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EFFECT OF
USE OF INSTRUCTIONAL MATERIALS ON LEARNER PARTICIPATION IN SCIENCE CLASSROOM IN
PRESCHOOL
CHAPTER ONE:
INTRODUCTION
This chapter
begins with the introduction of the background of the study, followed by
statement of the problem, purpose of the study, objectives and concludes with
definition of terms.
1.1
Background of the Study
Participation
involves working with a partner, or in a small group, and brainstorming in
order to create a stimulating learning environment Cooke (2001).
Participation
in ECE involves use of different mechanisms for the public to express opinions
and ideally exert influence regarding political, economic, management or other
social decision. Participation is affected by the appropriate and relevancy of
IM used, such as containers, kites, textbooks, strings and blackboard Armstein
(2004). For examples, a teacher uses textbooks to get information needed and
explains on the blackboard, learners use water in containers and blow it using
straws to produce bubbles Pre-schools handbook (2008). Blowing water to produce
bubbles shows learners that there is presence of air in water and this enables
them gain the skills of observation.
According to
Obanya (2001), IM are didactic materials things which are supposed to make
learning and teaching possible. While in views of Abdullahi (2003) they are
materials or tools locally made or imported that could make tremendous
improvement of a lesson if intelligently used. In the same vein, Isola (2010),
referred IM as objects or devices, which help the teacher to make a lesson much
clearer to the learner. In support of these views, Agina (2005), describe IM as
concrete or physical objects which provide sound, visual or both to the sense
organs during teaching.
The
components to success in participation include availability and adequacy of IM
Pre-school handbook (2008). In participation the teacher should ensure that materials
to be used are enough for a particular science lesson by ensuring she/he has
lesson plan before the lesson. According to Sasson (2009), the quantity of
materials depends on the number of learners using them, organization of the
materials, group arrangement, time management, and records management.
Ensuring
availability and adequacy of IM, the science lesson will be learner’s centred
instead of teachers centred and therefore motivate learners. This is because
all of them will be involved in participation using the available IM instead of
listening to the teacher explain in class. For example Adequacy of IM means
that the teacher should ensure that materials to be used for a particular
science class are enough depending on the number of learners using them Jacinta
(2003).
According to
Preschool handbook (2008), teacher need to group learners according to their
different abilities so that they can assist one another. The teacher will also
need to be guided by the lesson plan, where less time should be used on
introduction and conclusion while most of the time should be left to learners
to do the task at hand. In participation in a science lesson, IM can be used
for the learners to experience air by been engaged in activities such as flying
balloons and kites. The movement of kites and balloons shows that there is air
in a vacuum Esther (2009).Use of straws to blow soapy water helps produce
bubbles, and these bubbles enable the learners to realize that there is air in
water. These activities boost participation by involving all the learners
during a science lesson Preschool handbook (2009).
Wales (2009)
was of the opinion that the use of IM would make discovered facts glue firmly
in the memory of learners. IM make them enjoy participating in science lessons and
even make them repeat the activity during their free time.
This enables
the learners to keep the idea in their long term memory. According to Savoury
(2003), a well planned use of IM in lessons should do much to banish apathy. In
addition, he said that selection of IM which are related to the basic activity
of a lesson helps in in-depth understanding of such a lesson by the learners,
in that it makes the lesson attractive to them, thereby arresting their
attention and thus, motivating them to learn and participate. Participation
helps teachers to discover their learners’ potential, to realize their talents
and raise their self-esteem. In turn this can help them to question their
boundaries and explore issues, voice aspirations, identify needs and facilitate
their learning and personal development Clark (2005).
Education is
a fundamental human right which every child is entitled to Constitution of
Kenya (2010). It is critical to our development as individuals and as
societies. It helps pave the way for a successful and productive future
Children’s Act (2004). The government through the Ministry of Education (M.O.E)
fund pre-schools with only one percent of the schools’ annual budget.
This amount
cannot cater for buying adequate IM and paying teachers. Considering the
significant role played by IM in participation in science lessons, teachers are
forced to improvise different IM from the localities. According to DICECE
database (2011), the government does not employ teachers, and therefore the
burden is left to the parents and the society. This makes some parents unable
to take their children to pre-school and wait until the age of primary school
which is free.
1.2
Statement of Problem
According to
Sasson (2007) a problem is an existing negative state of events that avoid in
attaining the set goals, in this study the existing problem in ECE centres in
Kiine zone is lack of effective use of IM during participation in science
lesson.
IM play a
vital role in participation in a science lesson. They form a focal point and
attract attention, arouse interest and promote a desire to learn, supplement
description and help to explain words and processes, give an accurate
impression of the concept, illustrate relationships, promote retention and
memory, help to consolidate what has been learned, help to save teaching time,
make learner to have self esteem, learners get motivated and have the idea of
sharing in participation in science lesson Kothari (2001). The issue of concern
in this study is the effort of IM on the general participation in Science
lesson in public preschools in Kiine Zone Kirinyaga County.
1.3 Purpose
of the Study
The purpose
of this study is to determine the effectiveness of use of instructional
materials on learner participation in science lesson in preschool in Kiine zone
Kirinyaga county Kenya.
1.4
Objectives of the study
The study
was guided by the following objectives:
1. To
identify why IM are not effectively used during participation in science
classroom.
2. To
establish the importance of grouping of learners on participation in science
classroom.
3. To verify
the extent to which availability and adequacy of IM improve pupils’
participation in Science lesson.
4. To study
the effect of management of records on the improvement in pupils’ participation
in science lesson.
1.5 Research
Questions
1. Why IM
are not effectively used in SC during participation.
2. What are
the advantages of grouping learners in science lesson during participation?
3. To what
extent availability and adequacy of IM improve pupils’ participation?
4. Effects
of records management in the improvement of pupils’ participation in science
lesson
1.6
Significance of the Study
The study
findings will enable the stakeholders realize the importance of IM in
participation in science lesson activities. The teacher trainees will be guided
by the study findings to choose the most efficient IM in sciences classroom
activities.
Also guided
by the study, the parents will be able to choose preschools centers with the
best IM. The findings of the study will also form a basis for further research
on the role played by IM on participation in pre-schools science classroom.
1.7
Limitations of the Study
Limitations
are aspects of the study that negatively affect the results of generalization
of the study but which a researcher has no direct control over. The main
limitation of the study arises from the fear of teachers which affected the
filling of the questionnaires. The teachers feared that the information they
gave in the questionnaire about participation in science classroom may threaten
their job security. However, the researcher assured them that the information
will be treated with confidentiality and will be used for the purpose of the
research only.
Due to the
fact that the researcher is employed, the time available to do the research was
not enough for excellent results.
1.8
Delimitation of the study
The study
will be delimited to sampled ECE teachers in Kiine zone Kirinyaga county. The
study will involve UT, diploma and certificate holders in ECE centres. The
study leaves out the parents and guardians of the learners in the study area
together with the community since mainstreaming is expected to take place
within the ECE set up.
1.9
Assumption of the Study
The
researcher assumed that teachers working environment is conducive, they are
motivated and therefore be able to respond to the research questions with an
open mind. The respondents will respond positively and answer questions without
being biased.
1.10
Definition of terms
Participation
in science classroom: Participation involves working with a partner, or in a
small group, and brainstorming.
Instructional
Resources: They are didactic materials things which are supposed to make
learning and teaching possible. They can also be defined as materials or tools
locally made or imported that could make tremendous improvement of a lesson if
intelligently used.
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