.8 Early Childhood Education Teacher Preparation Curriculum Content… … 46
2.9 Policies based on Global Trends in Early Childhood Education… … … 48
2.10 Educational Programme Evaluation… … … … … … 48
2.11 Empirical Studies on Evaluation of ECE Teacher Preparation programme in
Nigeria… … … … … … … … … … 59
2.12 Appraisal of Literature Review… … … … … … … 61
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design… … … … … … … … … 62
3.2 Population… … … … … … … … … … 62
3.3 Sample/Sampling Technique… … … … … … … 63
3.4 Research Instruments… … … … … … … … 65
3.5 Validation of Research Instruments… … … … … … 68
3.6 Reliability of Research Instruments… … … … … … 68
xi
3.7 Procedure for the Administration of the Research Instruments... ... ... 69
3.8 Method of Data Analysis… … … … … … … … 70
3.9 Pilot Study Report… … … … … … … … … 70
3.9.1 Analysis of Research Questions… … … … … … … 73
3.9.2 Analysis of Research Hypotheses… … … … … … … 95
3.9.3 The Findings of the Pilot Study… … … … … … … 97
3.9.4 Implications for the Main Study… … … … … … … 97
CHAPTER FOUR: RESULTS
4.1 Presentation of Results… … … … … … … … 98
4.2 Explanation of Proposed Early Childhood Education Model … … … 128
4.3 Research Hypotheses… … … … … … … … 128
4.4 Summary of Findings… … … … … … … … 132
CHAPTER FIVE: DISCUSSSION, CONCLUSION AND RECOMMENDATIONS
5.1 Summary… … … … … … … … … … 134
5.2 Discussion of Findings… … … … … … … … 136
5.3 Conclusion… … … … … … … … … … 139
5.4 Recommendations… … … … … … … … … 140
5.5 Contributions to Knowledge … … … … … … … 140
5.6 Suggestions for Further Research … … … … … … 141
REFERENCES… … … … … … … … … … 142
APPENDIX A… … … … … … … … … … 149
APPENDIX B… … … … … … … … … … 158
APPENDIX C… … … … … … … … … … 193
xii
LIST OF TABLES Page
Table 2.1: The Universities in Nigeria in their Order of Establishment (1948-1986)… 40
Table 2.2: Analysis of Students’ enrolment for ECE courses in some Nigerian
Higher Institutions (2005-2008)… … … … … … 41
Table 2.3: Theories and theorists for programme evaluation … … … 58
Table 3.1: List and Location of Universities Offering Early Childhood Education
Programme in South East and South West Geo-political zones... ... 63
Table 3.2: Population of Students used for the study in 2013/2014 session... ... 65
Table 3.3: Reliability of Instruments… … … … … … … 69
Table 3.4: Reliability of the Instrument (Students Questionnaire)... ... ... 72
Table 3.5: Test of Reliability for Facilities Check List… … … … … 72
Table 3.6: Reliability for the Classroom Observation Instrument… … … 73
Table 3.7: Benchmark Minimum Academic Standards for ECE Undergraduate
Programmes in Nigerian Universities… … … … … … 83
Table 3.8: Adequacy of ECE Programme Course Content… … … … 84
Table 3.9: Check List of Available Materials/Equipment for ECE Programme… … 85
Table 3.10: Students Perception of Available Infrastructure for the Programme… … 87
Table 3.11: Students Response on Available Infrastructure for ECE Programme in
South South Universities… … … … … … … 88
Table 3.12: Observation of Classroom Teaching Activities… … … … 90
Table 3.13: Instructional Strategies Employed by ECE Educators… … … 91
Table 3.14: Students Perception of ECE Programme Objectives… … … … 92
Table 3.15: Students Perception of Challenges Confronting ECE Programme
Implementation… … … … … … … … 93
Table 3.16: Demographic Profile of ECE Students in South South Universities.. … 94
xiii
Table 3.17: T-test on Students Perception of Adequacy of ECE Teacher Preparation
Courses… … … … … … … … … 95
Table 3.18: Students Perception of Facilities Utilized for ECE Programme in
South South Universities… … … … … … … 95
Table 3.19: T-test for Instructional Strategies… … … … … … 96
Table 3.20: T-test for Students Perception of the Objectives of the Programme… … 97
Table 4.1: Benchmark minimum academic standards for ECE Undergraduate
Programmes in Nigerian Universities … … … … … 113
Table 4.2 Students Perception of the adequacy of ECE Teacher Preparation
Programme Course Content in South East and South West Universities … 114
Table 4.3 Checklist on Analysis of available Facilities for ECE implementation … 116
Table 4.4 Students Response on Available Infrastructure … … … … 117
Table 4.5: Analysis of Facility Utilization… … … … … … 119
Table 4.6: Students Perception of Facilities Available and Utilized for ECE Teacher
Preparation Programme Implementation… … … … … 120
Table 4.7: Observation of Classroom Teaching Activities… … … … 121
Table 4.8: Students’ Responses on Instructional Strategies Employed in ECE
Programme Implementation… … … … … … … 122
Table 4.9: Perception of ECE Students on the Objective of the ECE Teacher
Preparation Programme… … … … … … … 123
Table 4.10: Students’ Perception of Challenges in Implementing ECE Programmes… 124
Table 4.11: Demographic Profile of South East and South West students. … … 125
Table 4.12: Test of Difference on students Perception of the adequacy of ECE Teacher
Preparation Course Content in South East and South West Universities… 129
Table 4.13: Test of Difference on Students’ Perception of Available Facilities for ECE
Teacher Preparation Programme… … … … … … 130
xiv
Table 4.14: Test of Difference on Students’ Perception of Instructional Methods
Employed by Educators of ECE Teacher Preparation Programme… … 130
Table 4.15: Test of Difference on the Perception of students on the Objectives of ECE
Teacher Preparation Programme in South East and South West Universities…131
Table 4.16: Test of Difference on the Perception of Students’ on the Challenges
Confronting the ECE Programme… … … … … … 132
Table 4.17 Correlation of between Responses from South East and South West
Universities… … … … … … … … … 132
xv
LIST OF FIGURES
Page
Fig. 1.1: Stufflebeam’s CIPP Evaluation Model (Adapted)… … … … 14
Fig. 1.2: Social System Model… … … … … … … … 16
Fig. 1.3: Framework for evaluation of Early Childhood Education Teacher
Preparation Programme … … … … … … … 17
Fig. 2.1: Factors Affecting Teachers Role Performance… … … … … 22
Fig. 2.2: The Congruence – contingency Model … … … … … 54
Fig. 3.1: Graphic Representation of Student Response … … … … … 89
Fig. 4.1 Level of Available facilities for ECE … … … … … 118
Fig. 4.2: The Proposed Early Childhood Education Teacher Preparation Model … 127
xvi
ABSTRACT The Early Childhood Education Teacher Preparation Programme in Nigerian Universities as a field of study is relatively new. With the recognition and acceptance of Early Childhood Education in Nigeria, some Universities have taken it upon themselves to produce teachers in the field. Out of one hundred and four (104) Universities approved by the NUC in 2013, only twelve of them offer the Programme at undergraduate level. Considering the importance of the early years in a developing country like Nigeria, it becomes imperative to critically evaluate the Early Childhood Education Teacher Preparation Programme. This is with a view to determining not only the adequacies or deficiencies but also the suitability of the programme in meeting its desired goals.This study is an evaluative study of Early Childhood Education Teacher Preparation Programme in South East and South West Nigerian Universities that adopted the Context, Input, Process, and Product (CIPP) Evaluation Model. The purpose of the study was to establish the extent to which the programme has been able to inculcate the required skills on the trainee teachers in South East and South West Universities. This was done by examining course content, quantity and quality of resources/materials and problems in the implementation of the programme in these regions. To this end eight research questions were answered and five hypothesis tested at 0.05 level of significance. Using the cluster sampling technique, 299 students’ and 21 lecturers’ were selected from 4 universities. Lecturers’ (EETPPLQ) and Students’(EETPPSQ) Questionnaires, interview schedule, observation (EETPPOS) schedule and facilities checklist (EETPPC), focused group discussion were used to assess the operation of Early Childhood Education Teacher Programme in the both regions. The course contents of the programme in the universities in both regions were also examined. Data gathered were analyzed using both qualitative and quantitative analysis. The qualitative methods include content analysis, interview and focused group discussion while the qualitative include frequency count, percentage, mean, standard deviation, t-test and Pearson Product Moment Correlation. It was concluded that the Early Childhood Education teacher preparation courses were adequate in South East and South West universities. Facilities were inadequate; methods/strategies employed by educators in achieving the objectives of the programme were inadequate in South East and South West Universities. There was a significant positive correlation between responses and evaluation from South East and South West Universities. Some of the recommendations made include the need for Government and for University authorities to acquire more modern facilities, equipment’s and resources for the Early Childhood Education departments. There is need for all Early Childhood Education departments to have well equipped resource centres or demonstration rooms where the trainee teachers can carry out some practicals. The methods of teaching need to be improved upon by educators among others. The researcher also proposed an activity-based package for Early Childhood Education Teacher Preparation Programme which if adopted, will improve the quality of Early Childhood Education teacher preparation programme in Nigerian universities. Keywords: Evaluation, Early Childhood Education, Trainee Teachers, Teacher Preparation, Programme. Word count = 462
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Early Childhood Education (ECE) is the education of children from birth to age eight. In
broad terms, ECE refers to educational programmes serving children from birth to age 8 and
their families. Also, ECE is a field of study designed to prepare professionals for working
directly or indirectly with children from birth to age 8 and their families (Darragh, 2010).
Children’s first five years are the most formative ones of their lives. Development during this
period is rapid and unmatched by other development that occurs during the child’s lifespan.
The justification for providing adequately for the childhood years lies in the recognition and
acceptance of the assumptions that early learning influences later learning; that favorable
environment and competent adults are essential for early learning; and that the educational
potentials of the early years of a child are too great to waste (Osanyin, 2012).
The quality of care and nurture which a child receives from the caregiver during this period
affects the whole future as he/she lays the foundation on which the child is to build later. Yet,
evidence abounds that most Early Childhood Education teachers are ill- prepared to provide a
sound foundation for the children in their care (Chukwura, 2011). A major constraint to the
survival and the qualitative development of a child is the preparation of the teacher who
eventually is the caregiver and minder of the child during the critical period of his/her
development. Adequately prepared Early Childhood Education teachers are said to be more
responsive to, and more able to take advantage of strategies and programmes designed to
enhance psychosocial development of the child (Okorikpa and Onyeka, 2014).
All societies embark on strong teacher preparation to ensure a better future for their children
(Oduolowu, 2009). The provision of high quality teachers is given top priority in Nigeria as
the importance of teachers and teacher education has been clearly underscored in the National
2
Policy on Education (FRN, 2013) which states that “no education can rise above the quality
of its teachers”. The National Policy on Education (FRN, 2013) clearly articulates the
importance attached to teacher education. The Policy gives the goals of teacher education as:
Producing highly motivated, conscientious and efficient classroom teachers for all levels
of our education system.
Encouraging the spirit of enquiry and creativity in teachers.
Helping teachers to fit into the social life of the community and the society at large and to
enhance their commitment to national goals.
Providing teachers with the intellectual and professional background adequate for their
assignment and to make them adaptable to changing conditions.
Enhancing teachers’ commitment to the teaching profession.(P. 39)
The policy makes it mandatory for all teachers in Nigeria to be trained and stipulates the
Nigeria Certificate of Education (NCE) as the minimum qualification for the profession. The
policy also provides that "teacher education shall continue to take cognizance of changes in
methodology and the curriculum" and that teachers shall be regularly exposed to innovations
in their profession. It further recognizes the need for in- service training "as an integral part of
continuing teacher education". Until recently, teacher training efforts had concentrated on the
primary level of education and above because it was believed that the primary level of
education determines the success or failure of the rest of the education system with the broad
aim of laying a solid foundation for life-long learning through the acquisition of appropriate,
adequate and relevant learning, self-awareness, problem-solving and social skills.
The Nigerian Government’s commitment to the success of the Universal Basic Education
(UBE) has made the “teacher factor” an integral part of the process of its conceptualization,
planning and implementation. Consequently, all Colleges of Education and some Universities
3
in Nigeria now offer Early Childhood Education in their institutions. Some higher institutions
in Nigeria now offer this relatively new programme for Early Childhood Education teachers.
The Early Childhood Education Teacher Preparation Programme is yet to become wide
spread in Nigerian universities as a field of study. With the current level of recognition and
acceptance of Early Childhood Education in Nigeria, some Universities have taken it upon
themselves to produce teachers in the field. Out of a total of 104 Universities (27 federal
universities, 36 six state universities and 41 private universities) approved by the NUC in
2013, only 12 of them offer the Programme at undergraduate level. Initially however, free
hand was given to these higher institutions to run the Early Childhood teacher preparation
programme until the recently introduced (Benchmark Minimum Academic Standard) BMAS
for Universities. Before, the quality depended on the various institutions offering the
programme. This has contributed to the poor quality of processes and products of such
institutions.
It has been observed that the teacher preparation programmes placed greater emphasis on
theory and the products (Ajeyalemi, 2002 and Harmond in Okeke, Oti and Adaka, 2012).
Adeosun (2011) stated that most teachers lacked the necessary competencies such as
pedagogical skills for teaching literacy, numeracy and basic science and the use of variety of
methods to facilitate learning.
Teacher education, according to Adegoke (2010), is a necessity not a luxury because no
meaningful development can take place without adequate man-power training of competent
teachers. Indeed, competent teachers are products of effective teacher education programme.
As long as there is the public demand for public education, the need for teacher education and
its institutionalization will continue to be inevitable. There has been increasing pressures to
improve the quality of all three aspects of teacher education, namely, general education, field
specialization and professional education (Ali, 1992). This has been brought to bear on
4
faculties and institutes offering teacher education programmes because their activities are
service-oriented and geared towards preparing entrants into the teaching profession.
It is vital to recognize and support the preparation of ECE teachers in order to prepare them
in gaining skills to give the right education to the young citizenry and help schools deliver the
curriculum that students need (Sofoyeke and Sopekan, 2006). It is necessary therefore to
evaluate the ECE teacher preparation programme in Nigerian universities.
Programme evaluation is the evaluation of the activities embedded in the curriculum through
the programme. Programme evaluation examines the programme’s process in achieving the
goal which it claims to support. Programme evaluation requires the objectivity of the total
situation. This means, making judgment based on the center’s proclaimed objective. The
evaluating process is a system for seeing the strength and the weakness of a center.
It is however interesting to see the evolution of institutionalized Early Childhood Education.
The history of institutionalized Early Childhood Education can be traced to the colonial era
when the European missionaries resident in the country established pre-school institutions to
cater for the basic education needs of their children (Osanyin, 2002). With western education,
industrialization and increase in the number of mothers and mothers-to-be between the ages
of 18-40 (which is the child bearing age) now in the labour markets and with geographic
mobility of labour leading to evolution of two-worker families. These and many more
necessitated sending their children to early childhood institutions where these children would
be taken care of before their mothers returned from work (Osanyin 2002).
The 1969 National Curriculum Conference was however the first time education of children
between 3 to 5 years of age was mentioned and this declaration eventually led to the
emphasis placed on Early Childhood Education in the country. Although, the early years are
the most important for growth and development, they are also the most vulnerable period of a
5
child’s life. Brain development during the critical years may be influenced by negative
environmental conditions, including lack of stimulation, child abuse, or violence within the
family enumerated in Osanyin (2012).
Early Childhood Education according to the National Policy on Education (FRN, 2013) aims
at:
Effecting a smooth transition from the home to school,
Preparing the child for primary education,
Providing adequate care and supervision and security for children while their parents are
at work (on the farms, markets, offices),
Inculcating social, moral norms and values.
Inculcating in the child the spirit of enquiry and creativity through the exploration of
nature the environment, art, music and the use of toys e.t.c.
Developing a sense of cooperation.
Simulating in the child good habits including good health habits and
Teaching the rudiments of numbers, letters, colour, shapes, forms, e.t.c through play.
Caring and qualified early childhood teachers are paramount to the learning of the developing
child. Eliason and Jenkins (1999) stated that it is necessary for teachers and caregivers to be
aware of the developmental characteristics of the children with whom they are working. It is
also imperative that teachers and caregivers gain understanding of the needs of children as
they progress towards becoming well-adjusted, confident, and thoughtful learners. This is
why the Federal Government affirmed in the National Policy on Education (FRN,2004)
section 2 subsection 12 that it would improve the quality of ECE by making provision for the
training of qualified ECE teachers in adequate numbers and also in section 2 subsection 14b,
6
it affirms further that, adequate provision for teacher education programme in ECE would be
made available.
1.2 Statement of the Problem
Nigeria’s intervention in Early Childhood Education is firmly rooted in the National
Philosophy on Education which is premised on the development of the individual child into a
sound and effective citizen. One of the strategies to achieve this objective includes the
empowerment of teachers who are expected to provide appropriate care for children. Nigerian
government has therefore introduced and institutionalized training programme for
professional Early Childhood Education teachers.
In recent years, a number of universities have keyed into the ECE teacher preparation
programme although not without their initial skirmishes and resultant poor quality. These
problems have to do with adequacy of the programmes offered across institutions, inadequate
or absolute lack of facilities, poor instructional methods adopted in training and even poor
student quality. These have no doubt left serious question marks on the status and general
effectiveness of the programme.
Considering the importance of the early years in a developing country like Nigeria, it
becomes imperative to critically examine the ECE teacher preparation programme. This is
with a view to determining not only the adequacies or deficiencies but also the suitability of
the programme in meeting its desired goals.It is necessary to examine the extent to which
these institutions have achieved the objectives of Early Childhood Education teacher
programme in preparing competent and qualified personnel in Early Childhood Education.
Specifically, this study is an evaluation of Early Childhood Education teacher preparation
programme in South East and South West Nigerian Universities. It assessed the content,
7
materials, available facilities and their level of use, teaching methods and students’ acquired
skills, knowledge and understanding of Early Childhood Education.
1.3 Purpose of the Study
The purpose of the study was to evaluate the Early Childhood Education teacher preparation
programme in South East and South West Nigerian universities. Specifically the objectives of
the study were to:
1. examine the adequacy of the courses in ECE teacher preparation programme in South
East and South West universities in relation to the BMAS (2007).
2. assess the availability of facilities in the implementation of the Early Childhood teacher
preparation programme in South East and South West Nigerian Universities.
3. assess the use of facilities in the implementation of ECE teacher preparation programme
in South East and South West Nigerian Universities.
4. assess the instructional methods employed by educators in the implementation of the ECE
teacher preparation programme in South East and South West Nigerian universities.
5. examine the perception of ECE students on the objectives of their course in South East and
South West Universities.
6. identify challenges in the implementation of the Early Childhood Education programme
in South East and South West Nigerian Universities.
7. verify students entry qualification in South East and South West Nigerian Universities.
8. propose a package to enhance the ECE teacher preparation programme in South East and
South West Nigerian Universities.
8
1.4 Research Questions
Arising from the objectives of the study, the following research questions were raised to
guide the work:
1. How adequate are the courses in ECE teacher preparation programme in South East and
South West Nigerian Universities in relation to the BMAS (2007)?
2. What are the facilities available for the implementation of ECE teacher preparation
programme in South East and South West Nigerian Universities?
3. What is the level of use of facilities in the implementation of ECE teacher preparation
programme in South East and South West Nigerian Universities?
4. What are the instructional methods employed in the implementation of ECE teacher
preparation programme in South East and South West Nigerian Universities?
5. What is the perception of ECE students on the objectives of their course in South East
and South West Nigerian Universities?
6. What are the challenges confronting the implementation of the ECE teacher preparation
programme in South East and South West Nigerian Universities?
7. What are students’ entry qualifications into ECE teacher preparation programme in
South East and South West Nigerian Universities?
8. What package can be proposed to enhance the quality of ECE teacher preparation in
South East and South West Nigerian Universities?
9
1.5 Hypotheses
The following null hypotheses were formulated and tested at p <.05.
1. There is no significant difference in students’ perception of the adequacy of ECE
teacher preparation course content in South East and South West universities.
2. There is no significant difference in the perception of students on the facilities
available for the implementation of ECE Teacher preparation in South East and South
West Nigerian Universities.
3. There is no significant difference in the perception of students on the instructional
methods employed by educators for achieving the objective of the course in South
East and South West Nigerian Universities.
4. There is no significant difference in the perception of students on the objectives of
their course of study in South East and South West Nigerian Universities.
5. There is no significant difference in the perception of students on the challenges
confronting the implementation of the Early Childhood Education programme in
South East and South West Nigerian Universities.
1.6 Scope and Delimitation of the Study
The study covered all Federal and State universities in South East and South West geo-
political zones offering Early Childhood Education programme at undergraduate level. 300
level and 400 level students in the universities were included in the study because they were
expected to have covered over half of their course content. The study evaluated the ECE
programme run in these universities by designing tools to find out from the students and
lecturers, the methods employed in achieving the objectives of the programme, course listing
and facilities available for the programme.
10
1.7 Significance of the Study
This study is of major benefit to the children because it has provided information on the
importance of appropriate and meaningful educational experience been offered to them by
their teachers. Lack of good early education could, among other things, impair children’s
development and such children could become crippled adults who make little or no
contribution to their society. This could become reversed with the outcomes of the present
study.
Further, the study would be of benefit to the society because it furnishes the society with
adequate information on society’s roles and contributions to successful ECE teacher
preparation programme in Nigerian universities thereby enhancing collaborative efforts of
society and teachers towards ensuring maximum input in the education of the trainee ECE
teacher.
The study would also be useful to school heads because information concerning teacher
competence and best teacher practices in Early Childhood institution are provided. This is
because the evaluation results provide the school heads with the extent to which several
aspects of the ECE teacher education programme are adequate or otherwise.
The study would help government, administrators, curriculum developers, and authors to
provide comprehensive teacher education programme that would be of benefit to the children
and society at large since information on the importance of effectiveness in the production of
quality ECE graduates in their institutions have been provided.
11
The study is of benefit to the trainee teacher because the quality of their programme would be
improved.
Finally, the findings of the study would contribute to a growing body of literature on the
subject matter.
1.8 Theoretical Framework
This study is hinged on Piaget’s 1978 constructivist theory of cognitive development,
Stufflebeam 1986 CIPP evaluation model and Bertalanfly 1955 social systems theory.
1.8.1 Piaget (1978) Constructivist Theory of Cognitive Development
Constructivism has a long history in cognitive psychology. Jean Piaget is a crucial figure he
is of the idea that what the leaner has to do to create knowledge is the important thing.
Knowledge, then is created by the students learning activities and their “approaches to
learning”.
Piaget’s Theory of Cognitive Development Stages
Piaget proposed four stages of cognitive development. Stages 1-3 are of importance to this
study since in the study the scope of ECE covers 0-8 years.
Sensorimotor (0-2 years) Stage 1
The infant explores through direct sensory and motor contact.
Putting objects into their mouth. Separation anxiety and object permanence develop during
this stage.
Piaget Propounded that children learn by actively exploring the environment through their
senses, vision, hearing, and touch.
Preoperational (2-7 years) Stage 2
The child uses symbols (words and pictures) to represent objects but does not reason
logically. Child can pretend and is egocentric.
12
Concrete Operational (7-12 years) Stage 3
The child can reason logically about concrete objects and events and classify objects.
Until the time between the ages of 8-12 months of age the infant does not understand that
objects exists even if they cannot be seen. This characteristic is observed in infants who
experience separation anxiety. When they are unable to see their parent they do not
understand they will return. Young children from 3 to 7 years of age may be egocentric
which means they only see things from their point of view and do not understand that other
people may have different ideas. Teachers need to provide concrete, hands-on materials that
enable young children to learn through exploration and active learning.
Children from 7 to 11 years of age are able to make rational judgments about concrete and
non-observable events. Teachers need to provide opportunities to ask questions and have the
children explain the information back.
There have been a number of criticisms levelled at Piaget's theory here are some of the most
common ones.
Major criticisms stem from the very nature of a stage theory. The stages may not be correct or
just plain wrong. Piaget may have underestimated the development of young children.
Research have shown that some children develop object-permanence earlier than Piaget
thought. Others point out that preoperational children may be less egocentric than Piaget
believed. It is observed that even a three year old child is aware that an adult looking at a card
from the opposite side of the child will be seeing a different view. Furthermore, individual
differences may mean that children of similar ages may vary widely across the stages. In fact
some children may never achieve the level of formal operation. If children can show a
13
mixture of different stages in their cognitive make-up, what is the point in attempting to
differentiate between different stages at all?
Piaget offered no substantial evidence for a qualitative difference in cognitive capacity
between two children of different stages. The most important aspect of Piaget's theory is that
each cognitive stage is different, not just as a matter of degree, but rather a child's type of
thinking is quite different depending on the stage it is in. Providing evidence for a qualitative
difference between stages has not been comprehensively achieved. This criticism has a
further implication. If each stage is marked by a new type of thinking, then as a child ages
there should be signs indicating the sudden acquisition of certain abilities. In fact the opposite
is true. Children tend to progress rather slowly and gradually. The example of the
conservation-of-numbers which most children can understand by about age five, compared to
the conservation-of-substance which normally develops around age eight. While Piaget does
admit that some developments can be slow, critics argue that overall, cognitive development
is so slow as to obviate the need for a stage theory at all.
Piaget believes that physical manipulation of external objects is essential for normal cognitive
development. Theorists have argued that children born without the physical capability of
outward action (consider, for example, paralysed children born without the ability to move
either arms or legs) are still capable of normal cognitive development. Also, the physical
nature of Piaget's theory fails to explain how children understand abstract words that don't
necessarily relate to an immediately physical object.
Having said all of this, Piaget's theory is still greatly respected in the psychological
community. His theory has stimulated other developmental psychologists into new areas of
research and has heavily influenced research into education. While perhaps not entirely
14
accurate, Piaget's theory of cognitive development nevertheless provides a detailed account of
the order in which children seem to develop
This theory is relevant to this study because it is important that teachers and care-givers of
children are aware of and put into consideration the developmental characteristics of children
at the different learning stages.
1.8.2 Stufflebeam (1986) CIPP Evaluation Model
The importance of the CIPP model to the study is because of its usefulness to educational
programme evaluation. It provides a systematic way of looking at different aspects of the
programme.
Fig. 1.1: CIPP Evaluation Model (Adapted).
Source: Stufflebeam (1986)
C I P P
CONTEXT EVALUATION
Rationale for the
ECE teacher
preparation
programmeme
in Nigeria
universities
INPUT EVALUATION
Facilities
Equipment
Learning
Environment
Resources
Student entry
Characteristics
Qualified Staff.
PROCESS EVALUATION
Strategies
Methods
Curriculum
Classroom
dynamics
PRODUCT EVALUATION Outcome in
relation to the
rationale for the
programmeme.
Programme Initiation and Structuring
Programme Operation
15
Basically, the CIPP model seeks to improve and achieve accountability in educational
programming. Its core concepts are context, input, process and product evaluation, with the
intention of improving the programme itself (Stufflebeam, 2003).
The context evaluation stage of the CIPP model focuses on assessing the ultimate goal of the
Early Childhood Education teacher preparation programme in South East and South West
Nigerian Universities.
Input evaluation complements the context evaluation stage, facilities, equipment, learning
environment, resources, entry characteristics are considered at this stage. Process evaluation
investigates the quality of programmes implementation by analyzing and documenting
programme activities such as teaching methods, course content for the ECE programme. The
final component to CIPP is product evaluation. Product evaluation determines the extent to
which intended goals and objectives have been met in relation to context, input and process
evaluation in the measurement of the interpretation of the outcome. Product evaluation
therefore determines the effectiveness of a programme after completion. The CIPP Model is
not a linear model but each of the four components are interrelated (Ogunleye, 2002).
The CIPP model has been criticised that it is not widely known and applied in the
performance improvement field as other models. It is also believed to blur the line between
evaluation and other investigating processes such as needs assessment. Its strengths include
the fact that it was not designed with any specific programme or solution in mind, its
comprehensive approach to evaluation can be applied from programme planning to
programme outcomes and fulfillment of core values. Finally, the model is well established
and has a long history of applicability.
16
1.8.3 Bertalanfly (1955) Social System Theory
The Bertalanfly (1955) social system theory is used to explain the programme from a
systematic point of view. According to Bertalanfly a system exchanges information with its
environment. The educational programme is more or less a system within a larger society (the
faculty, school). As a system the programme receives input for instance people are admitted
into a programme, materials are required to run the programme all coming from the larger
society. It then transforms or processes these into outputs of services (educated human
beings) for the good of its members and the society at large. This theory is represented in Fig,
1.2.
Fig. 1.2: Social System Model
Source: Bertalanfly (1955)
This theory have been criticized that it does not specify tools and techniques for managing a
system, it is too abstract, difficult to apply in practical problems, does not adequately address
social inequalities and their causes. However, social system theory deals with complexity,
17
takes holistic view, make it easy to manage change through interaction with the environment,
utilizes feedback-easy to improve and recognizes the importance of supersystems.
1.8.4 Rationale for Blending the Three Theories
The Stufflebeam (1986) CIPP evaluation model and Bertanlanfly (1955) Social system theory
make use of context/inputs – process – outputs/product, which can serve as a yardstick for
evaluating resources available for an educational programme such as the Early Childhood
Education Teacher preparation programme.
ECE Teacher preparation in SE and SW
Context evaluation C
IPP
p
rogramm
eme initiation
Input evaluation
Process evaluation
Product evaluation
Evaluation Data
Collection
Goal of ECE Teacher preparation
programmeme
Con
structivist
theory of piaget
CIP
P
program
mem
e o
perations
18
Fig. 1.3: Framework for evaluation of ECE Teacher preparation programme in South East
and South West Nigerian Universities. Source: Researcher’s Field Work (2017)
Figure 1.3 is a framework for evaluating ECE teacher preparation programme. It is a blend of
the Stufflebeam model of evaluation, the social system theory of Bertalanfly and the Piaget
theory of cognitive development. The framework is systematic, sequential, linear and at the
same time cyclic and a continuum because each stage experiences some form evaluation and
one stage leads to the other and is therefore a continuous process. The components are:
i. Context Evaluation: This examines the rationale for the ECE teacher preparation
programme.
ii. Input Evaluation: This component analyses facilities, equipment, learning
environment, resources, student entry characteristics, and qualified staff available for
the programme.
iii. Process Evaluation: This examines the curriculum, methods, strategies for achieving
the objectives of the programme while at same time, ensuring that the developmental
need of the child at each stage is put into consideration.
iv. Product Evaluation: This compares outcome in relation to rationale for the programme.
v. The Feedback Loop: Show one stage leads to another and makes the process a
continuous and systematic process.
1.9 Operational Definition of Terms
Early Childhood Education (ECE): In the context of this study is defined as education that
spans the human life from birth to age eight.
Early Childhood Education Teacher: A trained early childhood teacher.
19
Evaluation: Evaluation is the process of assigning “worth” or determining the “value” of the
ECE teacher preparation programme. Its main purpose is to improve the overall quality of the
programme by identifying its strengths and weaknesses and addressing them.
ECE programme objectives: This means the rationale for the ECE programme.
Programme Evaluation: Programme evaluation is the evaluation of the activities embedded
in the ECE teacher preparation curriculum through the programme. Programme evaluation
examines the programme’s process in achieving the goal which it claims to support.
Programme evaluation requires the objectivity of the total situation.
Programme Implementation: This is the extent to which activities and processes involved
in the ECE teacher preparation programme are being implemented.
Teacher Preparation Programme: This is a programme of activities designed by the
Universities to train ECE pre-service teachers to become qualified and obtain a teaching
certificate in handling children in the ECE level.
Teacher/Care Giver: This is any person who has gone through ECE teacher preparation
programme and in involved in helping children to acquire knowledge, competences or values.
20
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviewed literature related to this study. The review of related literature was
organized under the following headings:
2.1 Conceptual Framework on Teacher Preparation
2.1.1 The Concept of Teaching
A teacher is generally regarded as one that attempts to help the learner acquire or change
some skills, attitude, knowledge, idea or level of appreciation. The teacher is expected to
have adequate knowledge in terms of subject/content matter and appropriate pedagogies
(Ochonogor and Ajaja, 2005).Teachers are the single most important resource we have to
ensure that children learn. Darling-Hammond (2006) believed that things a teacher should
know include aspects of pedagogical contents knowledge that incorporate language, culture,
and community context for learning. She went further to state that teachers also need to
understand the person, of every child and the need for them to possess skills that will enable
them manage classroom activities efficiently, communicate properly and use technology.
A teacher imparts knowledge, facts, habits. values, skills, capabilities and awaken interest in
the learner. According to Ali (1992), Teaching can then be said to be the name of a specific
skill at which a person is ‘good’ or bad’ irrespective of what he is teaching or to whom he is
teaching it. This means that to be a good teacher he must not only have an understanding of
what he is teaching but also and understanding of the learners themselves. As such, a student
who wants to become an effective teacher must build characteristics that are relevant for
teaching with excellence in the classroom. Meaning he has to desire to be a ‘good’ teacher
and set out personally to cultivate such a role .Feeney, Christensen and Moravick (1987) are
of the view that the first professional dimension of teaching young children is the issue of the
21
teacher’s role. The term role refers to expectations that are made of people because they hold
a particular position in society.
This role however keeps expanding to meet the changing needs of our society. The roles of
teachers include adding to the cultural and economic aspects of the knowledge society,
preparing young people to be active citizens and independent lifelong learners which is
crucial for their employment opportunities. They nurture the potential in every learner, they
are also expected to meet the challenges, of increasing multiculturalism in the classroom as
well as adapting to new technologies. For teachers to do all this they must receive all the
support they need. Teacher preparation programmes should provide teachers with the skills
and qualification they need throughout their career.
A teacher is a trained, certificated, registered and licensed professional who attended a
teacher training institution and successfully completed its prescribed teacher education
programme in the art and science of teaching his or her specialist teaching subject(s) at a
particular level of the educational system (Adegoke, 2010). The role acquisition therefore is
highly personal or intrinsic to the individual student of teacher education but Ali (1992)
conceived the idea that the teacher – trainer also has a significant part to play since it is he
who creates the appropriate climate for positive role acquisition by his student.
Ali (1992) opined that, in the course of training the student, the teacher-trainer must
understand that there are three major dividing factors of the teachers’ performance of his
classroom role.
i. External factors or the nomothetic dimension
ii. The teaching situation itself and
iii. The teachers’ personality or the idiographic dimension which will decide how
effectively he plays the roles expected of him.
22
These factors are represented in fig. 2.1.
Fig. 2.1: Factors Affecting Teachers’ Role Performance
Source: Dienye and Gbamanja (1990)
The teachers’ action in the school is therefore, the outcome of his fulfilling his
responsibilities to the school and also fulfilling his own personality needs. If both role and
personality are fulfilled in the same action then he will experience satisfaction. If not he will
experience conflict and when this happens the teaching-learning process suffers because of
the resultant negative role that is concept and a misconception of teaching (Ali, 1992).
No teacher is so naturally gifted that he cannot benefit from a study of teaching methods.
Adegoke (2010) is of the view that a teacher is made not born even though certain individuals
may possess certain traits that makes them particularly and easily amenable and more
responsive to certain aspects of teaching. Costin (2014) opined that great teachers are neither
born nor made. Great teachers are the product of a combination of both, supported by the
right structures, training and incentives.
Nomothetic Dimension
Institution Role Expectation
Observed Behaviour
Needs Individual Personality
Social System
Idiographic Dimension
23
A professional teacher is one that attempts to help the learner acquire or change some skills,
attitude, knowledge, idea or level of appreciation (Ochonogor and Ajaja). The teacher who
must be trained to an acceptable level and grade is expected to create situations, knowledge,
design some attitudinal changes expected of the students/learners and actually influence the
experiential levels of the learners. The teacher who is expected to have adequate knowledge
in terms of subject/content matter and appropriate pedagogies, is supposed according to
Ochonogor and Ajaja (2005) to be involved in the following functions; competence in:
(a) Determining worthwhile issues and topics. The teacher is expected to be able to state
a topic in a captivating manner to attract the interest of the learners;
(b) Carefully think and put down the learning outcomes he expects from the learners.
Such outcomes should be behavioural and measurable. They are rather called lesson
objectives;
(c) Determine the needed instructional material for the chosen topic/subject matter.
He/she is also expected to be efficient in the use of such instructional materials to the
advantage of the learners.
(d) Have a good mastery of the subject matter. No teacher can give what he/she does not
have. The teacher cannot teach what he/she does not know, otherwise he/she becomes
a cheat. This leads to an acute failure at the expense of an anticipated success;
(e) Determining the amount of subject matter to be covered within a given period of time.
(f) Choosing suitable method(s) to drive home the meanings and implications of concepts
and sub-concepts that make up the subject;
(g) Acting as a reference point and guide in the learning process;
(h) Have the required skills for planning lessons before the actual lesson time/period;
24
(i) Showing the ability to effectively supervise class activities;
(j) Being able to evaluate students’ performance and content coverage;
(k) Ability to keep records and reports of programmes and activities’
(l) Able to maintain discipline across board in and outside the classroom;
(m) Ability to effectively counsel students from different perspectives;
(n) Apply appropriate motivations to students;
(o) Able to confer with parents about their children as the needs arise; and
(p) Showing the ability to act as model to the students (Ochonogor and Ajaja, 2005).
In particular, the Early Childhood Education teacher according to Kubacka (2016) should be
capable of exercising intelligent appreciation of the world around him, equipped
academically and professionally to teach confidently and effectively at that level, capable of
promoting the continuity of the desirable elements in the moral, social and cultural heritage
of the community in which he serves.
Also, such teacher should be able to learn through life and capable of inspiring the children
under his care with the desire to learn, sensitive to ‘change’, and by his training, be capable of
effecting innovative practices, meet the emotional, physical, intellectual and the social
(educational, political, Cultural, religious and moral) needs of the child for the development
of an integrated personality, help the children learn patterns of relationships and interactions
which will help them to function effectively as members of peer groups and other groupings
in their society, help to develop in children, attitudes, morals and norms, that will promote the
unity and solidarity of the nation, help children to appreciate their cultural heritage and
develop their aesthetic values, help children to develop critical thinking by introducing them
25
to scientific method, encouraging the spirit of enquiry, adopting problem-solving approach,
and awakening intellectual curiosity.
2.1.2 Teaching Methods
Maduekwe (2015) is of the view that no teacher is so naturally gifted that he cannot benefit
from a study of teaching methods. Few teachers are so naturally unsuited that they cannot
improve their skills by thinking about how best to teach. Someone may know how to improve
their skills by thinking about how best to teach. A man may know the necessary facts, he may
be very knowledgeable and highly placed in the discovering of new ones, but his ability to
teach a class is a skill of another order altogether.
Method can be defined thus: “a general process of providing interactions between pupils and
school subject matter and techniques of specific and subordinate act as within the general
process”. Dienye and Gbamanja (1990) observed that there in no one best method of teaching
in particular, that could be applied in all teaching situations and for all concepts. This is to
say that all known methods of teaching are not the same and the choice for matching methods
must depend on some factors.
There are many factors which seem to underlie the choice of methods of teaching.
Dienye and Gbamanja (1990) posited that among these are such important ones as:
1. The nature of topic to be taught
2. Objectives of the lesson
3. Class and pupils’ maturity
4. Availability of instructional materials
5. Class size.
26
Teaching methods employed by teachers in the classroom situation can be traced back to the
kind of training the teacher may have had because teacher training institute are the basis for
acquiring knowledge in subject areas including in providing and using appropriate teaching
aids as one of the objective of teacher education in the national policy on education is the
provision of teachers with the intellectual and professional background appropriate for their
profession and also make them adaptable to changing situation (FGN, 2004).
Teachers should be taught how to teach with the new technologies. Ali (1992) is of the view
that the idea of the traditional ways of teaching are appropriate for teaching trainee teachers
as well is erroneous, she went further to state that our universities have been teaching our
students about teaching instead of helping them become teachers. She suggests that the
curriculum must provide opportunities for self-exploration and self-discovery. A teacher who
has been given these opportunities for his personal growth while in training goes into service
with the perception that teaching is not limited to behavior modification, but to the
facilitating and enabling of learners to explore and discover personal meanings. Pedagogy
according to Dalton (2008) is commonly used as a synonym for teaching, referring to all
educational functions of classrooms and schools. Because teachers are typically highly
qualified and proficient in their content knowledge, the skills they lack are usually related to
the knowledge and application of pedagogy. When teacher understand and use pedagogy
their teaching has the flexibility to meet students vast array of learning needs.
The choice of teaching method for the pre-school child must be in the best interest of the
learner. In this regard, according to Borich (2004), the teacher must take cognizance of the
learner’s innate potentials. The child’s physical skills, the level to which his physical energy
can carry him, his physical maturity and psycho-social make-up must direct the teacher in the
task he can perform.
27
2.1.3 Teaching as a Profession
Teaching is a profession. As a profession it requires competence in subject mastery,
pedagogy, teaching practice and general studies (Adegoke, 2010). A teacher training centre
should be strategically placed to provide these essential components. Pedagogy is the set of
skills (i.e principles, strategies, techniques, styles) abilities and dispositions one
professionally employs when helping or aiding or facilitating others to learn. Teaching as a
profession in Nigeria has now got all the features of professionalism associated with other
profession such as law and medicine. One of such features is the professional standards for
Nigerian teachers. The standards clearly define the attributes professionals must exhibit.
Professional standards refers to a minimum set of knowledge, skills, values, attitude, conduct,
rights, privilege and obligations expected of a profession.
For any employment or training to warrant the name of a profession, Maduekwe (2015)
suggests that it must meet most, if not the entire following characteristics:
Knowledge: For any field of study to be regarded as a profession, its members must be
specially prepared for their job by a prolong course of training. Routledge (2008) rightly
states that the knowledge to be acquired must demand higher intellectual powers of
discrimination such that cannot be easily mastered. It must be such that the techniques of
practice have a defined and unique pattern that identifies every practitioner.
Control of entry: Every profession according to Fripp (2012), requires a minimum
duration of intensive exposure to both theoretical and practical knowledge to ensure that
the new entrant (to a new profession) satisfies the requirements before been registered.
This implies every profession has a definite and formal laid down procedures for its
members to fulfill
The organization into professional groups: Every profession, group its members into
organization or association. This association constantly review and set-up standards and
28
innovations for the improvement of its services. Mathews (2012) affirms that a profession
has the right to admit new members and dismiss erring members. They can also make
recommendations to government on how to improve the profession (e.g increasing the
intake or requirement)
It must be guided by a code of conduct: Maduekwe (2015) observed that every
profession has its own laid-down code of conduct. The code of conduct spells out the
standard of behaviour required of the practitioners/professionals e.g. for the doctors have
what we call the Hippocratic Oath by which the medical sector can treat anybody/patient
that comes his way.
Freedom to practice: Every member of a professional calling is expected to practice the
profession freely. This autonomy according to Routledge (2011) implies a situation where
the profession (or whole autonomy) can control its functions i.e. it must be self-regulating
and self-governing. It is also expected that individual members should enjoy some level
of freedom to practice their profession freely
Conditions of Service: This include the working environment, equipment and materials
for work, promotion prospects, salaries etc. one of the major characteristics of a
profession is the availability of an attractive condition of service for its members. The
status of any profession and its ability to attract the best personnel depends largely on its
conditions of service (Fripp, 2012).
Recognition by the public: Mathews (2012) is of the view that the recognition which a
profession attracts from the public depends on many factors among which are: a) the
importance which the clients attach to the services of the profession; b) the conditions of
service of the profession, c) the value system of the public and government attitude
towards the profession (e.g. Nigeria is a materialistic society), d) the self-perception of
29
the individual members and that of the entire group (e.g. how does the teacher see himself
etc).
It is important to assess the teaching profession as practiced in Nigeria against these criteria
enumerated above
Knowledge
Like many other profession, teaching demands a core of specialized knowledge and a
relatively higher level of intelligence. The teacher requires psychology, sociology,
philosophy and other discipline to effectively perform. Also, Adegoke, (2002) reiterated that
specialized skills and attitude are required to be a teacher
Control of Entry
This characteristic cannot be said to be met in the teaching profession in Nigeria as there are
many people without professional training in our nursery and primary schools. The Nigeria
Union of Teachers (N.U.T) is unable to control entry so far.
The Organization into Professional Groups
The teaching profession has been able to attain this with the formation of the N.U.T.
However, the defect in this criteria is that any person engaged in the act of teaching is a
member without/with a professional training.
Code of Conduct
The teaching profession in Nigeria has a code of conduct which the practitioners are expected
to fulfill. However, the code of conduct appears to be prepared and enforced by the
government who is the major employer of teachers. Thus, the N.U.T has little or no powers to
punish erring teachers.
30
Freedom to Practice
Teachers in Nigeria cannot be said to have freedom to practice the profession with autonomy.
Rather their employers dictate how to practice it (i.e. the curriculum is not planned by the
teachers unlike in Britain). However, those who can operate private schools would attain
some freedom. The school system however, possesses some distinguishable characteristics
which may not be found in other organizations this (Ejiogu,1990) refers to as the uniqueness
of the school system.
The most noticeable of these peculiarities include goal ambiguity or multiple goals which
confront the school. These goals are usually derived from various opinions and attitudes of
the various organs of the consumer society. Goal immeasurability- this is so because the
qualities of the school products”, usually defined in terms of their evaluation and
measurement, are quiet unlike factory products which can be evaluated both quantitatively as
well as qualitatively.
School input variability refers to a wide variation among the input from the environment.
These inputs (i.e. school children) come with a wide range of intellectual ability,
interpersonal skills and social-economic background. The school also operates with a unique
clientele system. For example, there is an especially close relationship between the school and
its primary clients (i.e. pupils) as well as with a secondary clientele (i.e. parents). Unlike in
many other forms of organizations, the school “output’ talks to the personnel. This is much
unlike the carpenter in a furniture factory, for example, who does what he pleases with his
wood. Not only does the teacher find resistance, he discovers that his “materials” talk to him.
The school organization is also characterized by role performance invisibility. For example a
teacher’s performance in the classroom is relatively private and is therefore invisible to his
status-equals as well as to his superiors most of the time. The school as an organization has a
31
relatively low interdependence of parts when compared to material - or thing producing
systems. Thus, what teacher A does may not necessarily affect the job relevant –behavior of
teacher B except in a rather diffuse blaming sense. Everyone considers himself a stockholder
in any particular school system. More than many other public organizations, the school is
subject to control, criticisms, and wide variety of “legitimate” demands from the surrounding
environment since it is a “non-profit”, people-processing organization. This vulnerability
compounds the problems which the schools face as an organization and there is also the fact
of low technological investment in education. Unlike most industrial or commercial
organizations, the amount of technology required per school personnel such as recurrent
expenditures (e.g. salaries of teachers and the auxiliary staff) is relatively low (Ejiogu,1990).
The school differs from other organizations by the fact that its activities are instrumental (e.g.
the acquisition of specific skills like numeracy, literacy and oracy) and expressive (i.e., it lays
emphasis on values and attitudes). Very few organizations equal or excel the educational
sector with respect to professionalization of staff personnel.
The National Assembly of the Federal Republic of Nigeria enacted the TRCN (Teacher
Registration Council of Nigeria) Act 31 of 1993 to regulate and control the teaching
profession in all aspects and ramifications. The mission of TRCN among other things is to
ensure teacher excellence and professionalism among teachers at all levels of the educational
system (TRCN, 2010). TRCN therefore set up the national minimum academic benchmarks
for various teacher education programmes in Nigeria.
2.2 Teacher Education Programme
Teacher Education commonly referred to as teacher preparation, is the art and science of
institutionally providing pre-service or in-service or on-service training to Education students
in the theoretical basis, specialized knowledge and the acquisition of practical and applied
32
skills, concepts, principles, strategies, techniques and styles with adequate attitudes and
orientations (Costin, 2014). Teacher education involves the systematic integrated formal
professional training of a prospective teacher. Teacher education system relates to the context
in which such training is given to trainees for the pre-primary, primary, secondary and
tertiary institutions. (Adegoke, 2010) posits that any form of teacher education involves a
close study and understanding of the complex process of teacher, learner, teaching and
learning, systematic study of the joint and independent activity of teacher, learner and the
environment in any type of classroom. Teacher Education is central to both quality of
education and development. Hence, the diverse interest in the philosophy, goals, content,
structure, quality control, certification and procedure of teacher education programme
(Adegoke, 2010). Teacher’s professional development or training will definitely lead to more
teacher competence. Competence can be seen as the level of knowledge a teacher possesses,
classroom instruction and learners achievement ratio is improved with competence.
Teacher education programmes content should be oriented, among other things, towards
immediate job related competencies. Competency or performance-based teacher education
concept stemmed from this notion (Adegoke, 2010). When evaluation of teacher education
programmes is carried out, the aim is to demonstrate the worth of the programme in attaining
its objectives by validating the extent to which the objectives, content, structure and
processes of the training programmes facilitate the achievement of the job-related
competencies.
Bansal (2007) noted that teacher preparation programme has to do a lot for instance, making
teachers to be able to develop the potential of their learners, serving as role models e.t.c
Since teaching is not a mechanical activity, but grows out of the whole experience and
understanding of an individual teacher. It cannot be taught. Teacher education can
33
only mean helping each student to discover and consolidate those ways in which he is
best able to teach (Souper, 1976). The students tutor plays a secondary role in the
training process, essentially that of a critic, adviser, encourager and facilitator . Bansal
(2007) reiterated that teacher training institutions today are faced with the challenge of
preparing a new generation of teachers who can use modern learning tools in their teaching
practices. This task will require acquisition of new resources, expertise and careful planning
and since no one method of instruction can prepare teachers to work effectively for the
knowledge society, approaches must be comprehensive, integrated and varied. There is need
to continue to improve teacher preparation programme as stated in Obayan (2002) and
affirmed in Oduolowu (2009).
2.3 Teaching Practice
Teaching practice can be seen as periods when student teachers are aided to put into practice the
theories and principles of education as they teach (Ogonor and Badmus, 2006). Teaching practice
according to Oduolowo (2009) is a teacher education programme or activity which involves the
student teacher putting into practice his/her acquired theory of teaching under the genuine
experience of the normal classroom situation.
While training, the student teacher is made aware of the development of educational aims and
their existence. She is also exposed to numerous schemes and methods about which she must
make her own judgment, sometimes without the necessary experience to do so. Yet, when the
student is faced with a class of very young children, her specialist training may seem at first to
have little relevance, and all that she has learned about education recedes in nebulus isolated
pocket of information quite unrelated to the situation confronting her (Goldstein, 1975). It is
because of this that Imogie (2010) opined that the trainee teacher needs to be properly educated
34
and trained for professional efficiency and inculcated with a positive attitude that will enable
him/her go through the training properly and come out well equipped for the responsibility ahead.
Onyia (2010) summed this up by stating that the positive side of the whole exercise of teaching
practice is to give a sense of accomplishment to the student teacher. They learn to take
responsibility, gain confidence and improve upon their classroom management skills.
2.4 Development of Teacher Education in Nigeria
Historically teacher training in the country was mainly to meet the needs of the individual
missionary society in the nineteenth century. Pupils were trained specifically for religious
propagation, Christianity in the South and Islam in the north. The curriculum according to
Taiwo (1980), combined theology with teaching methods and was therefore shallow in
content because it was heavily religious-based and intensely denominational.
The training of graduate teachers for schools began in 1957 following the establishment of a
faculty of education in the university college Ibadan in 1956. The Ashby commission had
recognized the need for better trained teachers and consequently called for the introduction of
Bachelor of Arts department in Education BA. Ed. in all Nigerian Universities.
Teacher education does a whole range of different jobs in order that teachers are able to
develop the potentials of their pupils. Bansal, Okebukola (2007) stated that they include
serving as role models, helping to transform society through education and encouraging self-
confidence Bansal (2007) suggests that in order for these to be actualized, teacher education
is likely to include four elements: improving the general education background of the trainee
teachers; increasing their knowledge and understanding of the what they are to teach (i.e.
early childhood education); pedagogy and understanding of children learning and the
development of practiced skills and competencies.
35
The teacher training of the early missionaries, though noble in their roles, were characterized
with lack of uniform curriculum and standard for examination as reported in Madumere
(1999). She further explained that the duration of their training also varied according to
missions. It was reported by the Ashby commission in 1959 that the teachers were “pitifully
unprepared for their task” because, three – quarters of the teachers in service were untrained
and from among those trained, two – thirds had no more than a primary school education.
Maduekwe (2015) stated that teacher education is of great importance to the growth of
education in any country and that professional teachers are the key to the formulation and
successful implementation of educational policies. This underscores why the government
emphasized that “the quality of any educational system cannot rise above the quality of its
teachers”.
NPE (2004) outlines the purpose of teacher education as follows:
a. To produce highly motivated conscientious and efficient classroom teachers for all
levels of our education system;
b. To encourage the spirit of enquiry and creativity in teachers;
c. To help teachers fit into the social life of the society and enhance their commitment to
national objectives;
d. To provide teachers with the intellectual and professional background adequate for
their assignment and make them adaptable to any situation not only in their country
but in the world at large; and
e. To ensure that teachers’ commitments are enhanced through the teaching profession
(P. 39).
36
The policy stated further that all teachers in educational institutions shall be professionally
trained. Teacher education programmes shall be structured to equip teachers for the effective
performance of their duties. The image of teachers as professionals who learn from practice
and document the effect of their teaching on students’ learning is therefore a clear part of the
discourse of any teacher education programme.
The document further stated that all teachers in educational institutions shall be
professionally trained. Teacher education programmes shall be structured to equip teachers
for the effective performance of their duties. The following institutions among others, shall
give the required professional training provided they continuously meet the required
minimum standards:
1) Colleges of Education;
2) Faculties of Education;
3) Institutes of Education;
4) National Teacher’s Institute (NTI);
5) School of Education in the Polytechnics;
6) National Institute for Nigerian Language (NINLAN);
7) National Mathematical Centre (NMC).
Imogie (2010) posited that providing quality education is challenging in most developing
countries of the world and Nigeria is not an exception with high rate of poverty, corruption
being on the increase. Onyia (2010) stated that achieving quality education means that the
country must strongly pursue an educational framework that combines access, quality and
skills. Teacher training institutions are now faced with the challenge of preparing a new
generation of teachers to effectively use the new learning tools in their teaching practices and
37
this requires acquisition of new resources, expertise and careful planning. No one method of
instruction can prepare teachers to work effectively for the knowledge society but approaches
must be comprehensive, integrated and varied apart from traditional models of instruction,
promising and innovative teaching methods should also be incorporated in teacher education
programme so as to prepare quality teachers (Bakioglu and Hacifazlioglu, 2007).
Over the past several years, a new consensus has emerged that teacher quality is one of the
most, if not the most, significant factor in students’ achievement and educational
improvement. There has been the assumption by educational practitioners and researchers
that one or more of the following constitutes or contributes to effective teaching which
according to Imig and Imig (2007) include years of teaching experience, possession of an
advanced degree, the teaching assignment (Whether it is in-field or out-of-field), whether the
teacher candidate is licensed or certified, whether the teacher graduates from an accredited
teacher preparation programme, significant preparation in the subject (or academic
preparation), on-going professional development, and candidate scores on various teacher
tests and measures of verbal ability.
Imig and Imig (2007) however stated that though, what they had assumed was general
agreement on these characteristics of quality teaching, recent policy efforts have questioned
the underlying evidence for the claims that these conditions or characteristics matter.
Due to the uncertainties of the evidence available, the policy community has come to
embrace a single criterion for determining who is or is not an effective teacher-the ability of a
teacher to realize and maximize student achievement gains on various assessments of student
knowledge.
Teacher training institutions are now faced with the challenge of preparing a new generation
of teachers to effectively use the new learning tools in their teaching practices and this
38
requires acquisition of new resources, expertise and careful planning. No one method of
instruction can prepare teachers to work effectively for the knowledge society but approaches
must be comprehensive, integrated and varied apart from traditional models of instruction,
promising and innovative teaching methods should also be incorporated in teacher education
programme so as to prepare quality teachers.
Teacher preparation at the pre-primary affects the primary and even secondary as posited in
Chukwurah (2011). So if pre-primary school teachers are properly trained and do their
professional duties creditably, the products of the pre-primary school will be of high quality.
Those that will be handed over to the primary school are bound to be qualitative and so on.
The reverse is the case if poor preparation of teachers is done at the pre-primary level the bad
effect will be transferred step by step to the higher level. For effective teacher preparation
include increased recipes entry requirements, meaningful research work, to provision of
sound infrastructures for effective instruction.
2.5 The Birth of University Education in Nigeria
Education is a very powerful instrument for curtailing poverty and inequality and a
requirement for sustainable growth and developments in modern societies of the world today
(Imam, 2012). It is a matter of pride to note that West Africa had an institution of higher
learning as far back as in 1827. This institution was the Fourah Bay College in Freetown,
Sierra Leone. Many Nigerians attended Fourah Bay College. It was only in 1934 that Higher
College, Yaba was established, and in 1948 that University College Ibadan came into being.
The autonomous universities were established early in the 1960s, and more were added in the
mid – 1970s as reported in Thakur and Ezenne (1980).
It was reported in Madumere (1999) that university education in Nigeria was the result of
commissions of inquiries in the early 40s. Precisely in June 1943 two commissions were set
39
up to recommend specifically what principles should govern the establishment and promotion
of learning and research in higher education in all British possessions in West Africa. Those
were the Elliot and Asquith commissions. Their recommendations led to the establishment of
the university colleges of Ibadan and Legon in Ghana. Other institutions of higher learning in
Nigeria as at 1985/86 session came under the coordination of the National Universities
Commission and then many others over the years.
40
Table 2.1: The Universities in Nigeria in their Order of Establishment 1948-1986
S/N INSTITUTIONS YEAR ESTABLISHED
1 University of Ibadan, Ibadan 1948
2 University of Nigeria, Nsukka 1960
3 University of Ife (Obefemi Awolowo University), Ile Ife 1962
4 University of Lagos, Akoka-Yaba 1962
5 Ahmadu Bello University (ABU), Zaria 1962
6 University of Benin, Benin-City 1970
7 University of Ilorin, Ilorin 1975
8 University of Calabar, Calabar 1975
9 University of Port-Harcourt, Port-Harcourt 1975
10 University of Jos, Jos 1975
11 University of Maiduguri, Maiduguri 1975
12 Bayero University, Kano 1975
13 University of Sokoto, Sokoto 1975
14 River State University of Science and Technology, P.H 1979
15 Abubakar Tafawa Balewa Coll (ABU), Bauchi 1980
16 University of Jos, Makurdi Campus 1980
17 Federal University of Technology, Owerri 1980
18 Bendel State University, Ekpoma 1980
19 Anambra State University of Technology, Enugu 1980
20 Federal University of Technology, Akure 1986
21 Modibbo Adama Coll. University of Maiduguri, Yola 1981
22 Imo State University, Okigwe 1981
23 Federal University of Technology, Minna 1982
24 University of Lagos, Abeokuta Campus 1982
25 Ondo State University, Ado Ekiti 1982
26 Ogun State University, Ago Iwoye 1982
27 University of Cross River State, Uyo 1983
28 Lagos State University, Ojo 1983
Source: Compiled from the National Universities Record, 1986 Lagos
41
One of the ways in which the Federal Government has provided for Early Childhood
Education as stated in the National Policy on the Education (2004) section 12 is to promote
the training of qualified Early Childhood Education teachers in adequate numbers and in
section (l4b) stated that: Government shall make provision in teacher education programmes
for specialization in Early Childhood Education.
With the recognition and acceptance of Early Childhood Education by the government some
universities now run the programme at undergraduate level. Ajayi (2008) stated that only a
few universities run the programme at an undergraduate level as shown in the table.
Table 2.2: Analysis of Students’ enrolment for ECE courses in some Nigerian Higher
Institutions (2005-2008)
Source: Ajayi (2008)
Out of twenty seven federal universities, thirty – six state universities and forty – one private
universities (a total of 104 universities) approved by the NUC in 2013 only twelve of them
offer the Programme at an undergraduate level.
42
2.6 Impact of Changing Policies (National Policy on Education) on Teacher Preparation
Programme
Education is the process of acquiring skills, facts and knowledge formally or informally with
the use of the five (5) senses. The National Policy on Education (NPE) is anchored on
Nigeria’s philosophy in education as enunciated through the nation’s objectives as provided
by the Second National Development Plan and accepted as the necessary foundation for the
National Policy on Education (NPE). They are the building of:
1. A free and democratic society
2. A just and egalitarian society
3. A united, strong and self-reliant nation
4. A great and dynamic economy
5. A land of bright and full opportunities for all citizen (FRN, 1998).
The National Policy on Education (NPE) first published in 1977, revised in 1981 as well as
1998 and 2004 (Etuk, Ering and Ajake, 2012). The 1977 National Policy on Education (NPE)
was geared towards addressing the problems of educational relevance to the needs and
aspirations of Nigerians as well as promoting Nigeria’s unity and laying the foundation for
national integration. Although primary education was free, it was not compulsory and
the policy sought to make education compulsory for all children as soon as it is
practicable (Imam, 2012).
Consequently, the 1981 revised policy prescribed that each child be encouraged to learn one
of the three major language in the country. The 1998 revised National Policy on Education
came on the heels of the 1999 constitution of the Federal Republic of Nigeria which ushered
in the country’s third attempt of democracy. Chapter II, section 18 of the constitution re-
43
affirms the objectives of education in Nigeria as contained in the 1979 constitution of Nigeria
and the National Policy on Education (NPE).
In this 1981 policy, the minimum standard for entry into the teaching profession was raised
from Teacher Grade II certificate to the Nigeria Certificate of Education (NCE).
Generally, the National Policy on Education in Nigeria is based on the dynamic model and
formulation of educational policies that are adaptive. The 4th editions of the policy which is
presently in operation prescribes an inclusive education to take care of the children
recognized as having special needs .The policy reiterates the government’s commitment to
the implementation of the UBE programme and the 9-3-4 system of education.
Educational policies are initiatives mostly by government that determine the direction of the
educational system. In Nigeria the policies was reviewed in 1981, 1998 and 2004 (Etuk,
Erang and Ajake 2012, Imam, 2012). This new system of Education in Nigeria (9-3-4) will
require that teacher preparation programmes support and equip trainee teachers with
knowledge and skills that will make them better educators. Teacher education institutions
need to provide high quality training from which prospective teachers can gain knowledge of
young children, skill in teaching techniques and a sense of responsibility for the whole child
because teachers are the single most important resource we have to ensure that children learn.
2.7 Early Childhood Education in Perspective
A belief that young infants and children should be educated in schools or by experts
competing with the belief that infants belong at home with their mothers and a commitment
to social reform competing with the conviction that families should be autonomous (Clarke-
Stewart, 1998). This has been demonstrated historically from colonial times through the civil
war and out into contemporary approaches to raising children. In conjunction with these
44
historical themes, there are significant contemporary social factors that have greatly
influenced beliefs about children such as women’s increased participation in the labour force.
Olaleye and Omotayo(2009) have affirmed that the importance and value of Early Childhood
Education has been acknowledge for over 2000 years and that factors that have brought
Early Childhood Education to limelight include change in economy, increase in single
parenthood, increased number of underage parent, decreased practice of extended family
system.
Early childhood is a crucial period for the development of the mental functions of children.
This development including the emergence of the abilities and skills in areas such as
language, motor skills, psychological, psychosocial and cognitive learning is now known to
be greatly influenced by exogenous factors. Including the nature of the educational
environment to which the child is exposed during the first 0-8 years of life (Bowman,
Donoran and Burns, 2001).
Educators of children and psychologist according to Nwamwenda (2014), Kazaure (2013)
and Osanyin (2012) have asserted that more learning takes place in the first five years than
any other period of life. Onu, Obiozo, Agbo and Ezeanu (2010) further asserted that, it is
during this early childhood period that brain cells grow in abundance and more than half of
the adult brain weight is added. They therefore emphasized the importance of an early start
for young children since studies have shown that Early Childhood Education gives children
better opportunity of grasping materials and learning faster than at a later stage.
The early childhood period is characteristically marked in both growth and development as
well as psychological perspective (Okeke, 2012; Okon, 2004; Eliason and Jenkins, 1991). It is
a period when the attention of the child is not only fleeting itself but his mind is easily
impressionable that is, every bit of situation impresses the child and can easily emulate and
45
imitate those they come across. The early years are crucial in childhood development as brain
research of Eastman (2006) strongly established the fact that the most rapid development of
the brain occurs in the first three years of a child’s life. Godgers (2001) has also asserted that
the last three months of prenatal life and the first two years after birth have been termed the
most critical period to brain growth spurt. He further asserted that during this period, brain
cells grow in abundance; more than half of the adult brain weight is added. The brain grows
tremendously in the first few years of life, increasing to about 2/3 of adult weight by the end
of the first year and to about 75% by the age of two years and 90% by the age of five. Thus,
according to Bloom (1964); Eastman (2002) and Brunner, (2005) a five year old child’s brain
has developed almost to the level of an adult’s. The experiences of childhood therefore
determine which neurons are used.
Although, the early years are the most important for growth and development, Osanyin,
(2012) asserted that they are also the most vulnerable period of a child’s life. Development
during the critical years may be influenced by environmental conditions, including lack of
stimulation, child abuse, or violence within the family. The early years are the most important
in a child’s life. Research findings of (Maduwesi, 1989; Awoniyi, 1991; Osanyin, 2002) have
emphasized the importance of an early start for young children. To these researchers, Early
Childhood Education gives children better opportunity of grasping materials and learning
faster than at a later stage because the early childhood period is one that has a great deal of
psycho-social implications in a child’s life. They further asserted that it is an age of imitation
and expressionism, great physical development and also of mental development. It is during
this period that characters and personalities are formed. It is in view of this that Uzodinma
and Akinware (2001) pointed out that learning begins at birth and at eight most brain wiring,
language abilities, physical capabilities and cognitive foundations have been set in place
these re-emphasizing the importance of the early years of an individual.
46
Brock (2007) is of the opinion that it is essential that professionals working with young
children be committed, enthusiastic, interested and enjoy their work, because this will infect
those with whom they work. Canella(2006) has opined that most Early Childhood Educators
point to the multidisciplinary nature of the field. While contemporary dominant discourses
appear mostly influenced by psychology, historically Early Childhood Education emerged
from a variety of fields that include sociology and, to a lesser degree, anthropology.
Contemporarily scholarship that crosses disciplinary fields and recognizes our societal and
cultural embededness has introduced perspective and ways of understanding the world that
are directly applicable to the lives of younger human beings and those who are profoundly
concerned about them.
The age we live in now is an age of quality so everything whether product or process and end
or means to an end must offer this quality and Early Childhood Education has not escaped
this as stated in Moss & Dahlberg (2008) “research and policy have become increasingly
devoted to the subject of Early Childhood Education. Early Childhood Education according
to the National Association for the Education of Young Children (2009) spans from birth to
age eight.
2.8 Early Childhood Education Teacher Preparation Curriculum Content
Providing quality programmes in early childhood requires, excellent teachers. Piaget (1978),
believed that a teacher of young children should be highly intelligent and highly trained. Katz
(1984), emphasized the need for quality training and stated that effective training and
education of early childhood teachers can make a significant contribution to children’s
development and learning. Ochonogor and Ajaja (2005), opined that the teacher is expected
to have adequate knowledge in terms of subject/content matter and appropriate pedagogies.
47
Darling-Hammond (2006) believes that things teacher should know include aspects of
pedagogical contents knowledge that incorporate language, culture, and community context
for learning.
She went further to state that teachers also need to understand the person, of every child and
the need for them to possess skills that will enable them manage classroom activities
efficiently, communicate properly and use technology. It is vital to recognize and support the
preparation of ECE teachers in order to prepare them in gaining skills to give the right
education to the young citizenry and help schools deliver the curriculum that students need
(Sofoyeke and Sopekan, 2006).
Obanya (2004) in the ECAN conference goodwill message stated that the contemporary view
of Early Childhood Education calls for a greater emphasis on multi-disciplinary as well as
trans disciplinary research and among other points he stated the need for curriculum
development work in the area of Early Childhood Care and Education, as courses in that
specialization have to reflect the contemporary broader view of the field. Biggs (2004) is of
the view that student leaners when they engage in learning related activities that help them
affirm the particular objectives set for the unit or course such as theorizing, generating new
ideas, reflecting, applying and so on. Students who are academically oriented spontaneously
carryout the higher levels of these activities depending less on the teaching, for these group of
people, lecturing can work. Majority of students however, need more support.
Biggs (2004) perceived that learning is a way of interacting with the world. As we learn our
conceptions of phenomena change, and we see the world differently, the acquisition of
information in itself does not bring about such a change but the way we structure the
information.
48
2.9 Policies based on Global Trends in Early Childhood Education
Over the years the scope of ECE has been expanded so that apart from pedagogy or facility of
children learning, it covers all that is needed for all round development of the child as
reported in Obanya (2004). Hence the paradigm shift from the traditional ECE to Early
Childhood Care and Education (ECCE) with its scope in policy objectives related to it around
the world covering providing healthcare, immunization, feeding and nutrition, supporting
new parents through information sharing and parenting education; creating a safe
environment for young children to play and socialize with their peers, compensating for the
disadvantaged and fostering resources for vulnerable children, promoting school readiness
and preparation for primary school, providing custodial care for children of working parents
and family members, strengthening communities and social cohesion (UNESCO 2007).
This paradigm shift from ECE to ECCE has a great implication on the policies and provision
of ECCE in Nigeria as pointed out in Osanyin (2012) because before then, the policy only
specified the guidelines for operating pre-primary education in Nigeria but did not specify the
care and support requirements for children of 3 years and below. This gap however, left the
operation of ECE more in the hands of private efforts without any guidelines or standard.
This has therefore led to the adoption of global policies as well as formulation of National
policies based on global trends in ECCE. The 1990 (World Declaration on Education for All
which states that “learning begins at birth” encourages the development of ECCE. The world
education forum at Daker in 2000 also reaffirmed the importance of ECCE in reaching basic
education goals, as did the UN special session on children in 2002.
2.10 Educational Programme Evaluation
Saylor and Alexander (1981) stated that to evaluate a total educational programme is to place
a value judgment on all of the opportunities for educational engagements provided by the
49
programme for its citizens. According to Fitzpatrick et al (2011) it requires finding
satisfactory answers to the following questions: What does the programme intend to do?
What knowledge will it transmit? What skills will it develop?
Programme evaluation is a systematic method for collecting, analyzing and using information
to answer basic questions about projects, policies and programmes as posited by Rossi Lipsey
and Freeman (2004). It is used in the public and private sector. Programme evaluation is
essentially a set of philosophies and techniques to determine if a programme works.
Programme evaluation can involve quantitative methods of social research or qualitative
methods or both.
Programme evaluation is the evaluation of the activities embedded in the curriculum through
the programme. Programme evaluation examines the programme’s process in achieving the
goal which it claims to support. Programme evaluation requires the objectivity of the total
situation. This means, making judgment based on the center’s proclaimed objective. The
evaluating process is a system for seeing the strength and the weakness of a center.
The process of a programme evaluation; identifies the strength and weaknesses which relates
to those goals the programmes says it is designed to accomplish. David Pratt (1980) advanced
that there are two types of programme evaluation and these are;
Pre-ordinate evaluation and Non pre-ordinate evaluation
Pre-ordinate evaluation: In this type of evaluation, the evaluator preordains certain outcome
of instruction, and test students to find out to what extent those outcomes have been achieved.
This type of evaluation is designed to answer one single question which is; Did the
programme work?
Non-pre-ordinate evaluation. This type of evaluation does not pre-ordain outcomes, does not
set any criteria and is interested in everything significant that has happened during and as a
50
result of the programme. It is qualitative in nature, the purpose of this type of evaluation goes
beyond pinpointing the exact outcome of a curriculum but to get inside the experience of the
people involved and describe it in detail. Some of the method that can be used in this type of
evaluation include; debate, seminars, conferences, public hearing.
Guidelines to Programme Evaluation by Pratt (1994)
The evaluation of a programme/project looks at the following aspects of a programme
Needs
Is the need that the programme will meet still significant?
Data Source
Review of need as designed assessment data; rerun of all parts of needs
assessment/interviews questionnaire.
Intentions
Are the curriculum intentions clear to and adopted by teachers and students?
Assessment
Is achievement of the significant objectives being assessed? Are the measures used consistent
with the curriculum? Are there analysis of graded student work, tests, examination;
discussion with teachers and parents; interviews with students, are they valid, reliable,
efficient and clear?
Entry Characteristics
Do the students in the programme actually correspond to those expected? Does the student
description give teacher sufficient advance information about students? Are pre-requisites
and pre-tests used as intended?
Individual Differences
Are learning problems promptly identified and remediated?
51
Resources
Are the materials, equipment, and facilities specified being used? Are they effective? Are
students enjoying interacting with the materials? What defects are apparent? Are better
materials or equipment now available? Are facilities comfortable, attractive and appropriate
for the instruction? Are sites outside the school used? Are teachers competent?
Implementation
Was implementation completed smoothly and on time?
It is then recommended that the programme evaluator should direct their attention to ten basic
questions;
1. What is the programme to be evaluated?
2. Why is the programme being evaluated?
3. How are the people to prepare for the evaluation?
4. What are the major issues and questions that the evaluation is dealing with?
5. Who will do what?
6. What are the resources for the evaluation?
7. What data needs to be collected?
8. How will the data be analyzed?
9. What will be the reporting procedure?
10. How will the report be documented?
The Outcome of Programme Evaluation
Programme evaluation leads logically to one of four decisions regarding the future of a
programme
1. Maintain the programme.
2. Expand the programme
3. Revise the programme.
4. Abandon the programme.
52
Rossi Lipsey and Freeman’s (2004) Perspective to Programme Evaluation
These theorist contend that programme evaluation is a formalized rational activity approach
to studying the goals of a programme. They posit that, in doing this, you either use the
qualitative or the quantitative approach or a combination of the two approaches. They also
advanced that there are five major dimensions of a programme that need to he assessed and
these are:
Needs assessment
Programme theory
Process analysis
Impact analysis
Cost benefit and cost effectiveness analysis.
Needs Assessment: This is the evaluation of the nature of the problem which the programme
is meant to address. This include evaluating who is affected by the how widespread the
problem is and what effects arises from the problem.
Programme Theory: This is the formal description of the programme’s concept and design.
Process Analysis: This is the evaluation of the implementation process of the programme.
Impact Evaluation: This determines the casual effect of the programme. It seeks to find out
the real impact that is arising as a result of the programme.
Cost Benefit and Cost Effectiveness Analysis: This assesses the cost efficiency of a
programme. Evaluators tries to analyze these two cost to be able to give judgment on the real
programme cost.
The best known model of educational evaluation is said to be the one proposed by Tyler and
called the objectives model. In it, Tyler described education as a process in which three
different aspects are to be distinguished. These are educational objectives, learning
53
experiences and examination of achievements. According to this conception, evaluation
means an examination of whether desired objectives are or are not attained. Evaluators using
this model are interested in finding out if cognitive and affective outcomes of the students are
developing in a desired way. This model also allows for the appraisal of each step in the
curriculum development process, effecting modifications or changes as need indicates during
the curriculum development process. It also makes it possible to assess the curriculum against
a set of pre-specified objectives.
Tyler gives the following guidelines for curriculum development which are also to serve as
guide to curriculum evaluation:
1. A set of goals to be achieved;
2. A plan for achieving these goals;
3. An operation for enacting the plan;
4. An assessment of the extent to which the programme goals had been achieved. Saylor
and Alexandar (1981).
Stake (1967) criticized Tyler’s model for unduly emphasizing the outcomes of the
programme and not paying attention to process variables or to the examination of the
antecedent conditions that affected the success of the programme. Believing that both
descriptions and judgments are involved in evaluation, Stake classified data as antecedent,
transactions and outcomes. This model is called the Congruence Contingency Model and
used in handling descriptive data for the purpose of examining the merits of a programme
.(Stake, 1967).
54
Fig. 2.2: The Congruence - Contingency Model Source: Dienye and Gbamanja (1990)
In the model, congruence is an identical match between what is intended and what is
observed, Contingency is the relationship among variables The antecedent variables are the
teaching and learning which might relate to outcomes, Transactions are the countless
encounters of student and teacher, student and student or author with reader. Outcomes are
abilities, achievements attitudes and aspirations of students resulting from an educational
experience.
Scriven (1969) used Stake’s ideas to introduce the concepts of formative and summative
evaluation Formative evaluation is an ongoing dynamic process where information is added
continuously, organized systematically and analysed periodically. Such data are used for
deciding whether to continue, terminate, modify, re-focus efforts or link phases of the
Intended Antecedents
EMPIRICAL CONTINGENCY
LOGICAL CONTIGENCY
Intended Transaction
LOGICAL CONTIGENCY EMPIRICAL CONTINGENCY
Observed Antecedents
Observation Transaction
Intended Outcomes
CONTIGENCY
Observation Outcomes
55
syllabus. This is accomplished though measuring the extent to which operationally defined
objectives are being attained and analysed.
Summative evaluation utilizes the information provided in the formative stages to determine
whether the classroom project is successful in reaching its Objectives. Both formative and
summative effort are results of an educational project. Building upon Stake’s and Scriven’s
ideas, evaluation is worthwhile only if its results affect future action.
Provus (1978) developed the Discrepancy Model Which entails defining programme
standards, determining whether a discrepancy exits between some aspects of programme
performance and the standard governing that aspect of the programme. It used discrepancy
information either to change performance or to change programme standards, the product and
programme comparison and cost-benefit.
This model requires an evaluation of the goals and objectives themselves. The presence of a
discrepancy may require the redefinition of the programme’s standards, the modification of
the programme or the discarding of the whole thing. If no discrepancy is found, the staff
moves on to the next stage, until the whole programme is acceptable. Provus noted that this
model could be used to evaluate ongoing programme, programme in the planning stage or
programmes still being developed and tried out. Sufflebeam’s (1978) C.I.P.P. (Context, Input,
Process, and Product) Model entails four types of evaluation of educational programmes.
They are:
Context Evaluation: This contributes to the definition of objective.
Input Evaluation: This is necessary for decision making on matters of design.
Process Evaluation: This provides data for judging attainments and hence for revision,
termination or continuation.
Other models which have been identified are Stake’s Transactional Model; the Assessment of
Merit Model and the Decision-making Model.
56
The Transactional Model according to Stenhouse (1978), draws heavily on the case study as
its major methodology. It concentrates on the education processes themselves (e.g. the
classroom, the school or the programme). It also focuses on events occurring in and around
the actual programme in context. It uses perception and knowing as transactional processes.
However, active participation was essential to knowing. Furthermore, various informal
methods of investigation like observations, questionnaires and interviews are used to gather
data.
The Assessment-of-merit-model is used when the primary concern is with determining the
worth of a given entity according to a standard. The model was also said to concern itself
with stages in the curriculum process when certain evaluation questions were raised, either
during the formative or summative periods of the implementation of a programme. The
model corresponds with Scriven’s model. The decision-making model is concerned with
future actions based on the evaluation results. It corresponds with Stufflebeam’s (Context,
Input, Process, Product) C.I.P.P. Model.
Similarly, there are some approaches to programme evaluation that had been identified.
(1) The Traditional Approach
(2) The Illuminative Approach
(3) The Case Study Approach
(4) The Responsible Approach
According to Parlett and Hamilton (1976), the traditional approach assesses the effectiveness
of a programme by examining whether or not it has reached required standards or pre-
specified criteria. Studies of this kind are designed to yield data of one particular type.
Examples of such are the objective numerical data that permit statistical analysis; isolates
variables like the I.Q.; social class, test scores, personality profiles and attitude ratings, which
are codified and processed to indicate the efficiency of the curricular, the media or the
57
method. This method of the evaluation imposes artificial and arbitrary restriction on the scope
of the programme. For instance, the concentration on seeking quantitative information by
objective means could lead to the neglect of other data more salient to the programme.
Consequently, the approach defines empirical reality in a narrow sense and usually the
situation diverts attention from questions of education practice towards more centralised
bureaucratic concerns.
The Illuminative approach is rooted in social anthropology. it seeks to describe and interpret,
and takes account of the contexts in which educational innovation is to function. According
to Parlett and Hamilton (1976), the primary focus is on description and interpretation rather
than on measurement and prediction. The approach studies a programme for how it operates,
and how it is influenced by the various school situations in which it is applied. It considers
what those directly concerned (e.g. programme operators and programme beneficiaries),
regards as advantages and disadvantages and how students intellectual tasks and academic
experiences are most affected. The approach also aims at discovering and documenting what
it is like to be participating in the scheme either as a teacher or student and also to discern and
discuss the most significant features, recurring concomitants and critical processes.
MacDonald (1976) submitted that in asking the question “what is happening? in relation to an
innovative enterprise in the programme, rather than “are we having the effects we want to
have?” illuminative or holistic evaluators had abandoned the narrow criteria of success which
is normally operated in conventional evaluation.
The expository nature of the illuminative approach is well suited programme evaluation when
the purpose is to determine what is there and what is not and how these situations affect a
programme. When the data depends heavily on the perceptions and views of the participants
of a programme, elements of the transactional model of evaluation are adaptable. In
programme evaluation, it is vital that an evaluation model be a widely applicable format in
58
which the major elements in the programme are expressed in such a way as to make their
functions and interrelationship clear.
Table 2.3: Theories and Theorists for Programme Evaluation Theorist Theories Stufflebeam et al., (1983) CIPP model
C — Context I – Impact P — Process P - Product This is a three step process (a) Delineating the information necessary for collection. (b) Obtaining the information (c) Providing the information to the interested party, following these design are
four types of evaluation namely; • Context evaluation, •Input evaluation, • Process evaluation, • Product evaluation
Malcolm Provust (1971) The discrepancy model, This theory consists of four component and five stages of evaluation. The four components are: a. Determining the programme standard b. Determining programme performances c. Comparing performance with standard d. Determining whether a discrepancy exists between performances and
standard. The five stages are; i. Designing ii. Installation iii. Processes iv. Product v. Cost
Pallet and Hamiliton (1976) illuminating model This model illuminates the problems and the significant feature of a programme. The three stages of this model are; a. observation b. further enquiry c. explanation
Robert Stake (1969) Congruence, contingency model. These theorist advanced that programme evaluation consist of three main categories namely; a. antecedent situational analysis prior to the evaluation b. Transaction — refers to the activities and interaction within the development of the programme. c. Outcome or result of the programme on the people and organization.
Elliot Eisner (1977) Connoiseurship Model This is the art of appreciating the educationally significant. Eisner advanced that before one can be a good evaluator, one must first imbibe the virtue of appreciation.
59
Characteristics of Programme Evaluation
1. Programme evaluation is used to evaluate already adopted programme.
2. Programme evaluation is more or less summative.
3. Programme evaluation tries to answer the question, ‘Did the programme work?.
4. Programme evaluation employs the qualitative means of data collection and it learns
more to scientific approach.
5. Data gathered during programme evaluation are more generalized because of their
objectivity.
6. Programme evaluation concerns itself with the goals, technique, methods, norms,
attitude, and so on of a programme
2.11 Empirical Studies on Evaluation of ECE Teacher Preparation programme in
Nigeria
Oduolowu (2009) study of collaborative Teacher Preparation Programme revealed that the
ECE Teacher Preparation Programme in University of Ibadan was collaborative in nature that
is the student had to offer many courses from other Departments and the time allotted for
teaching practice was not enough. More time should therefore be allotted for teaching
practice.
Another empirical study carried out by UNICEF (2001) in collaboration with the federal
ministry of education discovered that of all the inputs that go into education provision, none
was more important than the teacher. The teacher preparation programme should therefore be
able to equip teacher trainee with the skills and competences for the job. Onu, Obiozo, Agbo,
and Ezeanwu (2010) have stated that many teachers are exceedingly weak in the subject they
teach and that very little is done to train and retain teachers in the country and this takes it toll
60
on the performance of teachers. This training gap creates vicious cycles that negate the
necessary Early Childhood Educational foundations and inevitably later education.
Maduewesi (2003) has also observed that teacher preparation which was promised in the
national policy on education is not implemented, that is why nursery school curriculum is not
planned by qualified teachers who are adequately trained for that level. She also observed
that early education should not just be based on formal curriculum but on child-directed
education, he therefore stressed on methods.
Chukwura (2011) asserted that there is a correlation between Early Childhood Education,
teaching qualifications and quality practices in teaching and learning. In Nigeria, there is a
gap between the quality of teachers and the practice of Early Childhood Education. The
quality of teacher influences and determines the quality of the learners over time.
Conclusively, the quality of the teaching at the ECE level depends on the careful execution of
teacher education programmes as stipulated in the national policy of education (2004).
Okeke, Oti and Adaka (2012) viewed teacher quality as been more strongly related to
academic achievement than such variables as reduced class size, funding or increase in
teachers’ salaries. They have asserted from their studies that the teacher preparation
programme lacks necessary competence such as pedagogical skills for teaching literacy,
number and basic science, managing diverse needs in the classroom, using alternative
assessment tools to assess pupils learning, using a range of approaches to facilitate learning
and working in a team. This lack of competence among teachers especially at the ECE level
has led to the production of pupils who acquire certificate without knowledge. Improved
teacher preparation will lead to greater teacher effectiveness and ultimately improved pupils
achievement.
61
2.12 Appraisal of Literature Review
This chapter covered a review of related literature on evaluation of Early Childhood Education
teacher preparation programme. The teacher from literature is one who imparts knowledge, facts,
habits, values, skills, capabilities and awaken interest in the learner. Early childhood is a crucial
period for the development of the mental functions of children. This development includes the
emergence of the abilities and skills in areas such as language and motor skills. All these are now
known to be influenced by exogenous factors including the nature of the educational environment
to which the child is exposed during the first 0 -8years of life.
Adequately prepared ECE teachers are more responsive to and more able to take advantage of
strategies and programmes designed to enhance psychosocial development of the child. Yet
evidence abounds that most Early Childhood Education teachers are ill-prepared to provide a
sound foundation for the children in their care.
With the current level of recognition and acceptance of Early Childhood Education in Nigeria
some universities have taken it upon themselves to produce teachers in the field. There has been
increasing pressures to improve the quality of teacher education, this has been brought to bear on
faculties and institutes offering teacher education. It is necessary therefore to evaluate the Early
Childhood Education teacher preparation programme in Nigerian universities because the
evaluating system sees the strengths and weakness of the programme
Having made modest contribution to the body of literature on evaluation of Early Childhood
Education Teacher Preparation Programme in Nigeria, it could be observed from the
literature reviewed that, many researchers and authors have not done much work in Nigeria in
general and the area of study in particular. This is the gap that this research has set out to fill.
62
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter discusses the Research Design, Population, Sample/Sampling Technique,
Research Instrument, Validation of the Research Instruments, Reliability of the Research
Instruments, Procedure for Data Collection, Method of Data Analysis.
3.1 Research Design
An evaluative research design was used for the study. This is a type of descriptive survey
study. Basically, the study was designed to evaluate the ECE teacher preparation programme
in South East and South West Nigerian universities. Ary, Jacobs, and Sorensen (2010) noted
that surveys are mostly used in descriptive research and that one of its greatest advantage is
that of gathering data from only a few people or items considered to be representative of the
entire population. The evaluative design is considered appropriate because it provides value
judgement on specific programme activities especially in relation to the South East and South
West Nigeria.
3.2 Population
The population for the study comprised all Early Childhood Education lecturers and students
in the 8 universities in South East and South West Geo-Political regions that offer Early
Childhood Education teacher preparation programme
63
Table 3.1: List and Location of Universities Offering Early Childhood Education
Programme in South East and South West Geo-political zones
S/N State Universities NUC 2013 Universities
Ranking
Geo-Political
Zone
Type of ownership
1. Oyo University of Ibadan, Ibadan 01 South West Federal
2. Ogun Olabisi Onabanjo University, Ago-Iwoye
97 South West State
3. Ogun Tia Solarin University of Education, Ijagun
75 South West State
4. Ondo Adekunle Ajasin University, Akungba Akoko
46 South West State
5. Lagos University of Lagos, Akoka, Lagos
02 South West Federal
6. Lagos National Open University, Victoria Island
South West Federal
7. Ekiti Ekiti State University Ado-Ekiti 47 South West State
8. Anambra Nnamdi Azikiwe University, Awka
16 South East Federal
3.3 Sample/Sampling Technique
The cluster sampling technique was used for the study and only universities that offered the
programme at undergraduate level and listed in 2013 NUC approved universities list were
employed for the study. The universities were clustered into South West and South East. The
names of all the different universities offering ECE teacher preparation programmes in the
South West geo-political zone were written on pieces of paper and put in a bowl and the
researcher randomly picked three. The only university offering the programme at
undergraduate level in the South East geo political zone was employed in the study. This led
to the selection of university of Ibadan, Ekiti State University and Tai Solarin University of
64
Education. As for the South East geo-political zone, it is only Nnamdi Azikiwe University,
Akwa that offered ECE teacher preparation programme at undergraduate level, so it was the
only university from then South East that was used for the study. In all, total of 8
Universities. 4 out of the 8 were selected for the study: A- Nnamdi Azikiwe University,
Awka, B- University of Ibadan, Ibadan, C- Ekiti State University, Ekiti, D- Tai Solarin
University of Education, Ijagun. The study was limited to universities offering Early
Childhood Education at undergraduate level.
A total of twenty one (21) lecturers comprising six (6) from Nnamdi Azikiwe University,
Awka, three (3) from University of Ibadan, six (6) from Ekiti State University and six (6)
from Tai Solarin University of Education, Ijagun, participated in this research study. The
population of 300 and 400 level students as at 2013/2014 session for Nnamdi Azikiwe
University was 70. All these were enumerated for the study. For the South West, the sample
consists of 49 students from the University of Ibadan, Ekiti State University was 80 students
and Tai Solarin University of Education was 100 students. These add up to 229 students. For
both South East and the South West Universities selected, a total of two hundred and ninety-
nine (299) students participated in the research study. The four Universities were tagged A,
B, C, and D.
The justification for this sample size is based on the fact that the country has different geo
political zones and more Universities offering ECE are found in the South West geo political
zone of the country. This necessitated the sampling of more students from the South West
than from the South East. A total of 299 students and 21 lecturers comprised the sample for
the study.
65
Table 3.2: Population of Students used for the study in 2013/2014 session
300 Level 400 Level Total University
A 38 32 70 B 29 20 49 C 45 35 80 D 60 40 100
3.4 Research Instruments
The research instruments used for this study were:
i. Questionnaire:
a. Lecturers’ Questionnaire titled Evaluation of Early Childhood Education
teacher Preparation Lecturers’ Questionnaire (EETPPLQ).
b. Students’ Questionnaire titled Evaluation of Early Childhood Education
teacher Preparation Students’ Questionnaire (EETPPSQ).
ii. Unstructured Interview.
iii. Structured Observation Schedule titled Evaluation of Early Childhood Education
Teacher Preparation Observation Schedule (EETPPOS).
iv. Checklist titled Evaluation of Early Childhood Education Teacher Preparation
Checklist (EETPPC).
v. Focused Group Discussion
vi. Content analysis
Patton (1980) posits that in an evaluative study of this kind, multiple sources of instrument
are used because no single source of information can be trusted to provide comprehensive
perspective of the programme. A brief description of each of the instrument is given below:
1. Questionnaire: Two different researcher-constructed questionnaire were designed by
the researcher;
66
a. Lecturers’ Questionnaire (EETPPLQ): This was semi-structured. It
contained twelve items with both open and close-ended questions. The closed
ended questions sought information on the number of students in the different
levels. 300 level, 400 level, adequacy of courses in the programme and the
population of students in the programmes. Also, they were required to tick
available or not available against instructional materials/facilities available for
the programme. The open-ended questions required answers regarding
problems experienced in the implementation of the programme, general
impression of the programme as well as suggestions for improvement.
b. Students’ Questionnaire (EETPPSQ): This was structured and contained
forty-four (44) closed ended questions. Items 1-2 in section A were on
demographic profiles of student, 1-9 of section B on adequacy of ECE course
content, 10-14 facilities for the programme, 15-22- Nature of facilities for the
programme, 23-27 – Instructional strategies employed by educator, 28-34 –
student perception of objectives of course of study, 35-44- challenges
confronting ECE programmes.
The number of items in the lecturers and students questionnaires are considered
adequate because they covered the variety of information needed as noted in Pratt
(1994) that programme evaluation should draw on a wide array of information sources
and measures as possible.
2. Unstructured Interview: As a follow-up to the questionnaires, unstructured
interview was used to solicit responses from lecturers on the Early Childhood
Education teacher preparation programme in the sampled universities. Questions
were designed along the open- ended questions of the lecturers’ questionnaire. The
67
researcher recorded points from their answers to know if there was correlation in their
answers or not. Three lecturers from each institution were interviewed in all 12
lecturers were interviewed in the four institutions selected for the study.
3. Structured Observation Schedule (EETPPOS): Observation technique is an
instrument that can be used to get information when evaluating a programme.
According to Ofo (1994), the main advantage of the observation method is that it
records what actually happened or what is on ground rather than people’s opinion.
The observation schedule was used to examine in practical terms lecturers method of
teaching and teaching skills. The observation schedule was scaled very good-3, good-
2 and poor-1 and the researcher observed two (2) lecture period in each institution
visited.
4. Checklist (EETPPC): A checklist titled (EETPPC) containing a standard list of the
various expected facilities in Universities offering Early Childhood Education was
prepared by the researcher. This was prepared using the facilities stated in the
National Minimum Standard for ECE centres in Nigeria as a guide. Available
facilities were ticked and unavailable ones noted. The checklist was scaled 3-
Available and Adequate, 2- Available and Inadequate and 1-Not Available.
5. Focused Group Discussions: The researcher had some group discussion sessions
with the respondents.
6. Content Analysis: The course content for ECE teacher preparation of the universities
used for the study were content analysed using the National Universities Commission
(NUC) 2007 benchmark as yardstick.
68
3.5 Validation of Research Instruments
Validity according to Nworgu (1991) means the degree to which a test measures what it is
supposed to measure. The research instruments were validated by the researcher’s supervisors
and two experts in Measurement and Evaluation in order to establish the face and content
validity. The research questionnaires were also validated by the experts, and they were
required to ascertain:
i. The adequacy of the content of the questionnaires with the research questions,
ii. Ambiguities in the questions,
iii. The adequacy of the questions to the level of respondents and
iv. The clarity of the questions.
v. Readability level
The unstructured interview, structured observation schedule and the checklist were also
validated by the researchers’ supervisors and expert in Measurement and Evaluation.
3.6 Reliability of Research Instruments
Reliability according to Peretomode & Ibeh (1998), means the degree to which a test
consistently measures what it intends to measure. To determine the reliability of the research
instruments, a pilot study was carried out in two universities offering Early Childhood
Teacher Preparation Programme in South South geo-political zones of Nigeria where this
study would not cover. The Cronbach method was used to estimate the reliability
coefficients. For students’ Questionnaire, Alpha value obtained was 0.78, the facilities
checklist yielded 0.85, while the method of teaching observation schedule had 0.63. These
were all considered high for the instruments to be adjudged reliable.
69
Table 3.3: Reliability of Instruments
Instrument Reliability test Statistical tool Score obtained
Students Questionnaire(EETPPQ)
Cronbach method Cronbach Alpha 0.78
Facilities checklist (EETPPC) Cronbach method Cronbach Alpha 0.85
Method of teaching observation scheduled (EETPPOS)
Cronbach method Cronbach Alpha 0.63
3.7 Procedure for the Administration of the Research Instruments
The administration of the research instrument was carried out by the researcher and a trained
research assistant. The researcher and the trained research assistant visited the different
universities on agreed dates and after soliciting the assistance and support of the various
Heads of Department administered the Semi-structured questionnaire to the available
lecturers in the Department on an individual basis and then administered the closed ended
questionnaire to the 300 and 400 level students who were gathered for a class or just
concluded one after which the questionnaires were retrieved. A total of 299 questionnaires
were retrieved from the student’s respondents. 21 open-ended questionnaires were also
collected from the lecturers. As a follow up to the questionnaire the unstructured interview
schedules was used to solicit responses from the lecturers’ respondents.
The observation schedule was also used to examine in practical terms lecturers teaching
method and teaching skills.
The prepared checklist was also used to check the list and level of use of the various expected
facilities in universities offering Early Childhood Education.
Finally, the course description of the different institutions were collected and used to carry
out a content analysis A content analysis was carried out with the aid of two experts in the
70
field on the course listings/content of each selected university, the courses were analyzed and
the experts opinion were used to make recommendation on the courses in terms of relevance,
depth, suitability, adequacy, appropriateness, practicability in relation to the goals of ECE
and whether they were in line with the NUC Benchmark Minimum Standard for Universities.
3.8 Method of Data Analysis
The data collected were collated and analyzed using quantitative and qualitative analysis. The
quantitative analysis was done with the use of the statistical package for the social sciences
(SPSS) version 12 was used to compute frequency counts, percentages, mean and and
standard deviation for the research questions and t-test statistics assuming equal variances
was used to test the difference between mean values of South East and South West
Universities based on the difference/variability that exists in the number of respondents at
0.05 level of significance.
3.9 Pilot Study Report
The pilot study was carried out between January and February, 2013. The study was carried
out in a Federal University (University of Uyo) and in a state university (Delta State
University, Abraka) both in the South South geo-political zone of the country. Questionnaires
were administered to a hundred students 40 from Uyo and 60 from Delsu. After about two
weeks the same group of students were given the same questionnaires to fill. 11 lecturers
comprising 6 from Uyo and 5 from Delsu also filled the questionnaires for the lecturers.
The t-test assuming unequal variance was used to test the level of significant difference
between mean values of federal and state schools.
The essence of using t-test assuming unequal variance is because of the differences/
variability that exists in the number of participants.
71
Federal school
N = 40
State schools N = 60.
Mean and standard deviation were used to analyze the research questions at a cut-off point of
2.50, while an independent samples t-test was used to test the hypotheses at 0.05 level o
significance. The analysis was done using Statistical Package for Social Sciences (SPSS)
version 12.
The checklist was filled to ascertain the available facilities, the researcher and the research
assistant also observed facilities that were adequate and finally a content analysis was carried
out on the course listing of the 2 Universities. One lecture period was observed in each
institution to determine the adequacy of teaching methods employed by the educators for
achieving the objectives of the programme in these institutions. The objective of the Pilot
study was to;
1. To test the appropriateness of the research instrument by determining its reliability
coefficient so as to modify them if necessary.
2. To test the research procedure and uncover potential weakness before carrying out the
main study.
3. Assess the research question and test the hypothesis formulated for the study
4. Evaluate the Early Childhood Education Teacher Preparation Programme in South
South Universities.
72
Test of Reliability Statistic
Table 3.4: Reliability of the Instrument (Students Questionnaire)
Test 1 Test 2
Test1 Pearson Correlation 1 .782*
Sig. (2-tailed) .001
N 14 14
Test2 Pearson Correlation .782* 1
Sig. (2-tailed) .001
N 14 14
*. Correlation is significant at the 0.05 level (2-tailed).
Table 3.5: Test of Reliability For Facilities Checklist
Check1 Check 2
Check1 Pearson Correlation 1 .847*
Sig. (2-tailed) .000
N 14 14
Check 2 Pearson Correlation .847* 1
Sig. (2-tailed) .000
N 14 14
*. Correlation is significant at the 0.05 level (2-tailed).
73
Table 3.6: Reliability For The Classroom Observation Instrument
Observation1 Observation2
Observation1 Pearson Correlation 1 .630*
Sig. (2-tailed) .028
N 12 12
Observation2 Pearson Correlation .630* 1
Sig. (2-tailed) .028
N 12 12
*. Correlation is significant at the 0.05 level (2-tailed).
3.9.1 Analysis of Research Questions
Research Question 1: How adequate are the courses in ECE teacher preparation programme
in South South Universities in relation to the BMAS (2007)?
A content analysis was carried out on the course content/listing of the two Universities that
were employed for the study, University X and University Y. An expert review of the course
content/listing of the two Universities using the NUC minimum standard or bench mark for
the Early Childhood Education programme was used.
CONTENT ANALYSIS
University X
Early Childhood Education Programme in the Department of Early Childhood
Education and Special Education, University of Uyo.
74
Year 1 first Semester
COURSE CODE COURSE TITLE CREDIT UNITS
GST 111 Use of English I 2
GST 112 Philosophy of Human Existence 2
SPE 111 Introductory to Special Education 2
EDU 111 History of Education 2
EDU 112 Introduction to Teaching Education 2
EDE 111 The Nigerian Child 2
EDE 112 Human growth and Development (0-3year) 2
EDE 113 Special Infant Abilities 2
EDE 114 Observation (Nursery) 1
Total Credit Units 17
Year 1: Second Semester
COURSE CODE COURSE TITLE CREDIT UNITS
GST 121 Use of English II 2
GST 122 Science and Basic Technology 2
GST 123 Citizenship and Peace Studies 2
EDU 121 Foundation of Educational Psychology 2
EDE 123 Primary Education Maths I 2
EDE 124 Primary Education English I 2
EDE 125 Primary Education Science I 2
EDE 126 Observation (Primary) 1
EDE 122 Special Infant Abilities II 2
HED 123 Health and Health Problems of the School Aged Child
2
Total Credit Units 20
75
Year II: First Semester
COURSE CODE COURSE TITLE CREDIT UNITS
GST 211 Entrepreneurial Studies I 2
EDU 211 Philosophy of Education 2
EDU 212 Curriculum and Instruction I 3
EDU 215 School Library Studies 2
EDE 211 Human Growth and Development (3-6years) 2
EDE 212 Infant Methods: Language and Reading 2
EDE 213 Primary Education Mathematics 2
EDE 214 Primary Education English 2
HED 214 Health Care Delivery System 2
Total Credit Units 17
Year II: Second Semester
COURSE CODE
COURSE TITLE CREDIT UNITS
EDU 221 Educational Psychology I 2
EDU 222 Sociology of Education 2
EDE 221 Infant Teaching Aids: Music, Dance, Arts, and Sensory Organs
2
EDU 222 Infant Methods II: Maths and Number Work 3
EDE 223 Infant Methods II: Elem. Science & Social Studies 2
EDE 224 Primary Education: Maths. And English 2
GST 222 Entrepreneurial Studies II 2
HED 222 Drugs and Individual Society 2
Total Credit Units 17
76
Year III: First Semester
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 312 Educational Technology 2
EDE 311 Human Growth and Development (6-12years) 3
EDE 312 Studies in Pre-Primary/Primary Education 2
EDE 313 Primary Methods: Language and Reading 2
EDE 315 Observation: Primary School Administration 1
HED 313 Health Education in the Elementary School 2
GCE 311 Peer Counselling 2
Total Credit Units 14
Year III: Second Semester
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 300 Teaching Practice 3
EDU 321 Research Methods and Data Processing, Statistics and Computer Usage
3
EDU 322 Educational Psychology II 2
EDE 321 Design and Production of Learning Materials for Pre-primary/Primary Schools
3
EDE 322 Primary Methods II: Mathematics and Number Work 3
EDE 323 Pre-Primary Methods: Health and Creation 3
EDE 324 Introduction to Children’s Literature 3
Total Credit Units 20
77
Year IV: First Semester
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 411 General Principles of Curriculum Studies 3
EDU 415 Test and Measurement 2
EDU 415 Organization of Primary/Secondary Education 2
EDU 414 Guidance and Counselling 3
EDE 411 Primary School Methods: Social Studies 3
EDE 412 Primary Methods: Science and Technology 3
EDE 413 Learning Problems of the Preprimary and Primary School Child
3
EDE 414 Pre-primary School Administration and Management 3
Total Credits Units 22
Year IV: Second Semester
COURSE CODE COURSE TITLE CREDIT UNITS
EDU 400 Teaching Practice 3
EDU 499 Research Project 4
EDU 421 Seminar in Education 3
EDE 421 Seminar: Issues and Problems in Pre-Primary/Primary Education
2
GCE 422 Manpower Forecasting and Employment Prospects in Nigeria
2
Total Credit Units 15
In University of Uyo, Uyo, the course is housed in the department of Early Childhood
Education and Special Education. The courses offered to the students are in line with
achieving the department’s objective of the programme and the objectives of pre-primary
education as stated in the National Policy on Education, the number of credit units are in line
78
with the NUC benchmark for Nursery and Primary Education curriculum. Moral Education
and the local language is however not included in the curriculum.
University Y
Nursery and Primary Education Programme in the Department of Educational Administration and Policy Studies, Delta State University, Abraka
Year I - First Semester
Year I - First Semester
Course Code Course Title
GST 101 Use English & Library 2C
GST 102 Logic, Philosophy and Human existence 2C
EDU 100 Introduction to the Teaching profession 2C
EDU 101 History of Education 2C
EDU 102 Developmental Psychology 2C
NPE 100 Fundamentals of Nursery Education 2C
NPE 101 Introduction to Special Education 2E
NPE 102 Primary Education – English I 2E
Core Courses 12 Units
Elective Courses 4 Units
Total Courses 16 Units
Year I – Second Semester
EDU 112 Introduction to Social Studies 2C
GST 111 Nigerian People and Culture 2C
GST 112 History and Philosophy of Science 2C
GST 113 Peace Studies and Conflict Resolution 2E
GST 114 Communication in French 2C
NPE 111 Human Growth and Development I 2C
NPE 112 Primary Education Maths I 2C
NPE 113 Primary Education Science 2C
NPE 114 Observation I (Nursery) 2E
NPE 115 The Nigerian Child 2E
79
Core Courses 16 Units
Elective Courses 4 Units
Total Courses 20 Units
Grand Total 36 Units
Year II – First Semester
Corse Code Course Title Units
EDU 200 Principle of Instruction 2C
EDU 201 Philosophy of Education 2C
EDU 202 Curriculum Development 2C
MATH 200 Introduction to Computer 2C
NPE 201 Human Growth & Development 11(3-6 years) 2C
NPE 202 Primary Education - English II (Content) 2C
NPE 203 Infant Methods - Language & Reading 2E
NPE 204 Primary Education Maths II (Content) 2C
NPE 205 Infant Methods - Elementary Science 2C
Core Courses 16 Units
Elective Courses 2 Units
Total Courses 18 Units
Second Semester
EDU 211 Subject Methods 3C
EDU 212 Test and Measurement 3C
EDU 213 Sociology of Education 2C
NPE 210 Infant Teaching Aids - Music, Dance, Arts and
Sensory Organs 2C
NPE 211 Infant Methods - Maths and Number Work 2C
NPE 212 Primary Education Recreation First Aid and Safety 2C
NPE 213 Infant Methods — Health and Physical Education 2E
NPE 214 Citizenship and Moral Education 2E
Core Courses 14 Units
Elective Courses 4 Units
Total Courses 18 Units
Grand Total 36 Units
80
Year III - First Semester
Course Code Course Title Units
EDU 300 Teaching Practice 3C
EDU 301 Introduction to Educational
Administration and Planning 2C
EDU 302 Education Technology 2C
EDU 303 Childhood Education 2E
NPE 301 Studies in pre-primary &
Development III (6-12years) 2C
NPE 302 Studies in Pre-Primary
Education Curriculum 2C
NPE 303 Pre-Primary & Primary School
Admin/Mgt. 2C
NPE 304 Primary Education Methods
Language, Reading and Writing 2C
NPE 305 Legal Aspects of School Operation 2E
Core Courses 15 Units Elective Courses 2 Units Total Courses 18 Units Year III – Second Semester
EDU 311 Educational Psychology 2C
EDU 312 Research Methods and Statistics 3C
EDU 313 Integrated Science 2C
EDU 314 Emergent Problems in Education 2E
NPE 315 Introduction to Economics of Education 2E
NPE 311 Primary Methods - Maths and Number
Work 2C
NPE 312 Design and Production of Learning Materials
for Pre-Primary and Primary Schools 2C
NPE 313 Introduction to Children’s Literature 2C
NPE 314 Primary School Observation
(Admin and Records) 2C
NPE 315 Introduction to Computers for Primary
School Children 2E
Core Courses 15 Units
Elective Courses 6 Units
Total Courses 21 Units.
Grand Total 40 Units
81
Year IV – First Semester
Course Code Course Title Units
EDU 400 Research Project 4C
EDU 401 Practical Teaching 3C
EDU 402 Introduction to Guidance and
Counselling 2C
EDU 403 Continuous Assessment 2E
EDU 404 Education Law 2E
EDU 405 Sociological Theories 2E
NPE 401 Primary School Methods —
Social Studies 2C
NPE 402 Primary School Methods - Science
and Technology 2C
NPE 403 Primary School Inspection and
Supervision 2C
Core Courses 15 Units
Elective Courses 6 Units
Total Courses 21 Units
Year IV - Second Semester
EDU 411 Organisation and Administration
of Primary and Secondary Education 2C
EDU 412 Comparative Education 2C
EDU 413 Adolescent Psychology 2E
NPE 412 Pre-School and School Protects in
Nigeria and Elsewhere 2E
NPE 411 School Records 2C
NPE 413 Seminar (Issues and Problems of
Nursery and Primary Education in Nigeria 3C
NPE 414 Project 4C
Core Courses 13 Units
Elective Courses 4 Units
Total Courses 17 Units
Grand Total 38
82
The courses can be said to meet the objectives of the programme and the departmental
objectives, the number of credit unit for the different courses are in line with the NUC
minimum standard for Nursery Education Programme but it lacks the local language learning
and religious education.
83
Table 3.7: Benchmark Minimum Academic Standards for ECE Undergraduate Programmes in Nigerian Universities Course title No of credit
units
Universities
X Y
Social Studies in Elementary Education 2 √ √
Science in Elementary Education1 2 √ √
Curriculum Development and Evaluation 2 √ √
Language Art in Elementary Education 2 √ √
The Teaching of Values and Valuing in Elementary Education . 2 √ √
Mathematics in Elementary Education 1 2 √ √
Creative Arts in Elementary Education 2 √ √
Introduction to Music in Elementary Education 2 √ √
Mathematics in Elementary Education II 2 √ √
Method of Teaching Social Studies 2 √ √
Health Education 2 √ √
Supervised Teaching in Elementary Education 2 √ √
Educational technology 2 √ √
Special Teaching Methods 2 √ √
Introduction to Special Education 2 √ √
Method of Teaching Reading in Elementary School 2 √ √
Method of Teaching Mathematics in Elementary Education 2 √ √
Introduction of Agricultural Science in Elementary Education 2 √ √
Family Education 2 √ √
Method of Teaching Art in Elementary Education 2 √ √
Education Technology 2 √ √
Curriculum and Instruction II (Curriculum Theory and Practice) 2 √ √
Science in Elementary School II 2 √ √
Science and Society 2 √ √
Theories and Practice of Early Childhood Education 2 √ √
Method of Teaching Language Arts in Elementary School. 2 √ √
Method of Teaching Science in Elementary Education 2 √ √
Development Guidance Elementary School. 2 √ √
Seminar in Elementary Classroom Teaching 2 √ √
Continuous Assessment in Elementary School 2 √ √
Children Literature I 2 √ √
Social Psychology of Instruction 2 √ √
Special Research Project in Education 2 √ √
Research Methods: Data Processing, Statistics and Computer Usage 3 √ √
Curriculum and Instruction II 2 √ √
Test and Measurement 3 √ √
Organisation of Elementary Education 2 √ √
Guidance and Counselling 3 √ √
Seminar in Education 3 √ √
84
Generally, the course content of ECE Teacher preparation programme in the South South
region is adequate. Over 90% of ECE lecturers from both Universities agreed that the courses
were adequate. The students’ responses from both Universities also affirmed this. This
implies that the ECE courses are highly adequate in the South South Nigerian universities.
Students’ perception of the adequacy of their course of study was determined by the analysis
of items 25-29 of the students’ questionnaire .
Table 3.8: Adequacy of ECE Programme Course Content
S/N Items on the Adequacy of ECE Course Content
Federal University
N=40
State University
N=60
Agree Disagree Agree Disagree
F % F % F % F %
25 The quality of training we receive as ECE students can be rated adequate
38 95 2 5 25 42 35 58
26 In terms of pedagogy our course content is adequate
40 100 0 0 40 67 20 33
27 The course content for the ECE programme is adequate
40 100 0 0 50 83 10 27
28 The knowledge and skills gained in the classroom situation is applicable in real life situation
40 100 0 0 50 83 10 17
29 The ECE programme is rated very high in my school.
31 76 9 24 44 73 16 27
All items responded to revealed that the courses were adequate and also revealed differences
in the frequency of agreement and disagreement and indicates variation in the ECE
programmes in Federal and State Universities.
9. Research Question 2: What are the facilities available for the implementation of ECE
teacher preparation programme in South South Universities?
85
A checklist analysis was carried out as shown in Table 3.10.
Table 3.9: Check List of Available Materials/Equipment for ECE Programme
Material X Y
Instrument for designing programme Computer √ √ Recorders √ X Health and nutrition package materials Weighing scales √ X Measuring cups/bottles √ X Clean water √ √ Water, Environmental and Sanitation Package Toilet facilities √ √ Waste Bin √ √ Standard Classrooms √ √ Well equipped lecture halls. √ √ Sporting facilities √ √ Recreational facilities √ √ Instructional materials White board √ √ Pictures √ √ Textbooks √ √ Projectors √ √ Charts √ √ Audio-tapes √ √ Flash-cards √ √ Videotapes √ X Television √ √ Film stripe X X Departmental Library √ √ Resource room /children play house √ X
Key:
√ Available
X Unavailable
X UNIUYO
Y DELSU
86
Analysis of the checklist on the Table 3.11, revealed that all the necessary facilities are
available in different measures in both Universities. This is with exception of recorders and
film strips. The Federal University had a demonstration room, The State University had no
children centre or laboratory.
Students’ perception of available infrastructure for the ECE programme in South South
Universities was determined by items 1-17.
87
Table 3.10: Students Perception of Available Infrastructure for the Programme S/N Items on infrastructural availability Federal University
N=40
State University
N=60
Agree Disagree Agree Disagree
F % F % F % F %
1 There are standard physical facilities on
ground in the department for ECE
programme
26 65 14 35 4 7 56 93
2 Equipment available in the department
are suitable for a functional ECE
programme
22 55 18 45 17 28 43 72
3 Equipment available will help attain
excellence in Teaching and learning
26 65 14 35 11 18 49 82
4 The learning environment is conducive 21 53 19 47 26 43 34 56
5 There is accessibility to internet services 32 80 8 20 30 50 30 50
6 The facilities for the programme are
adequate since it is a prerequisite
(Requirement for functional education
in the current modern technological
trends
27 68 13 32 22 37 38 63
7 There is a library that provides
background materials that supplements
lectures.
34 85 6 15 34 57 26 43
8 The following facilities/equipment are
available for the programme:
Standard class rooms
22 55 18 45 22 37 38 63
9 Fully equipped lecture halls 33 82 7 18 17 28 43 72
10 Teaching tools like projectors, slides,
white boards etc.
26 65 14 35 2 3 58 97
11 Libraries 37 93 3 7 40 72 20 28
12 Recreational facilities 38 95 2 5 32 52 29 48
13 Sporting facilities 34 85 6 15 38 63 22 37
14 Toilet facilities 37 92 3 8 31 52 29 48
15 Laboratories (e.g. language) 26 65 14 35 10 0 50 100
16 Transportation 40 100 0 0 50 83 10 17
17 Adequate seats 29 73 11 27 22 37 38 63
88
Students’ perception of infrastructural availability for ECE programme revealed that fully
equipped lecture halls and adequate seats are not available (availability (< 50%) in the State
University. In the Federal University, standard classrooms, fully equipped lecture halls,
departmental library, transportation and adequate seats were available. This information is
represented in table 3.12 and figure 3.2.
Table 3.11: Students Response on Available Infrastructurefor ECE Programme in
South South Universities
Facilities/Equipment for the ECE Programme University X
%
University Y
%
Standard Classrooms 64 30
Fully equipped lecture halls 82 18
Recreational Facilities 94 52
Sporting facilities 84 64
Toilet facilities 92 52
Laboratories (E.g. Resource/Demonstration Room) 64 0
Transportation 100 84
Adequate Seats 72 36
89
available for ECE Programme in
Fig. 3.1 Graphic representation of students’ response on available infrastructure
Research Question 3
What is the level of use of facilities in the implementation of ECE teacher preparation
programme in South South Nigerian Universities?
Analysis of observation of classroom teaching activities was carried out as shown in Table
3.13.
90
Table 3.12: Observation of Classroom Teaching Activities
UNIVERSITIES
Teaching Methods
X Y
Lecture Methods 3 3
Discussion 2 2
Discovery 1 1
Project Method 1 1
Teaching Skills
Presentation Skills 3 3
Involvement Skills 2 2
Participation Skills 2 2
Questioning Skills 3 2
Response Repertoire Skills 2 2
Provocation of self activities
2 2
Promotion of Self-development
3 2
Seeking Economy of time 2 2
Key:
3 Very Good
2 Good
1 Poor
X University of Uyo
Y Delta state University
91
Table 3.13 reveals that lecture method was mostly employed by educators in South South
Universities. Further, given the teaching skills listed, presentation was mostly employed by
the lecturers.
Students’ perception of instructional strategies employed by educators was determined by
analysis of items 26, 22, 24 and 44 of the students’ questionnaire.
Table 3.13: Instructional Strategies Employed by ECE Educators
S/N Items on Instructional strategies employed by ECE
programme educators.
Federal University
N=40
State University
N=60
Agree Disagree Agree Disagree
F % F % F % F %
21 The instructional strategies/teaching methods employed by your lecturers in teaching are ICT compatible
29 73 11 27 16 27 44 73
22 They adhere strictly to a particular method of teaching
26 65 14 35 38 63 22 37
24 The methods employed in teaching ECE courses in the department is adequate
38 95 2 5 29 48 31 52
44 Different teaching methods are employed in teaching the programme
26 65 14 35 50 83 10 17
The table above indicates that 73% of respondents in federal universities agreed that
instructional strategies are ICT compatible against the 27% that agreed in state Universities.
Responses to item 22 indicated that 65% of those in Federal Universities agreed that they
adhere strictly to a particular method of teaching against the 63% that agreed in state
Universities. Relative to items 24 and 44, 95% and 65% that agreed in Federal Universities
92
while 48% and 83% agreed in State Universities while the others disagreed. From the
foregoing, it is inferred therefore, that there exists a slight difference in the instructional
strategies employed in teaching ECE courses however, may not be significant.
Research Question 4
What are the instructional methods employed in the implementation of ECE teacher
preparation programme in South South Universities?
This was determined by the analysis of items 30, 33, 39 and 41.
Table 3.14: Students Perception of ECE Programme Objectives
S/N Items on Level of Awareness of ECE programme Objectives
Federal University
N=40
State University
N=60
Agree Disagree Agree Disagree
F % F % F % F %
30 The ECE students are highly motivated because they show a lot of interest in their course of study.
35 87 5 13 40 67 20 33
33 Students are aware of the objectives of the ECE programme in the university
24 60 16 40 56 93 4 7
39 The Programme helps you to learn about child development and learning
38 95 2 5 60 100 0 0
41 The programme helps you to learn what is culturally important
34 85 6 15 47 78 13 22
Responses to items 30 and 33 showed a ratio of 87:67 percent agreements, 60:93 percent
agreement relative to the level of awareness of instructional objectives for ECE programmes
in Universities X and Y respectively. In the same vein, a 95% agreement was attained in
Federal Universities relative to item 39 against the 100% attained in State Universities and
93
item 41 showed a 85:78 percent ratio. This observation indicated that students of universities
X and Y have a high level of awareness of instructional objectives for ECE programmes.
Research Question 5
What are the challenges confronting the implementation of the Early Childhood Education
programme in South South Universities?
This was determined by the analysis of items 4, 5, 18 and 19
Table 3.15:Students’ Perception of Challenges Confronting ECE Programme Implementation.
S/N Items on challenges confronting ECE programme implementation
Federal University
N=40
State University
N=60
Agree Disagree Agree Disagree
F % F % F % F %
4 The learning environment is conducive 34 85 6 15 18 13 42 87
5 There is accessibility to internet services
10 25 30 75 20 33 40 67
18 There is need for infrastructural development in the department for the ECE programme.
35 88 5 12 49 82 11 18
19 There is need for a departmental library so that students can acquaint themselves with books to broaden their ideas and stimulate their knowledge in ECE
36 93 4 7 46 77 14 23
The table 3.1.6 revealed that differences did not exist in challenges confronting Federal and
State Universities towards the effective implementation of ECE programme curriculum,
except a high level of differences in item 4 which showed the ratio of 85:13 percent
agreement and 15:87% disagreement when Federal and State Universities were compared.
This observation is an indication that both schools face similar challenges.
94
Research Question 6
How can the quality of ECE programme in South South Universities be improved?
It was gathered from the ECE lecturers responses and interview with them that the quality of
ECE programmes in South South Universities can be improved if office spaces are provided
for ECE lecturers, if there are well equipped classrooms and lecture halls, there are books in
their library, there are adequate number of ECE lecturers, there is less work load, research
grant for ECE lecturers provided and there are standard resource rooms.
Research Question 7
What is the entry qualification of ECE students in South South Universities?
This was determined by the analysis in Table 3.17.
Table 3.16: Demographic Profile of ECE Students in South South Universities
Items on Demographic Profiles
Federal Universities N=40
State Universities N=60
Mode of Entry UME Direct Entry
Diploma UME Direct Entry
Diploma
32 8 0 47 13 0 Duration of Programme 3
Years 4
Years 2
Years 3
Years 4
Years 2
Years 8 32 0 13 47 0
Students in the programme who came in through JAMB had the basic qualifications of five
credits passes and those that came through Direct Entry had at least Merit in NCE. Based on
interview with 2 lecturers from the Federal university, the students in the programme actually
applied for ECE and were admitted. 2 lecturers from the state University revealed that many
of the students just found themselves in the programme, they did not choose the course
originally and so are not committed to the course.
95
3.9.2 Analysis of Research Hypotheses
Research Hypothesis 1: The ECE courses will not be significantly adequate in meeting the
needs of the students in Federal and State Universities in South South.
This was determined by the analysis of items 1-5 of the students’ questionnaire.
Table 3.17: T-test on Students Perception of Adequacy of ECE Teacher Preparation Courses
Variable N Mean SD t-cal t-crit. DF P-value Decision Reject Null Hypothesis
Federal 40 17.88 2.52 4.964 1.984 98 0.05 State 60 13.4 3.04
The t-cal (4.964) is greater than the t-crit (1.984). The null hypothesis is therefore rejected.
An alternative hypothesis is therefore accepted.
The ECE Teacher preparation courses will be significantly adequate in meeting the needs of
the students in Federal and State Universities.
This was determined by the analysis of items 1-5 of the research instrument. All items
responded to showed differences in the frequencies in the frequency of agreement and
disagreement and indicate variation in the ECE programmes in Federal and State Universities
Research Hypothesis 2
There is no significant difference in the utilization of available facilities for the ECE
Programme in Federal and State Universities in South South.
This was determined by the analysis of items 6-22 of the students questionnaire.
Table 3.18: Students Perception of Facilities Utilized for ECE Programme in South South Universities
Variable N Mean SD t-cal t-crit. DF P-value Decision Reject Null Hypothesis
Federal 40 48.94 10.25 4.61 1.984 98 0.05 State 60 17 5.44
96
The t-cal (4.61) is greater than t-crit (1.984). The null hypothesis is rejected. An alternative
hypothesis is accepted.
There is a significant difference on the utilization of available facilities for the
implementation of ECE programmes in federal and state.
Research Hypothesis 3
The instructional strategies employed in achieving the objectives of the course will not be
significantly adequate in Federal and State Universities in South South.
This was determined by analysis of items 21, 22, 24 and 44 of the research instrument
Table 3.19: T-test for Instructional Strategies
Variable N Mean SD t-cal t-crit. DF P-value Decision
Accept Null Hypothesis
Federal 40 11.88 3.29 1.690 1.984 98 0.05
State 60 10.52 2.91
The t-cal (1.690) is less than t-crit (1.984), the null hypothesis is therefore accepted.
There is therefore, no significant difference in the instructional strategies employed in
achieving the objectives of ECE teacher preparation programme in Federal and State
Universities.
Research Hypothesis 4
There is no significant difference in the perception of students of Federal and State
Universities in South South of the objectives of their course of study.
This was determined by the analysis of items 30, 33, 39, 40 and 41
97
Table 3.20:T-test for Students Perception of the Objectives of the Programme
Variable N Mean SD t-cal t-crit. DF P-value Decision
Accept Null Hypothesis
Federal 40 16.82 3.78 0.166 1.985 98 0.05
State 60 17 5.44
The t-cal (0.166) is less than t-crit (1.984). The null hypothesis is therefore accepted.
There is therefore, no significant difference in the level of awareness of students on the
objectives of their course of study in Federal and State Universities.
3.9.3 The Findings of the Pilot Study
The finding of the pilot study revealed among other things that;
1. That the ECE teacher preparation courses were adequate for the programme in the
South South Universities.
2. That facilities were inadequate for the programme in South South Universities.
3. The method employed by educators for achieving the objectives of the Early
Childhood Education programme in Federal and State Universities in South South
were inadequate.
3.9.4 Implications for the Main Study
Based on the responses from the pilot study, the researcher incorporated the following in the
main study:
1. Some of the items in the students’ questionnaire were properly arranged
2. Some items in the students’ questionnaire that were ambiguous were reworded for
simplicity.
3. Research question 8 on proposing a package for ECE Teacher Preparation Programme
was included for the main study.
98
CHAPTER FOUR
RESULTS
This chapter focus on analysis of data and presentation of results.
4.1 Presentation of Results
Statistical Analysis of Research Questions and Hypotheses
Research Question 1: How adequate are the courses in ECE teacher preparation
programme in South East and South West Universities in relation
to the BMAS (2007)?
A content analysis was carried out on the course content/listing of the four Universities that
were employed for the study, Universities A,B,C and D. An expert review of the course
content/listing of the four Universities using the NUC minimum standard or bench mark for
the early childhood programme was carried out.
99
University A: Early Childhood and Primary Education Programme in Nnamdi Azikiwe
University, Awka
YEAR I FIRST SEMESTER SECOND SEMESTER
Course Code
Course Title Credit Available
Hours Require
Course Code
Course Title Credit Available
Hours Required
GENERAL COURSES GENERAL COURSES
GSS 101 Use of English 1 2
9
GSS 102
Use of English II 2
7 GSS 104 History and Philosophy of Science
2 GSS 103
Introduction to Logic and Philosophy
2
GSS 107 Nigerian People and Culture
2 CSC 102
Introduction to Computer Programme II
3
CSC 101 Introduction to Computer Programme I
3 CORE EDUCATION COURSES
CORE EDUCATIONAL COURSES
EDU 102
Philosophical Foundation of Education
2
5 EDU 101 Sociological Foundation
of Education 2
4
EDU 111
Introduction to Educational Psychology
3
EDU 103 Historical Foundation of Education
2 SPECIALIZATION COURSES (EDPE)
SPECIALIZATION COURSES (EDPE)
CPE 102
Observation and Assessment of Young Children
4 CPE 101 Philosophy of Pre-Primary and Primary Education
2
4
CPE 103
Principle of/and Practicum in Early Childhood
CPE 141 Child Growth and Development
2 RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
Section A
Section A
CPE 111 Primary English Methods
2
CPE 171 Primary Religious and Moral Education
2
9
CPE 173 Creative Arts for Primary Education
2
CPE 172 Our Environment – Home, School, Society
2 Section B
Section B
CPE 162 Science Concepts in Early Childhood
2
6 CPE 121 Measurement and Shapes 2 CPE 181 Basic Agriculture 2 CPE 161 Critical Contents in
Primary Science 2 Total 22
CPE 191 Physical Education and Health for Elementary Teachers
2
Total 23
100
YEAR II
FIRST SEMESTER SECOND SEMESTER Course Code Course Title Credit
Available Hours Require
Course Code
Course Title Credit Available
Hours Require
CORE EDUCATIONAL COURSES
CORE EDUCATIONAL COURSES
EDU 212 Psychology of Learning
3
7
EDU 223 Special Methods in Education
2
6 EDU 211 Fundamentals of Curriculum Development
2 EDU 225 Micro Teaching 2
EDU 222 Basic Methodology 2 EDU 261 Educational Technology
2
SPECIALIZATION COURSES (EDPE)
SPECIALIZATION COURSES (EDPE)
6
CPE 251 Home- School Partnership/Collaboration
2
6
CPE 253 Curriculum Planning & Management for ECPE
2
CPE 222 Fundamentals of Elementary Mathematics I
2 CPE 212 English for Primary Education Teacher I
2
CPE 252 Learning, Motivation and Classroom Management in Early Childhood
2 CPE 242 Principles of Learning in Early Childhood
2
RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
Section A Section A
CPE 232 Children’s Literature 2
6
CPE 233 Teaching Reading in Early Childhood
2
CPE 274 Introduction to Social Studies in Primary Schools
2 CPE 275 Teaching Drawing and Cultural Art in Early Childhood
2
Section B Section B CPE 291 Health and Living in
the Society 2 CPE 224 Critical Content
of Mathematics 2
CPE 223 Teaching of Primary Mathematics
2 CPE 292 Fundamentals of Teaching in Sport and Health
2
CPE 282 Agricultural Tools and Practices
2 CPE 263 Method of Teaching science in Early Childhood
2
TOTAL FOR UME 19 TOTAL FOR UME
18
FOR DIRECT ENTRY STUDENTS
FOR DIRECT ENTRY STUDENTS
GSS 101 Use of English I 2 5
GSS 102 Use of English II 2 5 CSC 101 Introduction to
Computer Programme I
3 CSC 102 Introduction to Computer Programme II
3
TOTAL FOR DIRECT ENTRY STUDENTS
24 TOTAL FOR DIRECT ENTRY STUDENTS
23
101
YEAR III
FIRST SEMESTER SECOND SEMESTER Course Code
Course Title Credit Available
Hours Require
Course Code
Course Title Credit Available
Hours Require
CORE EDUCATIONAL COURSES
EDU 325
Teaching Practice
6
EDU 331 Educational Research and Statistics
3
5
SESSION TOTAL
26
EDU 221 Special Education and
Guidance Principles 2
SPECIALIZATION COURSES (EDPE)
CPE 354 Primary School Administration and Supervision
2
7
CPE 334 Diagnosis and Remediation of Reading Difficulties
2
CPE 345 Basic Concepts of Montessori
3
RESTRICTED ELECTIVE – (Choose 2 Courses at least one from each of section A & B)
Section A
CPE 375 Teaching Social Studies in Primary Schools
2
CPE 335 Strategies and Materials for Teaching Reading
2
CPE 314 Teaching Igbo in Pre-Primary and Primary Education
2
Section B CPE 324 Technology-based
Mathematics for Teachers 2
CPE 383 Agricultural Production and Storage
2
CPE 363 Pest Control in Home And Schools
2
TOTAL FOR UME 20
UMITT Which is a non-credit course will be programmed during the first Semester for all
students
102
YEAR IV
FIRST SEMESTER SECOND SEMESTER Course Code Course Title Credit
Available Hours Require
Course Code
Course Title Credit Available Hours
Require
CORE EDUCATIONAL COURSES
CORE EDUCATIONAL COURSES
EDU 333 Test and Measurement 2 2 EDU 433 Research Project 4 4
SPECIALIZATION COURSES (EDPE)
SPECIALIZATION COURSES (EDPE)
6
CPE 455 Seminar in Classroom Behaviour Management
2 8
CPE 456 Hand-on toy Production (practical)
2
CPE 426 Teaching Mathematics in Early Childhood
2 CPE 427 ICT in primary Education Classroom
2
CPE 415 English for Primary Teachers II
2 CPE 445 Child Care in Early Childhood
2
CPE 404 Multicultural Perspective in Teaching
2
RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
RESTRICTED ELECTIVE – (Choose 3 Courses at least one from each of section A & B)
Section A Section A
CPE 436 Igbo Literature 2
8
CPE 477 Comparative Religion in Schools
2
CPE416 Development of Writing Skills
2 CPE 437 Content Area Study 2
CPE 493 Caring for our Physical Environment
2 CPE 417 Language and Grammar for Primary Teacher
2
Section B Section B CPE 464 Science and Society in
Early Childhood 2 CPE 465 Science Laboratory
Corner Management 2
CPE 494 Clothing and Care for Primary Schools
2 CPE 484 Animal and Crop Production
2
CPE444 Elements of Special Education
2 CPE 495 Calisthenics in Nursery/ Primary School
2
Unrestricted Elective (Choose any one of these)
TOTAL 18
EDL 241 Reference and Information Service
2
EDM 213 School Business Management & Record Keeping
2
GCE 103 Guidance & Counseling in Primary School
2
TOTAL 20
103
In Nnamdi Azikiwe University, Awka, the courses cover teaching of basic skills in core
subjects like English Language, Mathematics, Social Studies, Igbo Language (very important
at this level), arts, Reading to Philosophy of Pre-Primary and Primary Education observation
and assessment of young children, principles of/and practices in children to principles of
learning in early childhood. They are also provided with specialized professional education
required for teaching and managing classrooms at the level in focus. The courses can be
considered adequate and in line with the NUC minimum standard for the programme.
University B: Teacher Education Early Childhood Programme in the University of
Ibadan, Ibadan
The Courses (Education/Foundation Courses) are:
100 Level (1st Year)
a. TEE 102 - Introduction to History and policy of Education (Required)
b. TEE 103 - Sociological and Philosophical Foundations of Education (Required)
c. GCE 101 - Introduction to Psychology (Compulsory)
d. SPE 104 - Introduction to Special Education (Required)
e. Students are to take one methodology course that is relevant to his/her teaching
subject e.g. TEE
141 - Social Studies Methods 1 for all students taking courses in the social
sciences.
200 Level (2nd Year)
a. TEE 202 - Instructional Media and Resources (C)
b. TEE 205 - Professional Practice 1(C)
c. GCE 203 - Measurement and Evaluation (C)
d. GCE 204 - Psychology of Learning (C)
e. One or two methodology course(s) (C)
104
300 Level (3rd Year) a. TEE 301 - History and Policy of Education in Nigeria (C) b. TEE 303 - Introduction to Curriculum (C) c. TEE 304 - Philosophy of Education (C) d. TEE 305 - Professional Practice II (C) e. TEE 353 - Introduction to Instructional Technology (R) f. One or two methodology course(s) (C)
400 Level (4th Year)
a. TEE 401 - Individual Project (C)
b. TEE 403 - Sociology of Education (C)
c. TEE 404 - Curriculum Development, Implications and Revision (C)
d. TEE 405 - Professional practice III (C)
e. GCE 406 - Developmental psychology (C)
(Source; Undergraduate Brochure, Department of Teacher Education, University of Ibadan)
General Studies Centre
GES 101 - Use of English (Compulsory)
GES 102 - Culture and Civilization (Required)
GES 103 - Government Society and Economy (Required)
GES 105 - Fundamentals of Land Use Agriculture (Required)
Early Childhood Education Courses are: -
100 Level
TEE 111 - Early Childhood Teaching Methods I (Compulsory)
TEE 102 - Introduction to the History and Policy of Education (Required)
TEE 203 - Sociological and philosophical Foundations of Education (Required)
200 Level
TEE 204 - Introduction to the Philosophy of Early Childhood Education (Required)
TEE 206 - Pre-School Education in Traditional African Society (Required)
TEE 207 - Origins and Development of Early Childhood Education (Compulsory)
TEE 208 - Early Childhood Curriculum Organization and Development (Compulsory)
TEE 211 - Early Childhood Education Teaching Methods II (Compulsory)Pre-requisite,
TEE 111
TEE 202 - Instructional Media and Resources (Compulsory)
TEE 205 - Professional Practice I (Compulsory).
105
300 Level
TEE 306 - The Organization/Administration of Early Childhood Education with
Particular reference to Nigeria
TEE 307 - Instructional model and Implementation of Curricular Changes in ECE
(Required).
TEE 311 - Early Childhood Education Teaching Methods III (Compulsory)
TEE 301 - History and Policy of Education in Nigeria (Required)
TEE 303- General Principles of Curriculum Instruction (Compulsory)
TEE 304- Philosophy of Education (Required)
TEE 305 - Professional Practice II (Compulsory)
TEE 353 - Introduction to Instructional Technology (Compulsory)
400 Level
TEE 406 - Early Childhood Education Projects in Nigeria and Other countries (Elective)
TEE 401 - Individual Project (Compulsory)
TEE 403 - Sociology of Education (Compulsory)
TEE 405 - Professional Practice III (Compulsory)
TEE 407 - Comparative Education (Elective)
All these courses are within the Department of Teacher Education.
In the University of Ibadan, the courses generally follow the requirements of the NUC BMAS
and the programme went beyond the BMAS to include other professional courses beneficial
to the students.
University C: Nursery and Primary Education Programme, University of Ado-Ekiti,
Nigeria
100 Level First Semester Course Code Course Title Units Status GST 111 Communication in English I 2C
GST 115 Information and communication Tech. 2C
EFM 101 History of Education 3C
NPE 101 Philosophy of Nursery Primary Education 2C
NPE 103 Primary Integrated Science Curriculum & Method 2C
NPE 105 Comparative Nursery/Primary Education 2C
106
NPE 107 Childhood and Pre-Adolescent psychology 2C
NPE 109 Basic English Grammar 2C
EGC 105 Motivation 2C
19 Units
100 Level Second Semester Course Code Course Title Units Status GST 112 Use of Library and Study Skills 2C
GST 116 Introduction to Entrepreneurial Skill I 2C
GST 118 History and Philosophy of Science 2CEFM
102 Educational Development in Nigeria 2C
CUS 100 Introduction to the Teaching profession 2C
NPE 102 Primary Mathematic. Curriculum & Method 2C
NPE 104 Introduction to Agriculture Comparatively 2C
NPE 106 Nursery/Primary School Guidance and Counseling 3C
NPE 110 Primary School English 2C
9 Units
200 Level First Semester Course Code Course Title Units Status GST 111 Communication in English I 2C
GST 115 Information and Communication Technology 2C
GST 211 Communication in English II 2C
EFM 201 Philosophy of Education 2C
EFM 203 Sociology of Education 2C
CUS 205 Introduction to Curriculum Studies 2C
NPE 203 Primary Religious and Moral Instruction 2C
NPE 205 Drawing, Cultural and Creative Arts 2C
NPE 207 Principles of ‘Nursery/primary Education 2C
NPE 211 Clothing, Tools and Equipment 2C
NPE 213 Elementary Mathematics I 2C
NPE 215 Aspects of Primary School Yoruba Language 2C
20 Units
107
200 Level Second Semester Course Code Course Title Unit Status *GST 112 Use of Library and Study Skills 2C
*GST 116 Introduction to Entrepreneurial Skills 2C
EGC 220 Psychology of Learning 2C
NPE202 Primary School Social Studies 2C
NPE 204 Elementary Mathematics II 2C
NPE 206 Development of Nursery/Primary Education 2C
NPE 208 Introduction to Special Education 2C
NPE 214 Advanced Creative Arts Methodology 2C
EGO 202 Educational Psychology 2C
NPE 212 Adolescent Psychology 2C
NPE 216 Primary School Computer Studies 2C
CUS 204 Teaching Practice I 3C
21 Units
300 Level
First Semester
Course Code Course Title Units Status
CUS 301 Research Method and Data Processing 2C
NPE 301 The School Environment and the Child 3C
NPE 303 Nursery Pry. School Administration 2C
NPE 305 Coaching and Management of Nursery/Primary
Schools 2C
NPE 307 Methods of Achievement Analysis for Nursery and
Primary Schools 3C
NPE 309 Teaching Methodology for Nursery Primary schools 2C
NPE 311 Introduction to Integrated Science 2C
NPE 313 Introduction to Crops and Animal Production 2C
Any 2 Units Elective in Education 2E
20Units
108
300 Level SECOND SEMESTER Course Code Course Title Units Status *GST 118 History and Philosophy of Science 2C
EGC 322 Educational Psychology II 2C
CUS 302 Curriculum and Instruction 3C
CUS 304 Teaching Practice (II) Vacation Course 3C
NPE 300 Pre-School Education in Traditional African Communities I 2C
NPE 302 Nigeria as a Nation 2C
NPE 304 Meal Management 2C
NPE 306 Elementary Mathematics III 2C
NPE 308 Introduction to Algebra and Statistics 2C
NPE 310 The Use of Yoruba Language 2C
NPE 312 Primary School Science Studies 2C
22Units 400 Level First Semester Course Code Course Title Units Status EFM 403 Principles of Educational Management 3C
EGC 405 Introduction to Guidance and Counseling 2C
NPE 401 Elementary Mathematics IV 3C
NPE 403 Continuous Assessment in Nursery and Primary Schools 3C
NPE 4-05 Financial Management in NPE 3C
NPE 407 Primary School Health Education 3C
17Units 400 Level Second Semester Course Code Course Title Units Status EGC 402 Tests and Measurements 2C
NPE 402 Drama in Creative Arts Methods 2C
NPE 404 Supervision of Nursery and Primary Schools 3C
NPE 406 Ethics and Legal Consideration for Nursery and Primary Education 3C
NPE 408 Personality and Social Development in
Nursery Primary Education 2C
CUS 498 Project 4C
16 Units
109
In Ekiti State University, apart from having entrepreneurial studies as a general study course,
NPE 310 – The use of Yoruba language is taught as a core course in the department. The
courses are in line with the BMAS 2007.
University D: Educational Foundations and Instructional Foundation (Childhood Education Programme), Tai-Solarin University of Education, Ijagun
100 Level
1st Semester
Course Code
Course Title Units Status
EDU 111 Historical Foundation of Education 3 C
GNS 111 Introduction to Logic & Philosophy 3 C
VOS 118 See list of Vocational Programmes 1 C
CED 111 Methods of Teaching Physical and Health Education 3 C
CED 114 Method of Teaching Language Reading & Writing Skills for children
3 C
Students are to offer 3 courses in their teaching subjects. 9
Total 22
2nd Semester
EDU 121 Sociological and Philosophical Foundation 3 C
GNS 121 History and Philosophy Resource 3 C
ENT 121 General management and Human Resources 3 C
CED 122 Introduction to Pre-Science & Teaching Method 3 C
CED 123 Pre-Primary Mathematics and Methods 3 C
Students are to offer 3 courses in their teaching subjects. 9
Total to be taken 24
110
200 Level
1st Semester
2nd Semester
Course Code
Course Title Units Status
EDU 211 Psychological Foundation of Education 3 C
GNS 212 Use of English 3 C
GNS 213 Nigerian Culture and Citizenship Education 3 C
VOS 211 See list of Vocational Programmes 1 C
CED 211 Facilitating creativity in children 3 C
CED 212 Social Studies Methodology 3 C
Students are to offer 4 courses in their teaching subjects.
12
Total 28
EDU 221 Principles of Curriculum Studies: Development and Implementation
3 C
EDU 222 Test and Measurement 3 C
GNS 221 Introduction to Computer and Application 3 C
GNS 222 Land use and General Agriculture 3 C
ENT 221 Entrepreneurship and Business Management 3 C
CED 222 Primary Religion and Moral Instruction Curriculum and Method
3 C
CED 223 Primary Agricultural Science 3 C
Students are to offer 3 courses in their teaching subjects.
9
Total 30
111
300 Level
1st Semester
Course Code
Course Title Units Status
VOS 311 See list of Vocational Programme 1 C
CED 311 Introduction to the Philosophy of Childhood Education
3 C
CED 312 Origin and Development of Childhood Education 3 R
CED 313 Early Childhood Teaching Methods (Pre-school Learning Styles)
3 C
Students are to offer 6 teaching subjects 3 units each. 18
Total 28
2nd Semester
EDU 321 Educational Technology and Micro-Teaching 3 C
EDU 322 Special Education 3 R
EDU 323 Principles and Techniques of Teaching and the Teaching Profession
3 C
ENT 321 Accounting for Business Management 3 C
CED 321 Early Childhood and Childhood Psychology 3 E
CED 322 Pre-primary and Primary Education Curriculum Methods Development
3 C
CED 323 Classroom Observation 3 C
CED 324 Research Method in Childhood Education 3 C
Students are to offer 2 courses in their teaching subjects.
6
Total to be taken 30
112
400 Level
1st Semester
Course Code
Course Title Units Status
EDU 418 Teaching Practice 6 C
EDU 429 Project 6 C
Total 12
2nd Semester
EDU 421 School Administration and Management 3 R
EDU 422 Elements of Guidance and Counselling 3 R
ENT. 411 Investment Marketing and Purchasing Management
3 C
VOS 421 See list of Vocational Programmes 1 C
CED 421 Early Childhood Education Projects in Nigeria and other Countries
3 R
CED 422 Teaching Methods I 3 C
CED 423 Planning, Organization and Finance of Childhood Education Programme
3 E
Students are to offer 2 courses in their teaching subjects.
6
Total to be taken 25
The courses are line with BMAS 2007. Entrepreneurial and vocational courses are also
required for the award of the degree in the department.
113
Table 4.1: Benchmark Minimum Academic Standards for ECE Undergraduate Programmes in Nigerian Universities
Course title
No of credit units
Universities South East South West
A B C D
Social Studies in Elementary Education 2 √ √ √ √ Science in Elementary Education1 2 √ √ √ √ Curriculum Development and Evaluation 2 √ √ √ √ Language Art in Elementary Education 2 √ √ √ √ The Teaching of Values and Valuing in Elementary Education 2 √ √ √ √ Mathematics in Elementary Education 1 2 √ √ √ √ Creative Arts in Elementary Education 2 √ √ √ √ Introduction to Music in Elementary Education 2 √ √ √ √ Mathematics in Elementary Education II 2 √ √ √ √ Method of Teaching Social Studies 2 √ √ √ √ Health Education 2 √ √ √ √ Supervised Teaching in Elementary Education 2 √ √ √ √ Educational technology 2 √ √ √ √ Special Teaching Methods 2 √ √ √ √ Introduction to Special Education 2 √ √ √ √ Method of Teaching Reading in Elementary School 2 √ √ √ √ Method of Teaching Mathematics in Elementary Education 2 √ √ √ √ Introduction of Agricultural Science in Elementary Education 2 √ √ √ √ Family Education 2 √ √ √ √ Method of Teaching Art in Elementary Education 2 √ √ √ √ Education Technology 2 √ √ √ √ Curriculum and Instruction II (Curriculum Theory and Practice)
2 √ √ √ √
Science in Elementary School II 2 √ √ √ √ Science and Society 2 √ √ √ √ Theories and Practice of Early Childhood Education 2 √ √ √ √ Method of Teaching Language Arts in Elementary School. 2 √ √ √ √ Method of Teaching Science in Elementary Education 2 √ √ √ √ Development Guidance Elementary School. 2 √ √ √ √ Seminar in Elementary Classroom Teaching 2 √ √ √ √ Continuous Assessment in Elementary School 2 √ √ √ √ Children Literature I 2 √ √ √ √ Social Psychology of Instruction 2 √ √ √ √ Special Research Project in Education 2 √ √ √ √ Research Methods: Data Processing, Statistics and Computer Usage
3 √ √ √ √
Curriculum and Instruction II 2 √ √ √ √ Test and Measurement 3 √ √ √ √ Organization of Elementary Education 2 √ √ √ √ Guidance and Counselling 3 √ √ √ √ Seminar in Education 3 √ √ √ √
Generally, the course content of ECE Teacher preparation programme in both the South East
and South West region is adequate. In South East university has two courses teaching Igbo
114
language but no course on Entrepreneurial studies. In the South West region, it is only Ado-
Ekiti State University that has a course on the use of Yoruba language. In all, the courses for
ECE teacher preparation programme is adequate in both South East and South West
universities, though, different universities have enriched their programme by adding other
courses e.g. entrepreneurial studies. Over 90% of ECE lecturers from both regions agreed that
the courses were adequate. The students’ responses from both regions also affirmed this. This
implies that the ECE courses are highly adequate in the South East and South West Nigerian
universities.
Table 4.2: Students Perception of the adequacy of ECE Teacher Preparation
Programme Course Content in South East and South West Universities
S/N Statements South East Universities N= 70
South West Universities N = 229
SA A D SD Mean SD SA A D SD Mean SD 1 The programme helps you
to learn about child development and learning
36 15 14 5 3.17 0.88 107 96 12 14 3.29 0.95
2 The programme helps you to learn what is culturally important
40 15 8 7 3.26 0.79 88 93 31 17 3.10 1.09
3 Skills gained from the programme were applied during my teaching practice
20 24 18 8 2.80 1.06 82 104 17 26 3.06 0.96
4 The knowledge and skills gained in the classroom situation is applicable in real life situation.
16 20 14 20 2.46 1.13 93 86 26 24 3.08 0.97
5 The ECE programme is rated very high in my school.
13 27 19 11 2.60 0.97 68 93 51 17 2.93 0.90
6 The quality of training we receive as ECE students can be rated adequate.
15 19 28 8 2.59 0.96 62 124 37 6 3.04 0.86
7 In terms of pedagogy our course content is adequate
15 32 18 5 3.27 0.86 81 102 42 4 3.06 0.73
8 The course content for the ECE programme is adequate.
16 28 23 3 2.81 0.84 93 86 26 24 3.14 0.77
9 I enjoyed the teaching practice experience
16 22 18 14 2.57 0.88 78 71 36 44 2.80 1.07
Grand Mean 2.83 0.93 3.05 0.92
115
Table 4.2 revealed that students of South East University and students of the South West
Universities admitted to the adequacy and quality of ECE teacher preparation course content.
Response to items 1 indicated high mean scores of 3.17 and 3.29 while item 2 indicated
scores of 3.26 and 3.10 respectively. Responses to item 3 on the applicability of knowledge
gained during teaching practice had students from South East University scoring 2.80 while
students from South West universities had a score of 3.06. Relative to knowledge
applicability in real life situations, there were low mean scores of 2.46 from the responses of
South East university students while a high mean score of 3.04 was attained by students from
the South West. Students from South East and South West admitted a high rating of their
courses with mean scores of 2.60:2.90 as well as high quality of the training they received
2.59:3.06. Responses to items 7 and 8 also revealed the adequacy in terms of pedagogy as
well content showing a ratio of 3.27:3.06 and 2.81:3.14 for South East and South West
universities respectively.
116
Research Question 2: What are the facilities available for the implementation of ECE
teacher preparation programme in South East and South West
Universities?
A checklist was used to analyse the available facilities.
Table 4.3: Checklist on Analysis of available Facilities for ECE implementation
Material South East University South West Universities Instrument for designing Programmes
Score
Interpretation Mean Score
Interpretation
Computers 2 Available and inadequate 2 Available and inadequate Recorders 1 Not Available 1 Not Available Health and Nutrition Package
Weighing Scales 2 Available and inadequate 2 Available and inadequate Measuring Cups/Bottles 3 Available and Adequate 3 Available and Adequate Clean Water 3 Available and Adequate 3 Available and Adequate Environmental and Sanitation Package
Toilet Facilities 3 Available and adequate 3 Available and adequate Waste Bin 3 Available and adequate 3 Available and adequate Standard Classrooms 3 Available and adequate 3 Available and adequate Well equipped lecture Halls 2 Available and Adequate 2 Available and inadequate
Sporting Facilities 2 Available and inadequate 2 Available and inadequate Recreational Facilities 2 Available and inadequate 2 Available and inadequate Instructional Materials White Board 3 Available and Adequate 3 Available and Adequate Pictures 3 Available and Adequate 3 Available and Adequate
Textbooks 2 Available and inadequate 2 Available and inadequate
Projectors 2 Available and inadequate 2 Available and Inadequate Charts 3 Available and adequate 2 Available and inadequate Audio-tapes 2 Available and Inadequate 2 Available and Inadequate Flash-cards 2 Available and Inadequate 2 Available and Inadequate Videotapes 2 Available and inadequate 2 Available and Inadequate Television 2 Available and inadequate 2 Available and Inadequate
Film strips 1 Not Available 1 Not Available Departmental Library 2 Available and Inadequate 2 Available and Inadequate Resource room/Children play house
3 Available 2 Available and inadequate
Overall Mean Score 2.30 Available and Inadequate 2.26 Available and Inadequate
Key:
3 Available and adequate
2 Available and inadequate
1 Not Available
117
Analysis of the checklist on Table 4.3 revealed that all the necessary facilities are available in
different measures in the South East University. This is with exception of recorders and film
strips. This is the situation in the South West where recorders and film strips are the only
resources not available. The South East University had a demonstration room, Tai Solarin
had a children’s laboratory, Ekiti had a resource centre, University of Ibadan had no children
centre.
Table 4.4: Students Response on Available Infrastructure
S/N Facilities/Equipment available for the ECE programme
South East University
N= 70
South West Universities
N = 229
Available Not Available
Available Not Available
10 Standard Classrooms 48(68.6) 22(31.4) 82(35.8) 147(64.2)
11 Fully equipped lecture halls 28(40) 42(60) 98(42.8) 131(57.2)
12 Recreational Facilities (E.g. Merry go round 45(64.5) 25(45.7) 143(62.4) 86(37.6)
13 Sporting facilities (E.g. Ball) 37(52.9) 33(47.1) 140(61.1) 89(38.9)
14 Departmental Library 18(25.71) 52(74.29) 78(26.08) 221(73.91
15 Toilet facilities 38(54.3) 32(45.7) 132(57.6) 97(42.4)
16 Laboratories(E.g. children laboratory/demonstration room)
45(64.3) 25(35.7) 145(63.3) 84(36.7)
17 Transportation 39(55.7) 31(44.3) 96(41.9) 132(57.6)
18 Adequate Seats 27(38.6) 43(61.4) 82(35.8) 145(63.3)
Students’ perception of infrastructural availability for ECE programmes revealed that fully
equipped lecture halls and adequate seats are not available (availability (< 50%) in South East
University. For the Universities in the South West standard classrooms, fully equipped
lecture halls, departmental library, transportation and adequate seats were not available. This
information were represented below.
118
Fig. 4.1 Level of Available facilities for ECE implementation in South East and
South West Nigerian Universities
Research Question 3: What is the level of use of facilities in the implementation of ECE
teacher preparation programme in South East and South West
universities?
A checklist was used to determine the level of use of facilities for the programme
119
Table 4.5: Analysis of Facility Utilization
Material South East University (N= 3) South West Universities (N=18)
Instrument for designing Programme Score Interpretation Score Interpretation
Computer 1 Poorly used 1 Poorly used Recorders 1 Poorly used 1 Poorly used
Health and Nutrition Package Weighing Scales 1 Poorly used 2 Fairly used Measuring Cups/Bottles 2 Adequately used 2 Adequately used Clean Water 3 Adequately used 3 Adequately used Environmental and Sanitation Package
Toilet Facilities 3 Adequately used 3 Adequately Used Waste Bin 3 Adequately Used 3 Adequately used
Standard Classrooms 3 Adequately used 3 Adequately Used Well equipped lecture Halls 2 Fairly used 3 Fairly used Sporting Facilities 2 Fairly used 2 Fairly used Recreational Facilities 2 Fairly used 2 Fairly Used
Instructional Materials White Board 3 Adequately used 3 Adequately used Pictures 2 Fairly used 2 Fairly used
Textbooks 3 Adequately used 3 Adequately used
Projectors 1 Poorly used 1 Poorly used Charts 2 Fairly used 2 Fairly used Audio-tapes 1 Poorly used 1 Poorly used Flash-cards 1 Poorly used 1 Poorly used Videotapes 1 Poorly used 1 Poorly used Television 1 Poorly used 1 Fairly used Film stripes 1 Poorly used 1 Poorly Used Departmental Library 2 Fairly used 2 Fairly Used Resource room/Children play house 3 Adequately used 2 Fairly Used
Overall Score 1.93 Fairly Used 1.90 Fairly Used
Key:
3 Adequately Used
2 Fairly Used
1 Poorly Used
94% of the ECE lecturers responses in South East and South West universities point to the
fact some of the available instructional materials were not adequately utilized, Six (66.7%)
lecturers from the South West region complained of ICT gadget that were not functioning. 3
(33.3%) lecturers from Ekiti State University stated that their students were not taught with
modern technological facilities. Some schools had just a faculty library, apart from the short
120
period allotted for teaching practice, the lecturers complained of not having enough time for
practical courses.
Table 4.6: Students Perception of Facilities Available and Utilized for ECE Teacher
Preparation Programme Implementation
S/N Statements South East Universities
N= 70
South West Universities
N = 229
SA A D SD Mean SD SA A D SD Mean SD
19 There are standard physical facilities on ground in the department for ECE programme
5 16 37 12 2.20 0.64 16 91 101 21 2.44 0.66
20 Equipment available in the department are suitable for a functional ECE programme
6 19 26 19 2.17 0.56 34 94 73 28 2.58 0.72
21 Equipment available will help attain excellence in teaching and learning.
6 16 37 11 2.24 0.76 38 87 86 18 2.63 0.92
22 The learning environment is conducive
8 22 32 8 2.43 0.64 51 83 80 15 2.74 1.04
23 There is accessibility to internet services
7 18 36 9 .33 0.78 17 56 127 29 2.26 0.77
24 The facilities for the programme are adequate since it is prerequisite (Requirement) for functional education in the current modern technological trends.
4 18 38 10 2.23 0.82 20 89 96 24 2.46 0.98
25 There is library that provides background materials that supplements lectures
10 8 31 21 2.10 0.72 63 37 90 39 2.54 1.08
Grand Mean 2.24 0.70 2.52 0.88
Responses in Table 4.6 reveals that students in South East university and South West
universities slightly admitted the level of use of facilities in the department with 2.20 and
2.44 mean scores respectively while responses to items 20 revealed a weak mean score
acceptance of the suitability of available equipment both regions. Summarily, all responses
points to the fact that the availability of instructional material was at a minimal level but
121
better in South West universities (Grand Mean = 2.52) compared to the South East (Grand
Mean = 2.24).
Research Question 4: What are the instructional methods employed in the
implementation of ECE teacher preparation programme in
South East and South West Universities
An observation schedule was to determine the instructional methods employed by educators.
Table 4.7: Observation of Classroom Teaching Activities
South East University
South West Universities South West Mean
Teaching Methods A B C D Lecture Methods 3 3 3 2 2.67 Discussion 2 2 2 3 2.33 Discovery 1 1 1 1 1.33 Project Method 1 1 1 2 1.33
Teaching Skills Presentation Skills 3 3 3 3 2.67 Involvement Skills 2 2 2 2 2.00 Participation Skills 2 2 2 2 1.67 Questioning Skills 3 2 2 2 2.00 Response Repertoire Skills
2 2 1 1 1.33
Provocation of self activities
2 2 1 1 1.33
Promotion of Self-development
3 2 1 2 1.67
Seeking Economy of time 2 2 2 2 2.00 Key: 3 Very Good 2 Good 1 Poor A Nnamdi Azikiwe University B University of Ibadan C Ekiti state University D Tai Solarin University
122
Table 4.7 reveals that lecture method was mostly employed by educators in South East and
South West universities ( x = 2.67). Further, given the teaching skills listed, presentation was
mostly employed by the lecturers ( x = 2.67).
Table 4.8: Students’ Responses on Instructional Strategies Employed in ECE Programme
Implementation
S/N Statements South East University
N= 70
South West Universities
N = 299
SA A D SD Mean SD SA A D SD Mean SD
26 They adhere strictly to particular method of teaching
13 31 9 17 2.57 1.06 46 110 44 29 2.76 0.92
27 The methods employed in teaching ECE courses in the department is adequate
14 23 5 28 2.32 0.88 73 46 16 94 2.43 0.84
28 Different teaching methods are employed in teaching the programme
19 15 19 17 2.51 0.86 80 99 33 17 3.06 0.89
29 We are trained to use modern teaching tools
25 12 19 14 2.68 1.16 54 63 97 15 3.06 0.96
30 The instructional strategies/teaching methods employed by your lecturers in teaching are ICT compatible
10 23 28 9 2.49 0.90 65 23 57 84 2.30 0.78
Grand Mean 2.61 1.01 2.72 0.88
Table 4.8 shows that lecturers’ adherence to a particular method was greater in South West
(Item 26; ( x = 2.76) then in the South East ( x = 2.57). on the adequacy of teaching method
in Item 27, variety of strategies on Item 28 and training in the use of modern teaching tools
(Item 29), the South West Universities Lecturers were better (Means 2.43, 3.06 and 3.06)
123
than their South East counterparts. Item 30 indicate that the mean score of 2.49 for South East
is higher than 2.30 for South West Universities as it relates to ICT compliance.
Research Question 5: What is the perception of ECE students on the objectives of their
course in South East and South West Universities?
Table 4.9: Perception of ECE Students on the Objective of the ECE Teacher
Preparation Programme
S/N Statements South East Universities
N= 70
South West Universities
N = 229
SA A D SD Mean SD SA A D SD Mean SD
31 ECE was not the original course you put in for
15 19 28 8 2.59 0.96 62 124 37 6 3.04 0.86
32 I am highly motivated and show a lot of interest in ECE
15 32 18 5 2.81 0.86 81 102 42 4 3.06 0.73
33 I am aware of the objectives of my course of study
16 28 23 3 2.81 0.84 93 86 26 24 3.14 0.77
34 I really like the course
16 20 14 20 2.46 1.13 93 86 26 24 3.08 0.97
35 I rate the ECE programme very high in my school.
13 27 19 11 2.60 0.97 68 93 51 17 2.93 0.90
Grand Mean 2.65 0.95 3.05 0.85
From Table 9, the perception of students from South West Universities (Grand Mean = 3.05
outweighs that of South East University (Grand Mean = 2.65). This shows that the South
West University students are more predisposed to learning effectively compared to their peers
from the South East. Their responses however are at variance with some lectures report in the
South West region who have complained of student lack of commitment to the course
because ECE was not the original course most of the students had put in for but just found
themselves there because of admission problem.
124
Research Question 6: What are the challenges confronting the implementation of the ECE teacher preparation programme in South East and South West Universities?
Responses from over 96% of ECE lecturers in South East and South West universities
revealed that challenges confronting ECE programmes in these Universities include
inadequate infrastructure such as well stocked, up to date departmental libraries, others
complained that their students are not motivated, have weak background others, stated that
ECE courses are taught like any other course and do not have enough field practice.
Inadequacy of modern and up-to-date materials was also a challenge. Some schools also
complained that ECE was joined with primary Education and should be made to stand apart.
Table 4.10: Students’ Perception of Challenges in Implementing ECE Programmes
S/N Statements South East University N= 70
South West Universities N = 229
SA A D SD Mean SD SA A D SD Mean SD 36 There is need for infrastructural
development in the department for the ECE programme
24 13 12 21 2.57 0.86 109 63 25 32 3.09 1.07
37 There is need for a departmental library so that students can acquaint themselves with books to broaden their ideas and stimulate their appetite for knowledge in ECE
26 26 9 9 2.99 0.78 113 42 38 36 3.01 1.07
38 Our lecturers are not specialists or authorities in ECE
20 9 20 21 2.40 0.94 39 35 69 86 2.12 1.10
39 The ECE lecturers in my department are adequate
19 13 23 15 2.51 0.67 91 68 55 15 3.03 0.95
40 ECE students do not register their courses on time
16 20 14 20 2.46 0.88 77 27 32 93 2.96 0.97
41 The duration of the ECE in the university is sufficient
20 20 19 11 2.70 0.75 67 104 36 22 2.94 0.91
42 The ECE programme in the university is a failure
14 15 22 19 2.34 0.64 26 73 66 64 2.27 0.99
43 The ECE programme in the university is adequate
15 16 15 24 2.31 0.67 37 108 60 24 2.68 0.91
44 Students in the programme actually do not correspond to those expected
12 22 24 12 2.49 0.66 65 83 54 27 2.81 0.98
Grand mean 2.52 0.97 2.72 0.74
Table 4.10 revealed challenges confronting South East University ECE programmes which
include inadequate infrastructures, library availability and this follows the same trend in
125
South West Universities. The data points to the fact that the inadequacy of lecturers was a
challenge in both regions.
Research Question 7: What are students’ entry qualifications into ECE teacher preparation
programme in South East and South West Nigerian Universities?
Table 4.11: Demographic Profile of South East and South West students.
S/N Items on Demographic Variables
N= 299
1. What was your mode of entry?
UME Direct Entry Diploma 236(78.9%) 63(21.1%) 0
2.
What is the duration of your programme
3 Years 4 Years 5 Years
39(13%) 260(87%) 0
Students in the programme who came in through JAMB had the basic qualifications of five
credits passes and those that came through Direct Entry had at least Merit in NCE. Based on
interview with four lecturers from the South East University, the students in the programme
actually applied for ECE and were admitted. 3 lecturers from Tia Solarin University and 4
from Ekiti State University revealed that many of the students just found themselves in the
programme, they did not choose the course originally and so are not committed to the course.
Research Question 8: What package can be proposed to enhance the quality of ECE teacher
preparation in South East and South West Universities?
A proposal - Early Childhood Education Teacher Preparation Activity-Based Package
Introduction
Arising from the objectives of the study was the need to propose an ECE Teacher Preparation
package that will reflect the worthwhileness of the ECE Teacher preparation programme. The
126
use of worthwhileness according to Adegoke (2010) is limited to some of its variables such
as scope, sequence, balance, timelines and competency.
The package will reflect the relationship between the programme and the needs of the
training, the society, the nature of the disciplines and professional requirements. The aim will
be to produce ECE Teachers that are equipped with adequate and appropriate knowledge and
skills required for working with children, to expose students as well as make them familiar
with the theoretical and philosophical concept relating to child development.
127
128
The purpose for the proposal of the Early Teacher preparation package is to project the
adequacy and isolate the identified weakness in the programme and to make it possible to
incorporate appropriate modification.
4.2 Explanation of the Proposed Package of ECE Teacher Preparation
The proposed package consists of rationale for the programme, input, process and product.
The programme needs to contribute to the development of skills, talent and encourage
creativity and enthusiasm in the trainee teachers hence the need to instil in the trainee
teachers, activity based methods, innovative thinking strategies, knowledge of the National
Policy for integrated early childhood development in Nigeria among others. To make good
decisions teachers must be aware of the many ways in which children’s learning can unfold
in the context of development, learning differences, language and cultural influences, and
individual temperaments, interests and approaches to learning. This sounds like a simple
point but it is a complex matter that has profound implication for what happens to and for
many children in school (Darling Hammod 2006).
When students are not exposed to experiences relevant to their profession, their chances of
success in that field will be very little. The rationale for the programme is to give adequate
consideration to functionalism. That is early childhood trainee teacher should be ready for the
job on completion of the programme. He/she should be able to know what, how and when to
teach different categories of children. The programme is to contribute to the development of
talents and capabilities in the young with adequate input into the programme in terms of
providing modern facilities, equipment, conducive learning environment and necessary
resources and the correct process that is innovative thinking and activity based strategies,
method and an adequate curriculum.
129
With a functional programme, the trainee teacher is able to contribute to the development of
talents and capabilities in young children and is able to encourage the use of learning based
and activity-based approach to teach children and has attitudes and values relevant to a
modern society. Then the rationale for the programme will be achieved.
4.3 Research Hypotheses
Hypothesis One: There is no significant difference in students’ perception of the adequacy
of ECE teacher preparation course content in South East and South West universities.
Table 4.12 Test of Difference on students Perception of the adequacy of ECE Teacher
Preparation Course Content in South East and South West Universities
Variable N Mean SD t-cal t-crit. Df Significance Decision
South East
70 25.53 0.54 1.899 1.968 297 0.08 Accept Null
Hypothesis
South West
229
27.50
0.58
The t-calculated value of 1.899 is lesser than the t-crit. of 1.968 leading to acceptance of the
null hypothesis that there is no significant difference (p<0.05) on students perception of the
level of adequacy of the ECE teacher preparation programme course content in South East
and South West universities.
Hypothesis Two: There is no significant difference on the perception of students on the
facilities available for the ECE teacher preparation programme in South East and South West
universities.
130
Table 4.13: Test of Difference on Students’ Perception of Available Facilities for ECE
Teacher Preparation Programme
Variable N Mean SD t-cal t-crit. Df Significance Decision
South East
70 15.70 2.55 2.306
1.968 297 0.005 Reject Null
Hypothesis
South West
229
17.65
1.98
Significant at P < 0.05
The table 4.13 indicates that the t-cal is greater than the t crit. leading to the rejection of the
Null hypothesis that there is no significant difference (p<0.05) in the facilities available for
ECE teacher preparation programmes in South East and South West universities in Nigeria.
Hypothesis Three: There is no significant difference in the perception of students on the
instructional methods employed by educators for the ECE teacher preparation programme in
South East and South West universities.
Table 4.14: Test of Difference on Students’ Perception of Instructional Methods
Employed by Educators of ECE Teacher Preparation Programme
Variable N Mean SD t-cal t-crit. Df Significance Decision
South East
70 12.57 1.01 1.24 1.968 297 0.269
Accept Null
Hypothesis
South West
229
13.61
0.88
The t-calculated value of 1.24 is lesser than the t-crit. of 1.968 leading to an acceptance of the
null hypothesis that there is no significant difference (p>0.05) on students perception on the
131
instructional methods employed by educators for ECE teacher preparation programme in
South East and South West Universities.
Hypothesis Four: There is no significant difference on the perception of students on the
objective of the ECE teacher preparation programme in South East and South West
universities.
Table 4.15: Test of Difference on the Perception of students on the Objectives of ECE
Teacher Preparation Programme in South East and South West Universities
Variable N Mean SD t-cal t-crit. Df Significance Decision
South East
70 13.27 4.73 5.179 1.968 297 0.006
Reject Null
Hypothesis
South West
229
15.25
4.58
Significant at P < 0.05
The t-calculated value of 5.179 is greater than the t-crit. of 1.972 leading to a rejection of the
null hypothesis that there is no significant difference (p<0.05) on the perception of students
on the objectives of their course study in South East and South West Universities.
Hypothesis Five: There is no significant difference in the perception of students on the
challenges confronting the implementation of ECE programmes in South East and South
West Universities.
132
Table 4.16: Test of Difference on the Perception of Students’ on the Challenges
Confronting the ECE Programme
Variable N Mean SD t-cal t-crit. Df Significance Decision
South East
70 25.23
0.95 1.60 1.968 297 0.131
Accept Null
Hypothesis
South West
229
27.28
0.84
The t-calculated value of 1.60 is lesser than the t-crit. of 1.968 leading to acceptance of the
null hypothesis that there is no significant difference (p<0.05) on students perception of the
challenges confronting the ECE programmes in South East and South West universities.
Table 4.17: Correlation of between Responses from South East and South West
Universities
Variable N Mean SD r-cal r-crit. Significance Decision
South East
59
2.27 0.61 0.634 0.250 0.000
Significant Positive
correlation
South West
2.45
0.56
There is a significant positive correlation between the responses and evaluation from South
East and South West Universities.
4.4 Summary of Findings
The following are the major findings of the study:
The courses in ECE teacher preparation programme are adequate in South East and
South West universities in relation to the BMAS (2007).
133
Facilities are inadequate for implementation of ECE teacher preparation programme in
South East and South West universities.
The methods employed by ECE educators in implementation of the programme in South
East and South West universities are inadequate
Students are aware of the objectives of the ECE teacher preparation programme in South
East and South West Universities.
Similar challenges confront the implementation of the programme in South East and
South West Universities.
There is a significant positive correlation between the responses and evaluation from
South East and South West Universities.
134
CHAPTER FIVE
SUMMARY, DISCUSSSION, CONCLUSION AND RECOMMENDATIONS
This chapter presents summary, discussion, conclusion and remmendations for the study.
5.1 Summary
This study evaluated the Early Childhood Education Teacher Preparation Programme in South
East and South West Nigerian Universities it adopted the Context, Input, Process, and Product
(CIPP) Evaluation Model. The purpose of the study was to establish the extent to which the
programme have been able to inculcate the required skills on the trainee teachers in South
East and South West Universities by examining course content, quantity and quality of
resources/materials and problems in the implementation of the programme in these regions. To
this end eight research questions were answered:
1. How adequate are the courses in ECE teacher preparation programme in South East and
South West Universities in relation to the BMAS (2007)?
2. What are the facilities available for the implementation of the early childhood teacher
preparation programme in South East and South West Universities?
3. What is the level of use of facilities for the implementation of ECE teacher preparation
programme in South East and South West Nigerian Universities?
4. What are the instructional methods employed by educators in South East and South West
universities for the implementation of the ECE teacher preparation programme?
5. What is the perception of ECE students of the objectives of their course in South East
and South West of Universities?
6. What are the challenges confronting the implementation of the ECE teacher preparation
programme in South East and South West Universities?
135
7. What are students’ entry qualifications into ECE teacher preparation programme in
South East and South West Nigerian Universities?
8. What package can be proposed to enhance the quality of ECE teacher preparation in
South East and South West Nigerian Universities?
Five hypotheses were also tested at 0.05 level of significance:
1. There is no significant difference in students’ perception of the adequacy of ECE
teacher preparation course content in South East and South West universities.
2. There is no significant difference in the perception of students on the facilities
available for the implementation of ECE Teacher preparation in South East and South
West Universities.
3. There is no significant difference in the perception of students on the instructional
methods employed by educators for achieving the objective of the course in South
East and South West Universities.
4. There is no significant difference in the perception of students on the objectives of
their course of study in South East and South West Nigerian Universities.
5. There is no significant difference in the perception of students on the challenges
confronting the implementation of the Early Childhood Education programme in
South East and South West Universities.
Using the cluster sampling technique, 299 students’ and 21 lecturers’ respondents were
selected from 4 universities. Lecturers’ (EETPPLQ) and Students’(EETPPSQ)
Questionnaires, interview schedule, Observation (EETPPOS) schedule and Facilities
checklist (EETPPC) were used to assess the operation of Early Childhood Education Teacher
Programme in the both regions. The course contents of the programme in the universities in
both regions were also examined. Data gathered were analyzed using both qualitative and
136
quantitative analysis. The qualitative methods include content analysis while the qualitative
include frequency count, percentage, mean, standard deviation, t-test and Pearson Product
Moment Correlation. It was concluded that the Early Childhood Education teacher
preparation courses are adequate in South East and South West universities. Facilities are
inadequate, Methods/strategies employed by educators in achieving the objectives of the
programme are inadequate in South East and South West Universities. There is a significant
positive correlation between responses and evaluation from South East and South West
Universities. Some of the recommendations made include the need for Government and for
University authorities to acquire more modern facilities, equipment’s and resources for the
Early Childhood Education departments. There is need for all Early Childhood Education
departments to have well equipped resource centres or demonstration rooms where the trainee
teachers can carry out some practical. The methods of teaching need to be improved by
educators among others. The researcher also proposed an activity-based package for Early
Childhood Education Teacher Preparation Programme which if adopted, will improve the
quality of Early Childhood Education teacher preparation programme in Nigerian
universities.
5.2 Discussion of Findings
Data revealed that both the South East and South West universities offer all the courses spelt
out in the BMAS 2007. The expert review of the courses also indicated that the course
content were adequate and appropriate in relation to the aims and objectives of the
programme. The content is appropriate and will impact skills and knowledge of ECE on the
trainee teachers.
Some universities have however enriched their content by adding other courses for instance.
The South East University has two courses included in its content CPE 314 and CPE 436
137
teaching Igbo and Pre-primary school and Igbo literature. Ado-Ekiti State University also has
a course on the use of Yoruba Language, NPE 310. ECE course content in South East and
South West Universities is adequate but generally, all the universities have different course
codes/nomenclature and there is no uniformity in South East and South West universities
Analysis of the checklist revealed an overall mean score showing that most of the facilities
required for the programme and as indicated in the BMAS (2007) were available but
inadequate in both South East and South West Universities. The students perception was
however better in South East than South West. On the level of use of these facilities however,
table 4.6 revealed a weak mean score on students’ perception in South East and South West
Universities. 94% of the ECE lecturers in both regions also indicated that instructional
materials were not adequately utilized and that some ICT gadgets were not functioning and as
such their students were not taught with modern technological tools. Inadequacy of facilities
for the programme in these universities can be linked generally to poor funding of
universities in the country which according to Erunke (2017) is against the UNESCO
recommendations. Some of the effect of poor funding are inadequate infrastructure in the
universities for the different programmes and abandoned projects. In the same vein Ajayi
(2017) noted that ASUU has been stressing all these point in the 2009 agreement and 2013
memorandum of understanding hence the frequent ASUU strike and advised the government
to see education as an investment and that the products that come out will change the society
therefore, what we do in the universities is a mockery of university education.
Observation of classroom teaching activities revealed that lecture method was mostly used by
the educators with mean score of 3 and 2.6 respectively in South East and South West
universities. The Early Childhood Education courses are however not meant to be taught like
any other course. ECE courses are supposed to have enough field practice. It is observed
from lecturers’ responses that the design of the lecture room does not give room for
138
practical’s, resources centres too are not well equipped. The methods of teaching however
needs to be improved because there is the need to incorporate modern ways of training the
teachers not relying solely on the lecture method. This is an affimation of Adepoju (2008)
who reiterated that the programmes where deficient in the preparation of teachers for the
mordern day realities because institutions offering teacher education programme often lay too
much emphasis on theory at the expense of practise. Teacher education programme generally
is supposed among other things inculcate in the teachers the spirit of enquiry and creativity as
stated in the national policy on education (2014) and also in section 8B No 74 it affirmed that
teacher education will put into consideration innovations and more modern methods of
teaching. This implies that the methods of training teachers especially teachers of the young
ones should be flexible and at the same time create in the teachers the spirit of inquiry and
creativity, this can only be achieved if more time for practise is encouraged.
This is very important for the early childhood teacher because he needs to pass this
enthusiasm to the learner. There is also the need for the early childhood teachers to be
innovative and be able to move with changes such as globalisation. We have always done it
this way type of approach is past orientation. To confront the future with a past orientation is
like driving using the rear vehicle mirror which focuses on where one has been and not where
one is going. Our focus must be oriented towards the 21st century and beyond towards
change and acquisition of skills that will be relevant in the future. The current early childhood
teacher preparation programmes should be tailored towards creating opportunities for
teachers to learn the new instructional practices, teaching roles that produce results
(Maduekwe, 2015).
As for students’ perception of the objectives of their course of study, responses from students
in both South East and South West Universities reveal that they are aware of the objectives of
139
their course of study. Lecturers responses from South West universities is however at
variance with the student responses because 66.7% of lecturers from Ekiti State University
and Tai Solarin University of Education Stated that not all the students are interested in the
programme, because most of them found themselves in the programme because of admission
problems or were screened from other departments into the programme. Lecturers from Ekiti
State University also complained of low enrolments. It is regarding the low quality of
students in teacher education programmes generally, that Ajayi (2007) and Ajelayemi (2009)
suggested the need to step up the admission requirements for teacher education programmes
noting that: “teaching should not be for mediocre brains and rejects but rather should attract
the best brains”.
It was gathered from interview with lecturers and responses from the questionnaire that some
of the challenges confronting the implementation of the programme in both regions vary from
inadequate facilities, low number of qualified personnel (inadequate professionals), low
enrolment of student into the programme to lack of well-equipped resource centres. It was
also suggested by interviewed lecturers that after NUC’s accreditation of programme in
universities, there is the need for NUC to go back to those universities and re-investigate the
programmes accredited and know the current state of facilities and resources. In the South
West region, University of Ibadan and Ekiti State University lecturers complained of the
course not given a department of its own for instance, in University of Ibadan the programme
is under Teacher Education Department and this hinders its autonomous state.
5.3 Conclusion
Based on the findings of the study, the following conclusions are drawn: The Early
Childhood Education teacher preparation courses are adequate in South East and South West
Universities. Facilities required for successful implementation of the programme are
140
inadequate in both regions. Methods/strategies employed by educators in achieving the
objectives of the programme are inadequate in both regions because the course is handled
more theoretically. Students are aware of the objectives of their course of study in South East
and South West Universities.There is a significant positive correlation between the responses
and evaluation from South East and South West Universities.
5.4 Recommendations
On the basis of the findings of the study and conclusions of this study, the following
recommendations are made:
1. There is need for government or the universities to acquire more modern facilities,
equipment and resources for the ECE department in their universities.
2. There is need for all ECE departments to have a well-equipped resource centre or
demonstration room where the trainee teachers can carry out some practical.
3. The methods of teaching need to be improved upon. There is need to change from the
old and traditional method of teaching to activity-based methods because there is
need for ECE students to acquire skills that will be relevant in the future.
4. More time for practical teaching is required. The six weeks for two semesters is
considered inadequate to impart necessary teaching skills in the ECE trainee teacher.
5. ECE should stand as a department of its own in Universities where it exists as a
programme under a department.
5.5 Contributions to Knowledge
I) The study developed a conceptual frame work for evaluating early childhood
education teacher preparation programme in South East and South West Nigerian
Universities.
141
2) The study proposed an activity-based package for Early Childhood Education teacher
preparation programme in South East and South West Nigerian Universities.
3) The study provided empirical data on the status of Early Childhood Education teacher
preparation programme in South East and South West Nigerian Universities.
5.6 Suggestions For Further Research
1. An evaluation of ECE teacher preparation programmes in Nigerian universities.
2. A comparative study of ECE teacher preparation programme in South South and
North Central Region of Nigeria.
142
REFERENCES Adegoke, K. A. (2002). Curriculum theorizing for competency. Inaugural Lecture. Lagos: University of
Lagos Press. P. 63-65.
Adegoke, K.A. (2010). “Which teacher education model holds the most promise for the Nigerian
educational system?” 2010 convocation lecture at the St. Augustine’s College of Education,
Akoka, Lagos. P. 2-6.
Adeosun, O. (2011). Teacher education programmes and the acquisition of 21 century skills: Issues and
challenges in Nigeria. CICE Series. 4(2):103-120.
Adepoju O; (2008). A Proposal for renewal teacher education. Journal of Teacher Education Programmes
in Nigeria. 9(1).
Ajayi, H. (2008). “Early childhood education in Nigeria: A reality or a mirage?” Contemporary Issues in
early childhood, 9, p. 4.
Ajayi O. (2017). Vanguard Tuesday September 5th . Strike: only FG can resolve the impasses – ASSU. P.
11.
Ajelayemi D. (2009). Issues of quality and quantity in Nigeria’s teacher education. Retrieved online at
http://www.data.up.ac.za/archive2007/presentation word /THE%20ISSUES %of
%2Oqualities%20Ajelrnu%20dpdfon2009. Retrieved 13th May, 2013.
Ajeyalemi, D. (2002). “Capacity building in the science imperative for teacher education in Nigeria”.
Inaugural lecture delivered on November 6, 2002, at the University of Lagos. University of Lagos
press. P. 8-10.
Ali, H. (1992). Professionalism in teacher education in Nigerian universities. Issues and expectations
Lagos: Evdor graphic press & publishing enterprises. P. 39-82.
Ary, D., Jacobs, L.C. & Sorensen, C. (2010).Introduction to research in education. USA: Wadsworth
Cengage Learning. P. 62.
Awoniyi, T.A. (1991). Principal goals of pre-primary educational institution and how to achieve them.
Education today. P. 32.
Bakioglu, A. & Hacifazlioglu, O. (2007). In Townsend, T. and Bates, R handbook of teacher education:
globalization, standards and professionalism in times of change. Netherlands: Springer. P. 101-
117.
Bansal, H. (2007). Modern Methods of teacher training. New Delhi: APH Publishing Corporation. P. 50-
55.
Bertalanffy, K. L. (1955) Systems Theory. http://freshbrainz.blogspot.com.ng/2009/02/familiar-part-
3-general-system-theory.html. Retrieved 12/11/17
Biggs, J. (2004). Teaching for quality learning at university – what the student does (2nd edition). Open
University Press, McGraw Hill House, Berkshire, United Kingdom. P. 57-73.
143
Bloom, J. (1964).Stability and change in human characteristics. New York, John Willey. P. 60-62
Borich, C.D. (2004). Effective teaching methods, New Jersey: Pearson Maxwell. Prentice Hall.. P. 41-45
Bowman, B., Donovan, M. & Burns, M. (2001). Eager to learn: Educating our pre-scholars, committee on early childhood pedagogy, commission on behavioural and social sciences and education. National research council. National academy press, Washington D.C. P. 36-45
Brock A. (2007).Dimensions of early year’s professionalism-attitudes versus competence leads metropolitan university. P. 1-10.
Brunner, C. (2005). Seven things policy makers need to know about school readiness. State early childhood policy technical assistance Network. P. 2-11.
Canella, G. S. (2006). Critical issue in early childhood education. In Yelland, N. (Ed).Open University Press, McGraw Hill House, Berkshire, England. P. 30-31.
Chukwura, N. (2011). Teachers’ role in improving early childhood education in Nigeria. Journal of Research and development, 2(1), 169-174.
Clarke-Stewart, K.A (1998).Historical shifts and underlying themes in ideas about raising young children in the United States. Where have we been? Where are we going? Early Development and Parenting, 7, 101-117.
Costin, C. (2014). Are great teachers born or made? Accessed on 27th November, 2016 through http://blogs.worldbank.org/education/are-great-teachers-born-or-made
Dalton, S. S. (2008). Five standards for effective teaching: How to succeed with all learners. John Wiley and Sonsic. USA. P. 32-39.
Darling-Hammond, L. (2002).Constructing 21st century teacher education. Journal of teacher education, 57(10). P. 1-5.
144
Darragh, J.C. (2010). Introduction early childhood education. New Jersey: Pearson education Inc. P. 3.
Dienye, N.E. & Gbamanja, S.P.T. (1990).Science education theory and practice, Owerri: Total publishers Ltd. P. 17-19.
Eastman, W.D. (2006). A Study of school readiness skills. Journal of early childhood development, Kathmandu: Tribhuvan university Research centre for educational innovation and development (3), 1-14.
Ejiogu, A. M. (1990). Educational management: A Systems approach. Lantern books, Lagos Nigeria. P. 2-4.
Eliason, C. & Jenkins, L. (1991).A practical guide to early childhood curriculum. Ohio: Macmillan publishing. P. 6-21.
Erunke J. (2017). Vanguard Thursday September 7, NASU, SSANU, NAAT declare indefinite strike. As FG meets ASUU today. P. 9.
Etuk, G. B., Ering, S. O. and Ajake, U. E. (2012).Nigeria universal basic education (UBE) Policy. A sociological analysis. .Journal of Contemporary Research, 2(7).
Federa1 Republic of Nigeria (2004). National policy on education (4th edition) Lagos; NERDC press. P. 4, 39.
Federa1 Republic of Nigeria (2013).National policy on education (6th edition) Lagos; NERDC press. P. 4-6.
Federal Ministry of Education (2001). Children and women’s sight in Nigeria: A wakeup call. UNICEF Office Abuja. P. 1-3.
Feeney, S., Christensen, D. and Moravick, E (1987). Who am I in the lives of children? An Introduction to teaching young children. Merrill Pub. Co. Columbus, Ohio. P. 1-9.
FGN (2007) National policy for integrated early childhood education and development in Nigeria (IECD). P. 1-25.
Fitzpatrick, J., Sanders, J. & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th Ed.). New York: Allyn & Bacon. Canadian Publisher: Pearson. ISBN: 978-0-205-57935-8. P. 70-74.
Fripp, P. (2012). Five characteristics of a professional. Accessed through http://www.fripp. com/5-characteristics-of-a-professional. Retrieved 23rd May, 2017.
Godgers, H. (2001). “Teacher stress and negative outcomes in Canterbury State Schools”. New Zealand of educational studies, 23, 145-163.
UNESCO (2007). Early Childhood Education in Nigeria. http://www.unesco.org/en/early-childhood (Accessed on 13th April, 2011).
145
UNICEF (2007). State of the Nigerian Child. http://www.unicef.org/nigeria/children (Accessed on 13th April, 2011).
Imam, H. (2012).Educational Policy in Nigeria from the colonial era to the post-independence period, Italian journal of sociology of education. P. 31-35.
Imig, D.G. and Imig, S.R (2007). In Townsend, T. and Bates, R handbook of teacher education: globalization, Standards and professionalism in times of change. Netherlands: Springer. P. 79-81.
Imogie, A. I. (2010). A New paradigm for teacher preparation in the 21st century Nigeria. In. N. Onyegegbu and U. Eze (eds.). Teacher preparation and the vision 20, 20:20 in Nigeria. Enugu, Timex publisher. P. 34-39.
Katz, K. L.G. (1984).“The professional early childhood teacher”. Young Children, 59(5): 3-9.
Kazaure, M. R. (2013). Early childhood intervention, Education and development for special needs children: The way forward. In A, Olabisi (Ed.), Child care and special needs Education in Nigeria, 4, P. 140 – 148. Abuja: Centre for learning disabilities and audiology.
Kubacka, K. (2016). Education and skills today global perspectives on education and skills. Why teacher profession Maters. P. 6-9.
MacDonald, B. (1976). “New Forms of Evaluation”. In: Journal of curriculum studies. 4, P.92-101.
Madaus, Stufflebeam & Scriven (1983). In D. Pratt. Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers. P. 56-60.
Maduekwe, A.N. (2015). The Teachers Compass. An essential resource for effective teaching and learning. University of Lagos, UNILAG Press. P. 17-21.
Maduewesi, E. J. (2003). Curriculum and practice in early childhood education. Owerri: Cape Publishers Intl. Ltd. P. 4.
Madumere S.C. (1999). Development of education in West Africa. Kasali S.A. Publisher, Shomolu, Lagos. P. 46-55.
Maduwesi, E. J. (1997). Pre-primary education for teachers. Cape publishers international Ltd., Awada Onitsha Nsukka. P. 2.
Mathews .J. H.(2012). Role of professional organizations in advocating for the nursing profession. MedScap: Online Journal of issues in nursing. Accessed through http://www.medscape.com/viewarticle/766817 Retrieved 22nd April, 2017.
Moss, P. & Dahlbergo, G. (2008).Beyond Quality in Early Childhood Education and care– Languages of Evaluation. New Zealand Journal of Teachers Work, 5, pp. 1-03-2012.
146
National Association for the Education of Young Children (2009).Position statement approved by the NAEYC Governing Board. P. 2.
National University Commission (2013). List of top 100 best universities in Nigeria. Accessed through:http://www.informationng.com/2013/04/list-of-top-100-best-universities-in-nigeria-2013-nuc.html. retrieved 2nd February, 2014.
Nwamwenda, T. S. (2014) Early childhood education in Africa, Mediterranean Journal of social sciences, 5(20), P. 1403 – 1412.
Nworgu, B.G. (1991). Educational research: Basic issues and methodology, Ibadan: Wisdom publishers. P. 72-74.
Obanya, P.A.I. (2002). Revitalising education in Africa. Lagos: Stirling Holden Publishers (Nigeria) Limited. P. 8-10.
Obanya, P.A.I. (2004). ECAN Conference Goodwill message. Journal of Early Childhood Education Association of Nigeria (JECAN),12, P. 10.
Ochonogor, E.C. & Ajaja, O.P. (2005).Teaching methods: A Multi-disciplinary approach. Lagos: Oludare Obielum Nig. Ent. P. 7-26.
Oduolowu, E. (2009). “An overview of collaborative teacher preparation programme in a Nigeria University”. European Journal of social sciences, 9 (2), 329 – 337.
Ofo. J. E. (1994).Research Methods and statistics in education and social science. Lagos: Joja educational research and publishers limited. P. 81-101.
Ogunleye, B.O. (2002). Evaluation of the environmental aspect of the senior secondary school chemistry curriculum in Ibadan, Nigeria. Unpublished Ph.D Thesis, University of Ibadan, Ibadan, Nigeria. P.161.
Okebukola, P. (2007). Innovation and best practice in teacher education in Nigeria. A Lead Paper presented at the 1st international conference on teacher education, Faculty of Education, University of Lagos, 25th June, 2007. P. 2-4.
Okeke, B. A., Oti and Adaka, T.A. (2012).Teacher’s quality for the effectiveness of children’s primary school education in Nigeria. global voice of educators, 1(1).
Okeke, F.N. (2012). Teacher preparation for effective management of early childhood schools in Nigeria. Department of Educational Foundations and Administration, Faculty of Education, Imo State University. International Journal for cross-disciplinary subjects in Education (IJCDSE), 3, P. 864-866.
Okon, E.E. (2004). Early Childhood in Obinaju, Q. I ed Early Childhood Education, Theory and Practices. Calabar: Saesprint. P. 3-10.
147
Okorikpa, N.I. and Onyeka, G.C. (2014).Teacher development and supervision for effective Early Childhood care and education in Nigeria. Journal of Resourcefulness and Distinction, 8, 1.
Olaleye, O. F. and Omotayo, K. A. (2009).Assessment of quality in early childhood education in Ekiti State, Nigeria. World applied science Journal, 7(5), 663-688. IDOSI Publication Oliver, P.F (2001).Developing the curriculum London: Longman.
Onu, V. C., Obiozo, W. E., Agbo, O. E. & Ezeanwu C. (2010). Integration and innovation in Early Childhood Education in Nigeria: Implication for quality teacher production. African Journal of Teacher Education (AJOTE). 1(1), 209-221.
Onyia, C. (2010). Rethinking teacher preparation reform efforts in a flat world: An Evidence Based Approach. In N. Onyegegbu and U. Eze (Eds.). Teacher Preparation and the Vision 20 20: 20 in Nigeria. Enugu, Timex Publisher. P. 21-26.
Osanyin, F.A (2002). Nursery education in Nigeria, Lagos. Akuro Publications Ltd. P. 15-22.
Osanyin, F.A (2012). Once upon a child: Inaugural lecture series. Lagos: University of Lagos press. P. 4-21.
Osanyin, F.A. (2002). “A Survey of Lagos State pre-primary school: Personnel training and quality”. African Journal of Curriculum and Instruction, 1(2), 185- 193.
Pallant, J. (2005). SPSS Survival manual: A Step by step guide to data analysis using SPSS for (Version 12). Crows Nest: Allen and Unwin. P. 13-14.
Parlett, M. &Hamilton, D. (1976). Evaluation as illumination: A New approach to the study of innovative programs. In G.V. Glass (Ed.). Evaluation studies review annual. Beverly Hills. Calif.: Sage. P. 64.
Patton, Q. M. (1997). Utilization focused evaluation: The new century text (3rd Ed.), London: Sage publications. P. 32.
Peretomode, V.F. &Ibe, A.E. (1998).Basic research methods. Owerri: Totan publishers Ltd. P. 36.
Piaget, J. (1978). Piaget theory (Trans-G.Glerie and 3. Langer). In P.H. Mussen (Ed) Carmichael’s manual of child psychology (3rd Edition), New York. P. 101-113.
Pratt, D. (1980). Design and development, U.S.A Harcourt Joranovich, 417-421.
Pratt, D. (1994). Curriculum planning. A handbook for Professionals. Florida. Harcourt Brace college publishers. P. 61-63.
Rossi, P. H., Lipsey, M. W. & Freeman, H. E. (2004). Evaluation: A systematic approach, London: Sage Publication. P. 95-101.
148
Routeledge, A. (2008). Designing professionalism. Accessed through http://www.andyrutledge. com/what-is-design-professionalism.php. Retrieved 22nd April, 2017.
Saylor, J. G. & Alexandar, W. M. (1981).4th Edition, Planning curriculum for schools, New York: Rinehert and Winston Inc. P. 63-69.
Scriven, M. (1969).Evaluating educational programmes, Urban Review. New York: Rinehert and Winston Inc. P. 8.
Sofoyeke, A.D. & Sopekan, O.S. (2006).Cooperative learning, Discussion and conventional methods as determinant of pupil’s learning outcome in social studies. Journal of education and technology, 1, 66-67.
Stake, R. F. (1967). Program evaluation; particularly responsive evaluation in R. S. Brandt (Ed.), Applied strategies for curriculum evaluation. Alexandria. Va.: Association for supervision and curriculum development. P. 36-41.
Stufflebeam, D. (2003). The CIPP model of evaluation. In T. Kellaghan, D. Stufflebeam & L. Wingate (Eds.), Springer international handbooks of education: International handbook of educational evaluation. Retrieved from http://www.credoreference.com.ezproxy.lib.ucalg ary.ca/entry/spredev/the_cipp_modelfor_evaluation. Retrieved 11th December, 2016.
Taiwo, C.O. (1980). Curriculum development Theory and practice. Harcourt Brace and World Incorporated. P. 21-25.
Townsend, T. & Bates, R. (2007). Handbook of teacher education: Globalization, Standards and professionalism in times of change. Netherlands: Springer. P. 101-119.
UNESCO (2006) Strong foundations early childhood education UNESCO publication France. P. 4
Uzodinma. E. C. & Akinware, M. (2001). “Early childhood education: Indicators in the structure and content of the educational System of Nigeria”. A Presentation at the World Forum holding at Athens, Greece. P. 8.
World Data on Education (2007). Early childhood education in Nigeria. UNESCO. P. 1-3.
Thakur, A.S. and Ezenne. A. N. (1980). A Short history of education in Nigeria: De Ayo publications. Ibadan. P. 34-44.
Souper, P. C. (1976) About to teach an introduction to method in teaching. Rouledge and Kegan Paul. London and Boston. P. 21-25.
149
APPENDIX A
QUESTIONNAIRE ON EVALUATION OF EARLY CHILDHOOD EDUCATION
(ECE) TEACHER PREPARATION PROGRAMME IN SOUTH EAST AND SOUTH
WEST NIGERIAN UNIVERSITIES
Dear Respondent,
This research is being carried out under the supervision of the department of Arts and
Social Sciences Education of faculty of Education, University of Lagos. Akoka.
It is purely an academic work to fulfill the requirements for the award of a Ph.D degree in
Early Childhood Education.
The questions below are meant to yield information on the ECE programme in South East
and South West Nigerian Universities. The result of this study will help the researcher
identify areas of successes and or failures in the programme.
Your responses will be treated in strict confidence. Please respond candidly to the items below. Section A 1. sex: Male [ ] Female [ ] 2. Name of School :--------------------------------------------- 3. Please list the ECE course you teach or have taught
------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------
4. Has the ECE curriculum ever been revised (i.e. addition or subtraction of some course)? Yes [ ] No [ ]
5. Is the curricula content adequate? Yes [ ] No [] 6. Do students in the programme actually correspond to those expected? Yes [] No 7. If no then why ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
8. How would you rate the ECE programme in your university? Adequate [ ] Inadequate [ ] 9. What is the current average number of students in the courses/classes you teach? 100 level [ ] 200level [ ] 300level [ ] 400level [ ] 11. Tick () the equipment/teaching materials available in your department for the ECE
programme:
150
S/N Materials/equipment Available Not available I White board Ii Computers Iii Pictures Iv Textbooks V Projectors Vi Charts Vii Audio-tapes viii Flash-cards Ix Videotapes X Recorders Xi Television Xii Film stripes xiii Standard classrooms Xiv Well-equipped lectures halls Xv Sporting facilities xvi Toilet facilities xvii Recreational xviii Facilities xix Department library
11.What are your identified problems of the ECE programme in your university?
i. -------------------------------------------------------------------------------------------------------
ii. -------------------------------------------------------------------------------------------------------
iii. -------------------------------------------------------------------------------------------------------
iv. -------------------------------------------------------------------------------------------------------
v. -------------------------------------------------------------------------------------------------------
12. What are your perceived successes of the ECE programme in your university?
i. -------------------------------------------------------------------------------------------------------
ii. -------------------------------------------------------------------------------------------------------
Thanks for your cooperation
151
QUESTIONNAIRE ON EVALUATION OF EARLY CHILDHOODEDUCATION
(ECE) TEACHER PREPARATION PROGRAMME IN SOUTH EAST AND SOUTH
WEST NIGERIAN UNIVERSITIES
Dear Respondent, This research is being carried out under the supervision of the Department of Arts and Social Sciences Education of faculty of Education, University of Lagos, Akoka. It is purely an academic work to fulfill the requirements for the award of a Ph.D. degree in Early Childhood Education. The questions below are meant to yield information on the ECE programme in South East and South West Nigerian Universities. The result of this study will help the researcher identify areas of successes or failures in the programme. Your responses will be treated in strict confidence. Please respond candidly to the items below. SECTION A: Demographic Profiles Gender: Male ( ) Female ( ) Name of School: __________________________________ Status: Federal Owned ( ) State Owned ( ) S/N Items on
Demographic Variables
3 Years 4 Years 5 Years
1 What is the duration of your programme
2 What was your mode of entry?
Yes No
3 Have you done your teaching practicum?
Note: From sections B-F please tick that soothes the extent to which you agree with the statements made in the questionnaire.
152
KEYS: SA = Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Section B: Adequacy of ECE Teacher Preparation Programme Course Content S/N Statements SA A D SD 1 The programme helps you to learn about child development 2 The programmee helps you to learn what is culturally important 3 Skills gained from the programme were applied during my teaching
practice
4 The knowledge and skills gained in the classroom situation is applicable in real life situation.
5 The ECE programme is rated very high in my school. 6 The quality of training we receive as ECE students can be rated adequate. 7 In terms of pedagogy our course content is adequate 8 The course content for the ECE programme is adequate. 9 I enjoyed the teaching practice experience Section C: The facilities/equipment are available for the ECE Teacher Preparation
programme S/N The facilities/equipment are available for
the programme Available Not available
10 The following facilities/equipment are available for the programme:
11 Standard classrooms 12 Fully equipped lecture halls 13 Recreational facilities (e.g Merry go round) 14 Sporting facilities (e.g Balls) 15 Toilets facilities 16 Laboratories (e.g Children’s Laboratory) 17 Transportation 18 Adequate seats Section D: Utilization of Facilities for the implementation of the ECE Teacher
Preparation Programmes S/N Statements SA A D SD 19 There are standard physical facilities on ground in the department for the
ECE programme.
20 Equipment available in the department are suitable for a functional ECE programme.
21 The equipment available in the department will help attain excellence in ECE teaching and learning.
22 The learning environment is conducive 23 There is accessibility to internet services 24 The facilities for the programme are adequate since it is a prerequisite
(requirement) for functional education in the current modem technological trends.
25 There is a library that provides background materials that supplements lectures.
153
Section E: Instructional Strategies Employed by Educators for the Implementation of ECE Programmes
S/N Statements SA A D SD 26 They adhere strictly to a particular method of teaching. 27 The methods employed in teaching ECE courses in the department is
adequate.
28 Different teaching methods are employed in teaching the programme 29 We are trained to use modern teaching tools 30 The instructional strategies/teaching methods employed by your lecturers
in teaching are ICT compatible.
Section F: Students Level of Awareness of Objectiveness of their course of study S/N Statements SA A D SD 31 ECE was the original course you put in for 32 The ECE students are highly motivated because they show a lot of interest
in their course of study.
33 Students are aware of the objective of the ECE programme in the university
34 The programme helps you to learn about child development Section G: Challenges confronting the implementation of the ECE programme S/N Statements SA A D SD 35 There is need for infrastructural development in the department of ECE
programme
36 There is need for a departmental library so that student can acquaint themselves with books to broaden their ides and stimulate appetite for knowledge in ECE
37 Your lecturers are specialist or authorities in ECE 38 The ECE lecturers in my department are adequate 39 ECE students register their courses on time 40 The duration of ECE programme in the university is a sufficient 41 The ECE programme in the university is a failure 42 The ECE programme in the university is adequate 43 The ECE curriculum is multi-cultural 44 Students in the programme actually correspond to those expected
154
Observation of Classroom Teaching Activities Schedule Teaching Methods Lecture Methods Discussion Discovery Project Method Teaching Skills Presentation Skills Involvement Skills Participation Skills Questioning Skills Response Repertoire Skills
Provocation of self activities
Promotion of Self-development
Seeking Economy of time
Key: 3 Very Good 2 Good 1 Poor
155
Facilities Checklist Material Instrument for designing Programmes
Computers Recorders Health and Nutrition Package Weighing Scales Measuring Cups/Bottles Clean Water Environmental and Sanitation Package
Toilet Facilities Waste Bin Standard Classrooms Well equipped lecture Halls
Sporting Facilities Recreational Facilities Instructional Materials White Board Pictures Textbooks Projectors Charts Audio-tapes Flash-cards Videotapes Television
Film strips Departmental Library Resource room/Children play house
Overall Mean Score
Key: 3 Available and adequate 2 Available and inadequate 1 Not Available
156
Facility Utilization Checklist Material Instrument for designing Programme
Computer Recorders Health and Nutrition Package Weighing Scales Measuring Cups/Bottles Clean Water Environmental and Sanitation Package
Toilet Facilities Waste Bin Standard Classrooms Well equipped lecture Halls Sporting Facilities Recreational Facilities Instructional Materials White Board Pictures Textbooks Projectors Charts Audio-tapes Flash-cards Videotapes Television Film stripes Departmental Library Resource room/Children play house
Overall Score Key: 3 Adequately Used 2 Fairly Used 1 Poorly Used
157
Interview
Introduction
Good morning Sir/Ma I am a researcher working on evaluation of ECE Teacher Preparation
Programme in Nigerian Universities. I would like to ask you some questions regarding the
implementation of the programme in your University.
1. Sir/Ma, are you an expert in ECE?
2. For how long have you been lecturing?
3. What are some of the problem confronting the implementation of ECE in your
University?
4. Do the students in the program actually correspond to those expected?
5. What are your perceived successes of ECE?
158
APPENDIX B
159
160
161
162
163
164
165
166
167
168
APPENDIX C
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
APPENDIX C
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
University of Uyo Children’s Play House
225
Resource/Demonstration Centres in South East and South West Universities
Tai Solari University of Education, Department of Childhood Education Children’s Laboratory
Nnamdi Azikiwe University, Awka Dept. of Early Childhood and Primary Education, Resource/Demonstration Room
Ekiti State University Ado-Ekiti, Department of Pre-primary and Primary Education Resource Centre
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240