Managing teaching approach in early childhood care education towards skill development in Nigeria
This study embarked on managing teaching approach in early childhood care education towards skill development in Nigeria. This study determined the relationship between learner-centered approach, active learning, higher-order thinking and skill development of early childhood care education learners in North-central zone, Nigeria. Quantitative research designed was used for this study. Stratified random sampling technique was used to select 338 head teachers and 361 teachers making a total number of 699 participants in public primary school with early childhood care education centre. Data was collected using Managing Teaching Approach in Early Childhood Care Education and Skill Development Questionnaire (MTAECCESDQ). Pearson product moment correlation coefficient and linear regression analysis were used to analyze the data collected. The findings show that learner-centered approach, active learning and higher-order thinking were positively and significantly correlated with skill development. Therefore, it was recommended that head teacher should continue to encourage the teachers to make use of learner-centered approach so as to improve learners’ retention of knowledge and promote personalized learning and development. Also, head teachers and teachers should continue to inspire learners to participate in active learning in order to improve their critical thinking. Furthermore, the teachers should continue to guide learners to develop effective higher-order thinking so as to develop flexibility in thinking and reasoning skills to achieve early childhood care educational goals and objectives in Nigeria.
Ajibola, M. A. (2008). Innovation and curriculum development for basic education in Nigeria: Policy priorities and challenges of practices and implementation. Research Journal of International Studies, 8, 51-58.
Allen, I. E. & Christopher, A. S. (2007). Likert scales and data analyses. Quality Progress, 40(7),64-65
Amal, B. (2016). Brain storming method and its impact on innovative thinking development as art education teaching quality for the 5th level of primary school. IOSR Journal of Research and Method in Education, 6(4), 41-46.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). California: Thomson Wadsworth.
Brown, J. D, (2000). What issue affect Likert-scale questionnaire format. JALT Testing and Evaluation, 4, 27-30.
Christe, M., & Graaff, E. (2017). The philosophical and pedagogical under pinning of active learning in engineering education. European Journal of Engineering Education, 2(1), 5-16.
Chynette, N. (2005). Integrating soft skills through active learning in the management classroom. Journal of College Teaching and Learning, 2(4), 1-6.
Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: SAGE.
Dano-Hinosolango, M. A., & Vedua-Dinagsao, A. (2014). The impact of learner-centered teaching on students’ learning skill and strategies. International Journal for Cross-Disciplinary Subjects in Education, 5(4), 1813-1817.
Dillman, D. A., Jolene, D., & Leah, M. C. (2014). Internet, phone, mail and mixed mode surveys: The tailored design method (4thed.). Hoboken, NJ: John Wiley.
Erikson, E. H. & Erikson, J. M. (1997). The life circle completed. Extended edition. New York: W. W. Norton & Co.
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Columbus, OH: Merrill.
Haeck, C., Lefebvre, P., & Merrigan, P. (2014). The distributional impacts of a universal school reform on mathematical achievement: A natural experiment from Canada. Economics of Education Review, 4(2), 22-36.
Hesse-Biber, S. & Leavy, P. (2011). The practice of qualitative research. Thousand Oak, CA: Sage.
Jarwan, I. (2007). Teaching thinking concepts and applications (3rd ed.), Amman DarAl-Fakr of Publishers & Distributors.
Johnson, B., & Christensen, L. (2008). Education of research: Qualitative, quantitative and mixed approaches (3rd ed.). Thousand Oaks, CA: Sage.
Juanita, C. & Michael, B. (2016). How instructional methods influence skill development in management education. Academy of Management Learning Education, 1-53.
Kvam, P. H. (2000). The effect of active learning methods on students’ retention I engineering statistics. American Statistic, 54(1), 136-140.
Lagat, G. (2017). Life skills education curriculum implementation: Appropriateness of teaching methodologies used by secondary school teachers in Uasin Gishu County, Kenya. International Journal of Education, Learning, and Development, 5(4), 86-95.
Lavy, V. (2011). What makes effective teaching? Quasi-Experimental Evidence. NBER working paper, 16885.
Liliama, M., & Adreia, I. S. (2014). Exploring the possibilities of teaching approach in initial language teacher education. Precedia-Social & Behavioural Science, 116, 3281-3285.
Limbach, B., & Waush, W. C. (2010). Developing higher level thinking. Journal of International Pedagogies, 1, 1-9.
Markant, D., Ruggeri, A., Gureckis, T. M. & Xu, F. (2016). Enhanced memory as a common effect of activity learning. Mind Brain in Education, 10 (1), 142-152.
Medini, K. (2018). Teaching customer-centric operations: Evidence from an experiential learning-oriented mass customization class. European Journal of Engineering Education. 43(1), 65-78.
Murunga, F. (2018). Effect of instructional strategies on the teaching and acquisition of listening skills in Kiswahili language. International Journal of Education, Learning and Development, 6(2), 1-13.
Obiyemi, O. O., & Yusuf, A. (2016). Approaches, methods and techniques of teaching. In A. A. Adegoke, R. A. Lawal, A. G. A. S. Oladosu& A. A. Jekayinfa (eds.). Introduction to teaching methodology. Haytee Press and Publishing Company Nigeria Ltd, Ilorin Kwara State, Nigeria.
Oden, S. N., & Kankam, B. (2013). Needs of teaching approach on pedagogical and competencies of students in Cape Coast University, Ghana. International Journal of Humanities and Social Science, 3(8), 245-255.
Olajide, S. B. (2016). Educational goals and curriculum. In A. A. Adegoke, R. A. Lawal, A. G. A. S. Oladosu& A. A. Jekayinfa (eds.). Introduction to teaching methodology. Haytee Press and Publishing Company Nigeria Ltd, Ilorin Kwara State, Nigeria.
Omoniyi, O. K. (2000). Fundamentals of curriculum process. Odumatt Press & Publishers, Oyo.
Orodho, A. (2009). Element of education and social science research methods. Meseno, Kenya: Kanezja.
Patton, M. Q. (2001). Qualitative research and evaluation methods. 3rd Sage Publications: thousand Oaks, CA.
Peedicayil, J. A. (2012). Comparison of Erikson’s epigenetic principle with S. P. genetics. Journal of Theoretic Biology, 315, 144-145.
Puspita, A. S. & Aloysius, S. (2019). Developing students’ critical thinking through implementation of problem-based learning approach. Journal of Physic, 1-8.
Reid, W. (2012). Case studies in curriculum change. Great Britain and the United State. New York: Routledge.
Research Advisor (2006). Sample size table.
Tess, B. & Renata, P. (2010). Pathways to teaching a teaching approach enhancing recognition of students’ career aspiration and expectations: Redesigning curriculum to acknowledge diversity. International Journal of Learning, 17(2), 1-19.
Westbrook, J., Durrani, N., Brown, R. Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries. Report for the U.K Department for International Development.
Yung, B. H. W., Wong, S. L., & Cheng, M. W. (2003). A curriculum innovation: focusing on student teachers’ developing conceptions of good science teaching. Asia-Pacific Forum on Science Learning and Teaching, 4(2), 1-9.