Culturally-Based Instructional Strategy and Pre-Primary School Children's Social Competence in Nigeria

Autor/inn/en	Majebi, Idowu Oluyemisi; Oduolowu, Esther Abiola
Titel	Culturally-Based Instructional Strategy and Pre-Primary School Children's Social Competence in Nigeria
Quelle	In: International Online Journal of Primary Education, 10 (2021) 2, S.259-272 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Majebi, Idowu Oluyemisi) ORCID (Oduolowu, Esther Abiola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-915X
Schlagwörter	Culturally Relevant Education; Preschool Children; Interpersonal Competence; Foreign Countries; Preschool Education; Nigeria + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Ausland
Abstract	Pre-primary education lays a foundation for the formation of competence in every domain of a child's development including social competence. Social competence is culturally linked and might not be achieved when a culturally-based strategy is neglected in the classroom. Most of the strategies adopted in the Nigerian classrooms have less touch on relevant culture. This study, therefore, determined the impact of a Culturally-Based Instructional Strategy (CBIS) on pre-primary school children's social competence. Two pre-primary schools (public and private) from two Local Government Areas (LGAs) with a large number of pre-primary schools in the Ibadan metropolis were purposively selected. An intact class of Nursery III was selected per school and randomized into CIBS and conventional groups. 74 pre-primary school children participated. Children's Social Competence Rating Scale (r=.80) and CIBS Instructional Guide were used to collect data. Data were analyzed using both descriptive and inferential statistics. There was a significant main effect of treatment on pre-primary school children's social competence (F[subscript (1,65)]=24.57; partial [eta]2=0.27). The children exposed to CBIS had a higher social competence mean score (107.14) than their counterparts in the control group (80.41). Pre-primary school teachers should adopt this strategy to facilitate pre-primary school children's social competence. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01