Search
Search Results
-
Psychological Influence of Play Method on the Development of Pre-School Children with and without Hearing Impairment in Ika South, Delta State, Nigeria
101-112Views:141The purpose of the study is to determine the psychological influence of play method of teaching on the development of pre-school children with and without hearing impairment in Ika South Local Government Area of Delta State in Nigeria. Four research questions were formulated to guide the study while four hypotheses were tested. A descriptive survey was adopted in this study. The simple random sampling technique was used to select 90 teachers as sample for the study. The instrument used for data collection was a questionnaire titled “Pre-school Children Development Rating Scale” (PCDRS) for children with and without hearing impairment. Face and content validation were carried out. The reliability of the instrument was done using Cronbach Alpha to give a Reliability index of 0.77. Mean, standard deviation and t-test were used for data analysis. The findings of the study revealed that: play method of teaching has high psychological influence on language skill development of children with and without hearing impairment with higher influence on hearing children and that play method has a high psychological influence on social skill development, creative skill development and problem solving skill development of both hearing children and children with hearing impairment; there is significant psychological influence of play method on language skills development of pre-school children with and without hearing impairment; the use of play method has no significant influence on the social skills, creative skills and problem solving skills development of preschool children with and without hearing impairment. Based on the findings, the study recommends that play method should be employed to teach language to all children, especially those with hearing impairment to aid language, social, creative and problem-solving skills developments at basic levels and that the pre-school classroom teachers should be trained in workshops and seminars on how to use play to teach to achieve skills development. It also recommends that pre-school classrooms should be appropriately arranged with the adequate play toys and materials that facilitates learning processes.
-
CREATIVE TEACHING OF ASTRONOMY IN PRESCHOOL AND PRIMARY EDUCATION
53-68Views:253The article presents a study of the relevance of the application of creative methods of teaching astronomy in preschool and primary education in Uzbekistan, especially in the context of the modern development of science and technology. During the study, methods for creative teaching of astronomy were developed and described, aimed at shaping children’s ideas about the modern scientific astronomical picture of the world. The article analyzes the results of pedagogical experiments, which proved that creative teaching of astronomy significantly increases children’s interest in science and contributes to the development of their creative thinking and potential. The main principles of creative teaching of astronomy in preschool and primary education are games, experiments, communication, creativity, and the use of various visualization tools. These methods and principles help children to better understand the theory and scientific facts and enable them to participate in activities. Thus, this article can become the basis for the development of new methods and approaches to teaching astronomy in preschool and primary education, as well as for improving the effectiveness of existing methods.
-
Bridging the Gap: Enhancing Communication and Productivity in Academic Relations – Emphasis on the Professor-Student Relationship
85-99Views:210This study highlights challenges in communication between students and academic teachers. In addition, it describes how the university working environment, with its positives and negatives, influences professors' working productivity. As part of a research project, interviews were conducted with lecturers from higher education institutions in Hungary and Montenegro. The respondents were asked about their teaching methods, experiences in common communication, and collegial, and administrative problems that cause stress. Through the interview method, this article provides a view from the inside of the academic individual personalities representing sometimes hidden perspectives of the collective. The study shows the importance of a proper professor’s approach to students and a healthy educator-student relationship. This research contributes to illuminating the multifaceted dimensions of communication in modern educational environments, as it provides a better view of the academic environment and helps in determining better ways of obtaining professor-student productivity.
-
THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:1747Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
-
Effect of Two Instructional (Project And Inquiry ) Strategies on Students’ Achievement in Selected Biological Abstract Concepts
33-43Views:147The purpose of this study was to ascertain how two instructional strategies—project and inquiry—affect students' mastery of particular abstract biological concepts. The study used a quasi-experimental pretest-posttest control group design. 120 SS II Biology students were chosen at random from six coeducational schools located in two Local Government Areas (LGAs) in the state of Kwara. Treatment groups were assigned to participants at random. The Biology Student Achievement Test (r=0.88) and the Teachers' Instructional Guide on Project and Inquiry Strategies were the instruments utilised. Two theories were developed and put to the test at the significance level of 0.05. The intervention had a significant main effect on students' achievement on a subset of selected biological abstract concepts (F(2, 107) =12.061; p<0.05, partial η2 = 0.184), according to an analysis of covariance conducted on the gathered data. The students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement values (x ̅ = 17.20), whereas the students in the Project Strategy (PS) treatment group 1 have the highest adjusted mean achievement values (x ̅ = 23.21). It is indicated that PS > IS > CS is the order. The mean growth in accomplishment values for male students was higher at 21.94, compared to 17.13 for female students. Project and inquiry methodologies should be implemented in order to raise students' accomplishment in biology's abstract concepts, according to the findings.