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TITLE PAGE
EXTENT OF UTILIZATION OF PLAY METHOD OF TEACHING IN PRE-PRIMARY
SCHOOLS IN AWKA EDUCATION ZONE
IN ANAMBRA STATE
A PROJECT PROPOSAL PRESENTED TO THE DEPARTMENT OF EDUCATIONAL
FOUNDATIONS, FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA IN
PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR
THE AWARD OF MASTER’S OF EDUCATION
(M.ED) IN CHILDHOOD EDUCATION
BY
ONWURAH, CHIMEZIE NNEKA
PG/MED/08/49102
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DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: PROF. J. U. IBIAM
SEPTEMBER, 2012
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APPROVAL PAGE
This Thesis has been approved for the Department of Educational
Foundations, University of Nigeria, Nsukka.
BY
________________________ ___________________________
PROF. JULIE IBIAM SUPERVISOR
INTERNAL EXAMINER
__________________________ ___________________________
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EXTERNAL EXAMINER HEAD OF DEPARTMENT
________________________________
DEAN, FACULTY OF EDUCATION
CERTIFICATION
ONWURAH, CHIMEZIE NNEKA, a postgraduate student in the Department of
Educational Foundations, University of Nigeria, Nsukka with Registration Number
PG/MED/08/49102, has satisfactorily completed the requirements for the award
of the Degree of Master in Education (M.ED) in Childhood Education. The work
embodied in this thesis is original and has not been submitted in part or full for
any Diploma or degree of this or any other university.
---------------------------------------- -------------------------------
ONWURAH, CHIMEZIE NNEKA PROF. JULIE IBIAM
PG/MED/08/49102 SUPERVISOR
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DEDICATION
This work is dedicated to my beloved and God given husband Professor
Ikechukwu Emmanuel Noel Onwurah.
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ACKNOWLEDGEMENT
My gratitude is first to the Almighty God for His Grace that was sufficient
unto me throughout the period of this study, may His name alone be glorified. I
am very grateful to my erudite supervisor Prof. J. U. Ibiam for not only accepting
me as her student, she was always inspiring, guiding, encouraging, patiently and
continuously supervising me; always being there for me. Our good God will
reward you abundantly. My heart-felt gratitude goes to Ass. Prof. Omeje, Prof. IKE
Ifelunni, Prof. S. A. Ezeudu, Prof. Mrs. Umeano, Dr. (Mrs). J. Chukwu, Prof. Nkadi
Onyegegbu, Prof. Sam Onuigbo, Dr. (Mrs). Nnenna Onuigbo, Dr. (Mrs), Ezeudu
and Dr. (Mrs.) Ofokansi for their immeasurable contributions in this work. The
Almighty God who knows how best to reward will bless them beyond their
imaginations.
I recognize the continuous support and contribution of my friends Mrs.
Uche Uzodinma, Mrs. Kasie Ugwu, Mrs. Ebele Idoko, Mrs. Ngene Chidinma and
Mr. Eze. I love you all. I wish to warmly and gratefully appreciate my children
Arinze, Ifeoma and Ebubechukwu (Miracle). You were always there for me. God
will continue to bless you all. I am highly indebted to my beloved husband, friend
and confidant Prof. Ikechukwu Onwurah for his encouragement both financially
and otherwise and for always being ready to assist when ever I need his attention.
Finally my special thanks goes to the people who typed this work at one
time or another Mrs. Esther Ekwelum, Miss Mabel Ngwu and Arinze Onwurah.
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TABLE OF CONTENTS
TITLE - -- - - - - - - - - i
APPROVAL -- - - - - - - - - ii
CERTIFICATION - - - - - - - - iii
DEDICATION - - - -- - - - - - iv
ACKNOWLEDGEMENTS -- - - - - - - v
TABLE OF CONTENTS - - - - - - - vi
LIST OF TABLES - - - - - - - - viii
ABSTRACTS - - - - - - - - - ix
CHAPTER ONE: INTRODUCTION - - - - - 1
Background of the Study - - - - - - - 1
Statement of the Problem - - - - - - -
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Purpose of the Study - - - - - - - 8
Significance of the Study - - - - - - 8
Scope of the Study - - - - - - - 9
Research Questions - - - - - - - 10
Hypotheses - - - - -- - - - - 10
CHAPTER TWO: REVIEW OF LITERATURE- - - - 12
Conceptual Framework - - - - - - - 13
Concept of Pre-primary School - - - - - - 13
Concept of Play - - - - - - - - 15
Concept of Play Method - - - - - - - 17
Instructional Materials Used in Play Method of Teaching - - 21
Utilization of Play Method of Teaching - - - - 22
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Theoretical Framework - - - - - - - 23
Idealist Theory on Early Childhood Education - - - 23
Progressive Theory of Early Childhood Learning - - - 24
Experimentalist Theory on Early Childhood Education - - 27
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Empirical Studies - - - - - - - - 29
Parents Perception of Play - - - - - - 29
Conventional Method versus Play Method - - - - 30
Policy Implementation - - - - - - - 32
Summary of Reviewed Literature - - - - - 33
CHAPTER THREE: RESEARCH METHOD - - - - 35
Research Design - - - - - - - - 35
Area of the Study - - - - - - - - 35
Population of the Study - - - - - - - 36
Sample and Sampling Technique - - - - - 36
Instruments for Data Collection - - - - - - 37
Validation of the Instruments - - - - - - 37
Reliability of the Instruments - - - - - - 38
Method of Data Collection - - - - - - 38
Method of Data Analysis - - - - - - 38
CHAPTER FOUR: RESULTS - - - - - - 39
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,
RECOMMENDATIONS AND SUMMARY - 48
Discussion of the Findings - - - - -- - 48
Conclusion of Study- - - - - - - - 52
Educational Implications - - - - - - - 52
Recommendations- - - - - - - - 53
Limitations of the Study - - - - - - - 54
Suggestions for Further Research - - - - - 54
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Summary of the Study - - - - - - - - 55
REFERENCES - - - - - - - - - 57
APPENDICES- - - - - - - - - - 62
Appendix A: Questionnaire - - - - - - 62
Appendix B: Reliability of the Instrument - - - - 68
Appendix C: Validation of Instrument - - - - 69
LIST OF TABLES
Table Pages
1. Mean Responses of Head Teachers and Teachers on the Availability of Instructional Materials Needed in Play Method of Teaching - - - 39
2. Mean Rating of Head Teachers and Teachers on the Extent of Utilization of Instructional Materials Needed in Pre-School - - - - 41
3. Mean Rating of Head Teachers on the Extent of Teachers Expertise on the Use of Play Method of Teaching - - - - 42
4. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Availability of Instructional Materials Needed in Play
Method of Teaching - - - - - - - - 43
5. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Extent of Utilization of Instructional Materials Needed
in Play Method of Teaching - - - - - - - 44
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6. Z-Test Analysis of the Mean Scores of Head Teachers and Teachers on the Extent of Teachers’ Expertise on the use of Play Method
of Teaching - - - - - - - - - - 45
7. Mean Rating of Head Teachers and Teachers on the Extent to Which Location of Schools Influences Utilization of Play Method
of Teaching - - - - - - - - - - 46
8. Z-test Analysis of the Mean Score of Head Teachers on Influence of Location on Utilization of Play Method of Teaching and Learning
in Pre-Schools - - - - - - - - - 46
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ABSTRACT
This study focused on the Extent of Utilization of Play Method of Teaching in Pre-
Primary Schools in Awka Educational Zone of Anambra State. The work
particularly stressed on the availability and utilization of material resources; that
is, instructional materials otherwise called teaching aids and the use of play
method of teaching. To address the problem of the study, four research questions
and four null hypotheses were formulated. Descriptive survey design was
employed. Twenty one item researcher developed questionnaire was used for
data collection. The targeted population for the study consisted of thirty two (32)
head teachers and one hundred and sixty (160) teachers in Awka Education Zone,
and this number (total of 192) were selected through stratified random sampling.
The data obtained were statistically analyzed using percentage and
mean/standard deviation. Z-test was employed in testing the formulated null
hypotheses. The results indicate that instructional materials needed in carrying
out play method of teaching in Pre-Schools are not readily available. Due to
paucity of instructional materials, both utilization and effectiveness were
hindered. Hence teachers who have the necessary skills and expertise on the use
of play method of teaching were limited in their performance. This goes to show
that inadequate provision of instructional materials needed in Pre-Primary
Schools in Awka Education Zone seriously hamper the use of play method of
teaching and learning and all the attendant pedagogical approach required for
such pupils between three to five years. Some educational implication of the
findings were discussed and also some recommendations were proposed for the
Government, such as providing enough and requisite instructional materials for
the teachers.
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CHAPTER ONE
INTRODUCTION
Background of the Study
The need for educating children became inevitable since education in a
contemporary world is seen as the corner stone for the individual social and
economic development. Education forms the basis for literacy, skill acquisition and
technical advancement. That is why Osakwe (2006) described education as an
indispensable tool for nation building and this involves a systematic training and
instruction designed to transmit knowledge, skill, potentials and abilities, which
enable an individual to contribute efficiently to his or her growth and development.
Based on this, modern societies show serious concern in the education of their
young ones. They make provisions for their under-age children through a program
referred to as “early childhood education”.
Early childhood/pre-primary education is education given to children 3-5
years in order to get them ready for primary education. According to Omozeghian
(1995), early childhood/pre-primary education is education meant for children
between the ages three and six years. Early childhood is a period of readiness and
that is why government showed concern in recognizing its importance. Since this
level of education must start early in life. The Federal Government defined in the
National Policy on Education (2004) early childhood/pre-primary education as:
1
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..education given in educational institutions to children
prior to their entering the primary school. It includes the
crèche, the nursery and the kindergarten. With the
following objectives, providing a smooth transition from
the home to school, preparing the child for the primary
level of education, providing adequate care and
supervision for the children while their parents are at
work, inculcating in the child the spirit of enquiry and
creativity, through the exploration of nature, local
environment and playing with toys, teaching the
rudiments of number, letters, colours, shapes and forms
through plays and inculcating social norms (P. 147)
This work is concerned with pre-primary nursery education. The document
contains a number of measures to be taken by the government to ensure the
achievement of the objectives of the pre-primary education and they include:
- Ensuring private efforts in the provision of pre-primary education
- Making provision in teachers‟ training institution for production of specialist
teachers in the pre-primary education.
- Encouraging that the medium of instruction will be principally the mother
tongue or language of the local community.
- Regulating and controlling the operation of the pre-primary education.
- Ensuring adequate training of staff and provision of essential equipment, and
ensuring that the main method of teaching in pre-primary institutions will be
through play National Policy on Education (p. 143)
Maduewesi (1999) observed that one of the most basic principles of modern
teaching is that teachers should find and use the most attractive approaches to help
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the learner to learn. Thus, the teacher has to device methods that are sufficiently
motivating to persuade the learner to learn what is necessary. As has been shown,
play method of teaching enables the pupils to be actively involved in the learning
process whereby they act as stakeholders in an imagined or real scenario.
This technique compliments the traditional teaching. In play method, the
teacher selects a particular event or situation that illuminates key theories or may
be of importance to the topic of the study. Pupils are given detailed background
readings and assigned stakeholder rules as preparation. The format of interaction
between stakeholders varies and may depend on time or resources available. As
earlier observed by the 20th
Century Philosopher, Miriam Montessori “early
childhood training is quite critical at the beginning of school age”. Thus the child
should be allowed to express him/her self, especially through play, while the
teacher, on the other hand recognises the expressive freedom of the child. That is
why Maria Montessori advocated for a prepared environment; a classroom that is
sufficiently equipped with learning materials (toys) such as cars, buses, aeroplane,
building blocks, balls, counting materials, dressing materials, painted pictures,
chats, pen, pencil, etc. Under this environment, the teacher‟s responsibility is to
guide and direct the children as they work with these materials.
In his book, Sweeney (1997) said that play is the language of children, and
toys their words. It therefore becomes apparent that selection of instructional
materials for the children is very important. In other words, play method of
teaching primarily involves allowing the pupils to learn and explore at their own
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pace. The teacher is therefore to guide the pupils in their activities as abilities of
the pupils vary. However at a tender age, play method of teaching helps the
teachers to identify different abilities of each pupil and thus pay particular attention
to their peculiar needs with respect to their mental and psychomotor development.
For example, some can jump or run with ease (that is, sports-inclined), some can
organise figures, arrange objects (geometrically or mathematically endowed),
while some can draw and paint (art/architecturally inclined) etc. The teacher
therefore encourages each child to develop along their peculiar „gifted‟ path.
For young children, play is known to be their most natural activity which not
only contributes to their development but also gives them satisfaction, enjoyment
as well as helps in developing their potential in full (Ibiam, 1997).
Machmanorvitch, (1990), also pointed out that play is the root and foundation of
creativity in arts and science as well as in the daily life. Morffitt, (2003) describes
play as a straight exploration or learning activity which provide for information
seeking behaviour. It is a powerful inner force through which a child reaches out to
interact with his environment and it involves movement and different sensory
modes (Aleke, 2011). The child seems to learn more when he/she can move
around, handle, and manipulate objects. Through such sensory motor activities,
he/she learns much about the properties of matter and finds way(s) to adapt to a
complex environment through play experiences related to cause and effects.
Children who are prevented from having a wide range of sensory motor (play)
experiences in these early years, due to illness, over protection, or other reasons are
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not likely to develop certain kinds of cognitive information in the same way later.
Play also refers to a range of voluntary intrinsic activities that are normally
associated with pleasure and enjoyment. It also involves some manipulation of
objects in the environment by a person with others. Curry and Arnoaud (1995)
observed that:
Play is a lawful predictable phenomenon that shows clear developmental
regularities, although the degree to which these regularities are expressed is greatly
influenced by the child‟s environment. Play serves to integrate complex cognitive
emotional and social element in the child‟s thinking and behaviour.
Disturbances in play often reflect disturbances in the child‟s personality and
social functionality while Hirsch (2005) argues that play method consists of key
elements of experimental learning. Kolb (2003) observed that play method allows
pupils to apply concepts and problems that reflect reality introduced through
lessons and readings. Play method can, therefore, be viewed as a beneficial
teaching tool because it has been found to help in the development of practical
professional skills, as well as academic knowledge.
The above may be seen as the reason why the National Policy on Education
is regarded as the document with the most suitable method in teaching tender age
children.
Play method of teaching which was advocated by the National Policy on
Education was expanded to involve manipulation of objects in the environment
which are pleasant to children (Okon 2007). This means that when the activity
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pleases the children (learners), the tendencies of learning taking place is high. The
main purpose of the study is to specifically find out the extent of instructional
material available because the availability will help in the study, also the extent of
utilization of the available materials. This is because it is possible to have
materials that are not well utilized and this is dependent on the teachers‟ expertise
as it concerns training, workshop and seminar for proper information on how to
handle rescue children using play method of teaching. However, this method which
is advocated by the National Policy on education for teaching early childhood
learners seems not to be implemented in most Nigeria schools, as Ejieh (2006)
observed:
The play method of teaching that is advocated in the
National Policy on pre-primary education is not
effectively used in most of the schools as most of the
teachers are not trained on the use of it. Proprietors and
teachers provide the children with toys to play with
mainly for recreational purposes and not for instruction.
Very few, if any, nursery school teachers in the country
have received formal training in the use of play method
or any other type of learning activity to inculcate social
norms in pre-primary school children as advocated in the
policy document (p. 61).
Owing to the above claim by Ejieh (2006), perhaps the ineffective
utilization of this method of teaching pre-scholars may be as a result of the nature
of the school environment (location) in which these school were situated or as a
result of inadequate instructional materials needed in play method and even the
teachers expertise in handling play method of teaching.
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Children begin learning from the time they born, to learn is to gain
knowledge or skill by studying from experience. A learner is a person who is
finding out about a subject and how to go about it. According to Onyemerenkeya
(2001) learning has been defined as a process by which man acquires and retains
attitude, knowledge, understanding, skill and capabilities that can not be attributed
to inherent behaviour pattern of physical growth. Naturally, children like to play
and it is their characteristics to play, enquire and explore, that is why
Mariamentosori advocated for a prepared environment which gives children
opportunity to explore and learn. These arouse the interest of the researcher to find
out the extent of utilization of play method of teaching pre-primary school pupil in
Awka Education Zone.
Statement of the Problem
The goal of teaching and learning is to effect desirable behaviours on the
learner. Methods used by teachers in teaching are critical to the achievement of the
envisaged goals as stipulated in the National Policy on Education. The play method
of teaching that is advocated in the national policy on pre-primary education seems
not effectively used in most schools, perhaps because teachers are not well trained
or may be because the materials used in play method of teaching are inadequate.
This situation is worrisome and has motivated the researcher to carry out this
study.
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Purpose of the Study
The main purpose of this study was to find out the extent of utilization of
play method of teaching in pre-primary schools in Awka Education Zone.
Specifically the study sought to:
1. Find out the availability of instructional materials needed in play method of
teaching.
2. Find out the extent of utilization of these instructional materials in teaching
and learning situation.
3. Find out the extent of teachers‟ skills in the use of play method of teaching.
4. Find out the influence of location of schools on the effective utilization of
play method of teaching in teaching and learning process.
Significance of the Study
The findings that will be generated from this study will be beneficial to the
teachers, pupils, curriculum planners, school administrators, ministries of
education and the society.
The teacher is in a key position to study and adjust to the effects of new
materials and methodology upon the learning process with the aim of using such
adjustment to improve teaching and learning. Through this research, the academic
standards teachers set for their pupils are met by the teaching techniques they have
adopted.
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This study will be beneficial to the pupils in developing individual learning
skills and problem-solving skills which will promote pupils‟ creativity. The study
will help curriculum planners to appreciate and assess the impact of this method
(play method) in delivering instruction and thus help in modifying or redesigning
curricular for pre-primary schools.
Adequate knowledge about the use of an effective play method could also
help the school authority or inspectorate unit to supervise teachers and assess if
they are meeting the required objectives.
The study will help educational authorities through the required specific
agencies and ministries to wake up to the challenge of developing measures or
steps in using the play method to teach in pre-primary schools and also in
organizing seminars and workshops for teachers in order to upgrade their
knowledge in Nigerian schools.
The society at large will benefit from this study because the end product of
what goes on in the schools is for the benefit of the entire society. Other
researchers who are working on similar topic may draw some inspiration from the
findings of this study.
Scope of the Study
This study was delimited to Awka Education Zone of Anambra State,
involving teachers and head teachers in nursery schools. The study examined the
availability of instructional materials needed in play method of teaching, utilization
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of these materials, teachers‟ proficiency in the use of play method and influence of
location of schools in effective implementation of play method of teaching in pre-
primary schools in the area of study.
Research Questions
The following research questions guided this study:
1. To what extent are instructional materials needed in play method available in
schools?
2. What is the extent of utilization of these instructional materials in teaching
and learning situations?
3. To what extent do teachers possess skills in the use of play method in
teaching and learning process?
4. To what extent does location of schools influence effective utilization of
play method in teaching and learning?
Hypotheses
The following null hypothesis that was tested at 0.05 level of significance
guided this study.
Ho1 There is no significant difference in the mean responses of head teachers
and teachers on the availability of instructional materials needed in play
method of teaching.
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Ho2 There is no significant difference in the mean responses of head teachers
and teachers on the extent of utilization of instructional materials needed
in play method of teaching.
Ho3 There is no significant difference in the mean responses of head teachers
and teachers on the extent of teachers‟ expertise on the use of play method
of teaching.
Ho4 Location of schools will not have significant influence on the effective
utilization of play method of teaching in the pre primary schools under
study.
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CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviewed the relevant literature in the area of study and was
organized under the following sub-headings:
A. Conceptual Framework
- Concept of Pre-primary School
- Concept of Play
- Concept of Play Method of Teaching
- Instructional Materials Used in Play Method of Teaching
- Utilization of Play Method of Teaching
B. Theoretical Framework
- Idealist Theory on Early Childhood Education
- Progressive Theory of Early Childhood Learning
- Experimentalist Theory on Early Childhood Education
C. Empirical Studies
- Parents Perception of Play
- Conventional Method versus Play Method
- Policy Implementation
D. Summary of Reviewed Literature
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Conceptual Framework
Concept of Pre-Primary Education
Early childhood/pre-primary education is defined as the education given in
an educational institution for children prior to their entering the primary school
(FRN, 2004) it includes the crèche, the nursery and the kindergarten. The work is
concerned with pre-primary, nursery education 3-5 years. Early childhood/pre-
primary education according to Omozeghian (1995) is education meant for
children between the ages and three and six years. Early childhood/pre-primary
education is education given to children 3-5 of age in order to get them ready for
primary education.
This kind of education should be child-centred, actively oriented and
systematic. A child being a young, delicate or sensitive being should be handled
with care and love. Consequently, care should be given to and education started
early for the child since research shows that the children who received good care
during early childhood are more likely to benefit from later education and other
social services (Maduewezi, 2005).
According to Chukwu (2009) for children to be alive and well, aware and
learning, empowered to participation, attention to early development is essential.
The importance of early childhood education cannot be over emphasized.
Early childhood education in the form of nursery school or pre-primary
education as it is known today in Nigeria is largely a post-colonial development.
As Nigerian educational administrators, policy makers and the then military
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government of Nigeria realized the need for it in the country; they gave it official
recognition in the National Policy on Education in 1977 revised.
In the current National Policy on Education (Federal Republic of Nigeria,
2004) early childhood/pre-primary education is labeled as pre-primary education
and defined as the education given in an educational institution to children prior to
their entering the primary school as it includes the crèche, nursery and
kindergarten. As stated in the policy document, the purpose of pre-primary
education includes, among others:
Providing a smooth transition from the home to the school
Preparing the child for the primary level of education
Providing adequate care and supervision for the children while their parents
are at work
Inculcating in the child the spirit of enquiry and creativity through the
exploration of nature, and the local environment, playing with toys, artistic
and musical activities;
Teaching the rudiments of numbers, letters, colours, shape etc through play
and
Inculcating social norms.
In the same way, Osakwe (2009) sees preschool education as the education
meant for children between the ages of 3 to 6 years. It is also a formalized
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educational process to which children between the ages of 21/2 through five plus
are subjected to in designated pre-school institutions‟ (Mezieobi, 2006).
Early childhood or pre-primary education is seem as first phase in a life time
of continuous learning and experiencing from birth to old age. It is the foundation
for a llife long learning (Dike 2010). Above is the reason why such early
education should be taken with utmost care and seriousness. It is a period children
undergo mental and physical development and materials to guide this early
learning should be available. Early childhood education is the act of developing the
child with necessary knowledge; skill and attitude that will enable him function as
an effective citizen in his environment. This kind of education should be child
centered, activity oriented and systematic bearing in mind that the child is very
delicate to handle and very tender and as such should be handled with caution.
Having recognized the importance of early childhood education in child
development, the National Policy on Education (2004) listed a number of measures
to be taken by government to ensure the achievement of the objectives of pre-
primary education one of which is ensuring that the method of instruction in pre-
primary will be through play.
Concept of Play
Play refers to a range of voluntary intrinsically motivated and personally
directed activities that are normally associated with pleasures and enjoyment
(Aleke, 2011). In the same vein David (2003) proffered that play is a quality that is
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quite different from an activity. Mark (2001) commented that play and work are
words used to describe the same activity under different circumstances. According
to Chukwu (2009) it is characteristic of children to play, a play to them is work.
They acquire a lot of knowledge as they play, for children play is as natural and
spontaneous as any other daily activity. A child needs to play as much as he or she
needs to sleep and eat.
Concerted efforts have been made to identify the qualities of play, but this
task is not without its ambiguities. For example, play is commonly described as a
frivolous and non serous activity (Aleke, 2011), yet when watching children at
play, one is impressed at transfixed seriousness and absorption with which they
engage in it. In the case of young children, play is known to be their most natural
activity, such that instinctively they play without being motivated. It thus follows
that this natural activity may be the best and most sensible way to teach children
since they can learn in the process.
In furtherance to the connotation attached to the concept of play, Ibiam
(1997) described play as a natural activity which not only contributes to children‟s
development but also gives satisfaction and enjoyment. It develops children‟s
potentials. It is also capable of creating mental intelligence that is capable of
changing various multiple intelligence (Findlay, 2000). It is a straight exploration
or learning by others which involves a range of voluntary, intrinsically motivated
activities that are normally associated with pleasure and enjoyment. Various
authors have shown that play is a phenomenon which cannot be separated from
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children and it involves activities which please children most. It is a powerful inner
force involving movement of different sensory muscles through which a child
reaches out to interact with the environment. The child seems to learn more when
he/she can move around, handle and manipulate objects. Through such sensory
motor activities, the child learns much about the environment (Ezenwa, 2010). It
was therefore not surprising when it was suggested that the main method of
teaching in pre-primary institutions will be through play (FRN, 2004)
Concept of Play Method
Play method requires the ability to transform objects and actions
symbolically and is carried out a step further by interactive social dialogue,
negotiation and improvisation. Many cognitive strategies are exhibited during play,
such as joint planning, negotiation, problem-solving and goal seeking. Play
(method) plays a vital role in young children‟s lives and its duration may project
through the primary school period as well (Bergen, 1998). Play method involves
dramatization of learning experiences through the use of objects and symbols so as
to attain effective teaching and learning. It engages many areas of the brain
because it involves emotion, cognition, language and sensori-motor actions and
thus promotes the development of dense synaptic connection (Bergan and Coscia,
2001).
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In the same vein Aguokagbue (1994) put it succinctly that:
Play is an important activity and can be used to teach
most subjects. This is because children often play parts
whereby they practicalize a non-existing situation.
Hence, through play learners are helped to concretise
situation which otherwise will be very abstract. It
enhances creative abilities of learners. Also in play
children become creative as they think out how best to
drive home the imaginary situation, it is a shared activity
which is very useful in achieving socially desirable ends
(p. 75).
The above citation has categorically stressed the need for play method of
teaching when handling situation that are abstract in nature and its role in
concretizing such situation thereby enabling easy comprehension. In the same vein,
Onwuka (1981) stressed that play method of teaching helps in fostering in the
learners such values as tolerance and cooperation. This is because it incorporates
activities such as role-playings, simulation and dramatization. These activities do
not only help to make lesson lively but also make pupils feel part of the lesson.
Play method of teaching according to Aleke (2011) employs some
techniques which are presented below:
Role playing is a technique that can be applied by the
classroom teacher. It involves pupils acting out real
situation in a society, in the classroom situation. The
teacher can employ this technique to help the pupils
develop interpersonal values in the society.
32
In the same vein, Maduewesi (1990) noted that role playing is a technique
that can be used to reach some cognitive skills. This means that any topic chosen
for the exercise must be practical in nature. She further stressed that:
“Role play, I believe is a technique a teacher can employ
to help her pupils develop their affective domains. Role
play can be of great importance in helping pupils to work
together, speak in public, acquire vocabulary, and have a
better understanding of life situations; it involves the
participation of all pupils both gifted and dull”. (p. 84)
In designing role play, Kanokwam and Zoe (2006) described the following
processes to be pre-eminent:-
Determination of the learning objectives of role play: the learning
objectives can be theoretical as well as practical and can determine the key
concepts that are taught in the course, the key event or situation that is the
focus of the course;
Choose a scenario or situation form realities that highlight the key concepts
of the topic. By re-enacting events from reality, pupils are able to deepen
their understanding of real life situation.
Consider the various stakeholders and their perspective and adapt the
situation to the classroom.
The above processes as identified by the authors suggest some effective
ways of implementing role play in teaching and learning processes.
33
Simulation Technique
This is another technique employed when using play method of teaching in
teaching and learning process. Agbo (1997) described simulation as a fictitious but
realistic method of representation of the real world in which learners can deal with
significant social and historical situations. In the same way, Maduewesi (1990)
sees simulation as either making pretence of or reproducing a situation or events.
This is because children can easily pretend to be drivers, parents, policemen,
teachers and so on. Then the teacher can ask pupils to participate in plays
representing real life situation when teaching a particular concept.
In initiating simulation, the teacher presents an artificial problem, situation
or events that represent some aspect of reality (Ezenwa, 2008). This is because in
simulation, any serious risk or complication that may be associated with the real
life phenomenon is removed. In addition, the level of abstraction or complexity is
purposefully reduced so that pupils may become directly involved with the concept
(Aleke, 2011). It also allows for types of experimentation that cannot take place in
the real life situation. The simulation technique may involve the use of models,
game formats, structure role play, or an interactive computer or video programme.
In most instances, pupils are easily motivated to participate. Hence they become
active participants in the learning process (Nwosu, 2003).
The above review has shown that simulation, which is one of the techniques
used in play method of teaching, entails use of models, abstraction from reality,
that is using learners to praticalize what is obtainable in the real life situation. By
34
doing this, the learners become part and parcel of what goes on in the teaching and
learning process thereby making learning lively to the learner.
Instructional Materials used in Play Method of Teaching
Instructional materials as the name implies are those materials which aid
teaching and learning processes in school. Its level of availability affects the
achievement of learning objectives. Ezenwa (2009) stressed that the instructional
materials used in teaching and learning depends on the method employed by the
teacher and the level for which the learning programme is meant.
In teaching children under school age, the author stressed that the suitable
method for teaching is play method and the following instructional materials would
be suitable: models, computer games, pictures, article, etc. In the same vein,
Nwagu (1997) identified the following instructional material to be suitable in play
method of teaching real objects like masks, costumes, counting sticks, pictures of
churches, mosque, shrine, temples, stones, masquerades, use of resource persons,
relevant books, journals, chalkboard, magazines, newspapers etc.
In stressing the effective utilization of instructional materials Nwagu (2003)
puts it succinctly:
A good and qualified teacher should consider the
following in the selection of instructional materials. The
materials selected should have a purpose to accomplish
in the lesson; it should suit the age and ability of the
learners; it should help to make simple the understanding
of the concepts being taught; it must be experienced by
all the pupils in the class (p. 27).
35
The above citation has shown that these instructional materials help in
making teaching and learning effective because when learners are active they
become less passive, bored or frustrated. That was why Nwosu (2003) asserted that
the most effective method of teaching young children is play method, because in
play children actively participate in the class. They are presented with materials
which they can see, feel, and touch, and when this is done properly what is learnt
becomes permanent in the learner and hence, effective teaching and learning is
inevitable.
Utilization of Play Method of Teaching
In describing the extent of utilization of play method of teaching in pre-
primary schools in Nigeria, Ejiel (2007) noted that no effort is made to ensure that
play method of teaching is used in teaching pre-school children in Nigeria, as
stipulated in the policy document (National Policy on Education, 2004). In the
same vein, Okoro (2004), noted that majority of schools lack trained teachers on
the use of play method of teaching that is advocated in the National Policy on pre-
primary education in Nigeria. Very few, if any, nursery school teachers in the
country have received formal training in the use of play method or any other type
of learning and teaching activity to inculcate social norms in pre-school children,
as advocated in the policy document. In same vein, Onyedineke (2011) observed
that some of the people employed to teach the children are neither trained to teach
nor do they know how to handle or relate with children.
36
The reviewed work revealed the extent of utilization of play method of
teaching in the Nigerian schools, but for the purpose of clarification, the present
study becomes inevitable.
Theoretical Framework
The theoretical frame work of this study will examine the early childhood
education theories like idealistic theory to early childhood education, progressive
early childhood theory, and the experimentalist theory to early childhood learning.
Idealistic Theory of Early Childhood Education
This theory was developed by Plato in the 14th
century. The ideal in the
understanding of the idealist comes with man‟s ability to reason. The idealist
theory is that the mind is very important as the facilitator of reasoning and
knowledge. More importantly, if man must reason effectively, there has to be a
sound interaction between the body and mind. This is actually the basis of the
idealist education. Consequently, the idealist philosophy of early childhood
education helps the child develop knowledge early enough in life. A typical idealist
early childhood educational programme suggests that early child care should begin
from birth to about 5 years of age. This is important so as to develop in the child
health habits, right morals and physical exercises. All of these are done through
games, plays and songs. This will enhance the development of right interests,
talents, abilities of the child to unfold naturally after a period of time.
37
The theory also noted that children of early childhood school age are
innocent and have the purest expression of nature; therefore, need special care in
helping them learn. In this case, whatever is passed on to them by way of
knowledge must be genuine and of truth. This helps to build in the children, right
from an early age, self-discipline and good moral habits. The theory went further to
stress that imparting appropriate morals at this stage of learning is not solely
achieved through school. Most learning at this stage comes through action and the
young learner can equally develop his personality in a good home environment.
The theory believes that all that goes on by way of educational concept and
practice should firstly be seen as a symbolic activity. The implication of this theory
to the present study is that symbols are the medium through which the mind
acquires knowledge. This is because the theorist argues that symbols are a medium
of learning and expressions which are quick and important in helping the young
learner acquire knowledge. Hence, the use of symbols in childhood education
creates a suitable teaching and learning environment. These learning materials like
colourful pictures, toys and other play objects help to stimulate the thought and
feelings of the young learner. Like most early childhood theorist, the idealist
theory also prescribes the play method as the best known way of exciting the
learner to attain the goals of early childhood education programme.
38
Progressive Theory of Early Childhood Learning
This theory was developed by Forebel, Pestalozi and Comenius in the early
19th
century. These pragmatic philosophers see education as being centered on the
philosophy of pragmatism and practicality. Thus for early childhood education, the
pragmatists have suggested that learning can begin early, at birth or infancy. They
recommended this as the first stage of education and noted that education given in
the first five or six years of the child‟s life is crucial to all other stages of learning.
However, Forebel (1933) maintained that a truly progressive education should take
cognizance of the child‟s own special needs, as a being that exists in his own
rights. He holds the view that nature wants children to be children before being
men. The emphasis is that childhood has its own way of seeing, thinking and
feeling, so the child should not be treated as a miniature adult. It is also against this
background that most pragmatists advocate child-centered education.
In exploring the theory, Pestalozi (1945) is of the opinion that if the child is
allowed to be himself and grow naturally, he is likely to be less problematic in
preparing himself for maturity. Thus, a child can safely pass on to his next stage of
development if he has fully mastered the experiences and characteristic of the
preceding stage. The focus here is that when the child has the opportunity to be at
the centre of education, there is no rigidity in the way he leans and acquires
knowledge. Rousseau emphasizes a degree of freedom for the child to romp and
play to his heart content, to work or play when he feels, and not to be perpetually
imposed upon and frustrated by adults.
39
Concerning the best methods of teaching, the pragmatist stresses that the
child should be presented with appropriate objects. In teaching the young learner
with such learning objects, the teacher should take him in progression from the
level of the known to the level of the unknown. The teacher should be able to
create scenes and experiences that would excite the child to want to learn. Early
childhood curriculum and teaching method should be governed to a large extent by
the nature of the child rather than what the syllabus dictates. Pestalozzi, (1954) has
recommended what he termed “object lesson”. This was derived from his
philosophy which says every teaching process ought to involve the presentation of
physical objects to the learners. The use of such concrete objects used for
illustration enhances learning. That was why in kindergarten school, toys, abacus,
and coloured building blocks are used.
The implications of this theory to the present study are as follows:
It has given a concrete foundational information on what early childhood education
schools should look like and presented as a suitable method that is appropriate at
this level of education which is the main trust of the present study. For instance
Forebel (1945) puts it succinctly that the teachers‟ duty is not to bend, shape or
mould the child to suit a purpose, but to excite him to grow through play. He noted
that by virtue of the child‟s age, play is the best method that can entice him to
learn. Forebel does not see play as mere distractions, but the most spontaneous
activity that helps in the total development of the child. Play allows the child
exercise harmoniously all his physical emotional and intellectual qualities. He is
40
also of the opinion that in play, the young child combines attention with
relaxations, purpose with independence and rule with freedom. Thus play and play
materials in this study have basis for the theory presented.
Experimentalist Theory of Early Childhood Learning
This theory was developed by experimental psychologist like John Dewy
and Maria Montessori in the first decade of 20th
century. This group came with a
more refined understanding of the psychological needs and problems of the child.
They contributed immensely to matters concerning early childhood education.
Essentially, the theme of the theory was democracy in teaching and learning. They
noted that early childhood learning is quite critical as the beginning of school age.
Thus, the child or learner should be allowed to express him/her-self especially
through play. The teacher on the other hand must recognize the need for this
expressive freedom on the part of the child. It is this experimentalist commitment
to democratic principles in early childhood teaching and learning process that
makes them quite unique.
According to John Dewey, a well known experimentalist has his philosophic
ideal for early childhood education expressed in democratic principles, with
scientific method of instruction. His idea of a kindergarten curriculum is one based
on the experiences in the lives of the child and not totally in academic disciplines.
In other words, Dewey believes that early childhood learning can be more
pragmatic if the child‟s zeal to experience his world is recognized. He also holds
41
the view that there should be a relationship between the Child‟s experiences at
home and that in school. Dewey stresses most on child centered education.
Also Maria Montessori is another early childhood educationist who is also
described as an experimentalist. Montessori, like Dewey, has also left an indelible
mark on the theory and practice of early childhood education. She recognized early
childhood educational development of the individuals. Early childhood stage of
learning for her is the foundation on which other educational stages are built. She
also advocated for child-centered education, but beyond this, she was quite
convinced that freedom for the child in learning makes more worthwhile any
educational process. Her emphasis is on what she termed “auto-education”, which
lays special stress on sense and muscle training for the preschool learner. She
experimented with mentally retarded children and was quite convinced that
education, rather than physical or mental treatment was more appropriate for their
ailment.
This theory has great implications for the present study on the area of
teaching method advocated for instance, Montessori prescribed the teaching
method that provides the young learner with adequate facts designed to help him
explore materials and learn at his own pace. Her strategies of teaching encourage
muscle training. This is also aimed at encouraging the young learner whom she
described as a self-activated learner, to work in an already prepared environment of
programmed materials. The Montessorian pedagogy of motor education
emphasizes sensory exercise which comes with the child‟s ability to firstly master
42
practical life exercises. Once the child is able to master practical exercise, like
walking, gymnastics, rhythmic games, good posture and proper speech, sensory
education can be imbibed. The theory has great implication to the present study as
it support the idea of teaching children through play method.
Empirical Studies
Parents Perception of Play
Under this section, various related empirical studies were reviewed.
A study by Ibiam, (1988) on parents and teachers attitude towards young
children‟s play was reviewed. Two hypothesis and twelve research questions were
used to investigate the relationship that exist between gender, location, occupation,
level of education, and the attitude of parents and teachers towards young
children‟s play. The study design was correlation while a multistage sampling
method was used to select 744 parents and 144 teachers in 6 primary schools and 4
nursery schools in two local government areas of Abia state. A questionnaire was
used for data collection. The study revealed that parents as well as teachers have no
value for young children‟s play. There is no significant difference between parents,
gender and their attitude towards young children‟s play. Training workshops and
seminars were recommended to sensitize teachers and parents towards young
children‟s play.
In the same vein Agbo (1997) carried out a study to determine the effect of
play method of instruction on pupils‟ achievement in Christian Religious
43
knowledge. To do this, three research questions and null hypotheses guided the
study. It was an experimental design study. Eighty (80) pupils were randomly
selected from 5 primary schools in Izzi Local Government of Ebonyi State. There
were two group of pupils numbering 40 in each group. The first group was taught
with the conventional method while the second group was taught with play
method. Analysis of covariance (ANCOVA and t- test) was used to analyse the
study.
The study revealed that the achievement of pupils taught with play method
was significantly higher than those taught with the conventional (expository)
method. The researcher therefore recommends the use of play method when
teaching young children which is the bases for this study.
Conventional Method versus Play Method
On the above subheading Ekanem, Essiem and Ekanem (2011) reported a
study on investigation of play facilities and socio-motor skills development of pre-
primary school and primary school pupils in Akwaibom State. The research design
was survey design while the population consisted of teachers of nursery two and
primary one in 324 public and 185 private primary schools. A sample of six
hundred and sixty (four hundred public and 250 private) primary school teachers
were selected using stratified random sampling method. The researchers prepared a
thirty item questionnaire for use in data collection using four-point liket scale
response formula. The instrument yielded a reliability of coefficient of 0.82 using
44
Kudar-Richard design on 21 formula. Person product moment correlation statistics
was adopted in analyzing the data on relationship between play facilities and
pupil‟s development of social motor skills in both public and private primary
school in Akwaibom state. The paper revealed that no public schools employ play
facilities in teaching and learning while the private primary schools that utilize
play facilities lack play space. The paper recommended that primary schools
(private and public) should as a matter of policy employ play facilities an provide
play space in teaching and learning process and this is in line with this study which
tries to find out the extent of utilization of play method of teaching and pre-
primary in Awka education zone.
On a similar case, Aleke (2011) conducted a study on the effect of play
method on the achievement of primary school pupils in social studies. The study
employed a non-equivalent control group quasi-experimental design. The
population of the study was primary two school pupils in Nsukka Local
Government Education Authority. Random sampling technique was used to sample
230 primary two pupils. Analysis of covariance was used to answer research
question while t-test was used to test the null hypothesis. The study revealed that
pupils who were taught with play method of teaching performed significantly
better than those taught social studies with lecture method. The study therefore
recommends the use of play method of teaching in teaching pupils at the lower
primary level. In the view of the study, the empirical studies support the work
45
which tends to find out the extent of use of play method by teachers in the area of
study.
Policy Implementation
According to Osakwe (2010) a study on the extent of implementation of
National Policy on Early Childhood Education in pre-primary schools was
conducted in Delta State. Five research questions and five null hypotheses guided
the study. Mean and standard deviation were used to answer research questions and
t-test statistics was used to test the null hypotheses. The study revealed that the
play method of teaching that is advocated in the National Policy on pre-primary
education is not effectively used in most of the schools, as most of the teachers are
not trained on its use. Rather teachers provide the children with toys to play with
mainly for recreational purposes and not for instruction. The study, therefore,
recommends special training workshops for teachers on the use of play method for
instruction and not for recreational activities alone.
According to Ezema (2002) on the Influence of Play Method on the
Achievement of Preprimary School Children in Mathematics. The study was
guided by one research question and one hypothesis. Experimental design was
adopted and the subjects were 50 in number. The study was two group, the
experimental and control. The subjects were randomly selected; the experimental
group was taught using play method while the traditional method was adopted in
the control group. The result revealed that the experimental group participated
46
more actively in the class than the control group. The play-method was discovered
to have a significant influence on the achievement of the children. The study
however, recommended among other things that, the play method should be the
dominant method in the pre-school level.
Summary of the Reviewed Literature
The review focused attention on the conceptual framework, theoretical
framework and empirical studies. Under the conceptual frame work, concept of
pre-primary education was extensively discussed, concept of play method of
teaching, instructional materials suitable in play method and extent of utilization of
play method of teaching were equally examined. The review showed that play
method of teaching seems to be the most suitable method through which children
can be carried along in any teaching and learning situation.
The theoretical frame work, examined various theories of early childhood
learning such as the idealist theory, experimentalist theory, the progressive theory.
Their relevance and implications to the present study were equally presented.
Various empirical studies which relate to the present study were reviewed. All
stressed the importance of using play method of teaching in the pre-primary
schools instead of just for recreational purposes, thus enabling the researcher to
establish the need for the present study. This is because among the previous studies
reviewed, none actually established the extent of utilization of play method of
47
teaching in pre-primary (nursery) schools in Anambra State in particular. (This is
therefore, the gap which the present study intends to fill.)
48
CHAPTER THREE
RESEARCH METHOD
This chapter presented the research method and various steps adopted in
carrying out the study. It was organized under the following sub-headings; research
design, area of the study, population of the study, sample and sampling technique,
instrument for data collection, validation of the instrument, reliability of the
instrument, method of data collection and method of data analysis.
Design of the Study
The design of the study was a descriptive survey design which aimed at
assessing the use of play method of teaching in pre-primary schools. Descriptive
survey design according to Ali (1996) is a study in which a group of individuals or
items are studied by collecting and analyzing data from few items considered to be
representative of the entire group. The design was considered suitable for this
study because the study aimed at assessing the extent of implementation of a
particular method of teaching in pre-primary schools.
Area of the Study
This study was carried out in Awka Education Zone of Anambra State. The
zone is made up of nine (9) Local Government Areas and it is located at the
Anambra Central Senatorial Zone. In this area, there are many pre-primary schools
with different ownership ranging from private, to government. But emphasis was
placed on government pre-primary schools. The choice of Awka Education Zone
35
49
was based on many factors such as the fact that there are many pre-primary schools
here where most parents who are enlightened register their children for pre-primary
school education and it will be disappointing if those parents eventually find out
that policy measures which are capable of enhancing effective early childhood
education are not properly implemented. Secondly, Awka Zone was chosen
because there seems to be no study on the assessment of play method of teaching
in preprimary schools in the area of study. Hence, the researcher found it worthy to
appraise the utilization of play method of teaching, which is one of the policy
measures to sustain effective early childhood education in Nigeria.
Population of the Study
The population of this study consisted of all head teachers and teachers in
government approved pre-primary schools in Awka Education Zone of Anambra
State. Available statistics showed that there are about 162 pre-primary schools
owned by the government in the area, with about 968 teachers and head teachers,
comprising of 162 head teachers and 806 teachers (Anambra State Universal Basic
Education Board, ANSUBEB, 2011).
Sample and Sampling Techniques
The sample of this study was 192 respondents which were made up of 32
head teachers and 160 teachers. Stratified random sampling technique was used
across the nine Local Government Areas that make up the zone. 192 respondents
were chosen as the sample because it is the 20 percent of the whole population. 20
50
percent of the entire population was sampled because the researcher felt that it was
a good representation of the entire population.
Instrument for Data Collection
The instrument for data collection was a twenty one (21) item researcher
developed questionnaire. It was of two sections; the section A contained the
demographic information of the respondents while the section B contains 21 items
developed in three clusters with each cluster covering each research questions
posed in the study. The instrument was built on a rating scale of Very Highly
Available (4), Highly Available (3), Available (2), Not Available (1), Very Great
Extent (4), Great Extent (3), Little Extent (2), Very Little Extent (1), And Strongly
Agree (4), Agree (3), Disagree (2), Strongly Disagree (1).
Validity of the Instrument
The instrument was face validated by three experts, one from Educational
Psychology, Childhood Education and Measurement and Evaluation all from
Faculty of Education, University of Nigeria, Nsukka. These experts were requested
to critically examine the instrument in terms of relevance of the content and clarity
of the statements. They were also requested to advise the researcher on the
suitability of the rating scale. The comments from these experts were taken into
considerations while developing the final draft of the instrument (see appendix)
51
Reliability of the Instrument
To ascertain the reliability of the instrument, twenty (21) copies of the
instrument were trial tested with pre-primary school teachers and head teachers
outside the study area, specifically in Nsukka Education Zone. The reliability was
done to generate data used in determining the reliability of the instrument.
Cronbach Alpha statistics was used to determine the internal consistency of the
instrument and reliability coefficients of 0.72, 0.71 and 0.62 were obtained
respectively for the three clusters of the instrument. The overall reliability
coefficient of the instrument remains at 0.68.
Method of Data Collection
The researcher used direct delivery method to administer the instrument to
the respondents. The researcher secured the services of three trained research
assistants for distribution and retrieval of the instrument.
Method of Data Analysis
The data was analyzed using mean scores and standard deviation. Z-test
statistics used to test the null hypotheses formulated for the study at 0.05 level of
significance. To guide the decisions, 2.50 was posed as the bench mark for the
mean scores.
52
CHAPTER FOUR
RESULTS
In this chapter the results of the study are presented in line with the research
questions and hypothesis that guided the study. The summary of the findings is
also highlighted.
Research Question One
Research question one seeks to find out the extent to which instructional
materials needed in play method were made available in the pre-schools sampled.
The responses by the Head Teachers and some teachers in the pre-schools sampled
are presented in Table 1.
Table 1: Mean Responses of Head Teachers and Teachers on the Availability
of Instructional Materials Needed in Play Method of Teaching
Head Teachers Teachers
S/N Items SD Decision
SD Decision
1 Extent of availability of toys 3.00 0.64 High
Extent
3.00 0.64 High Extent
2 Extent of availability of
computer games
2.22 0.74 Low
Extent
1.00 0.77 Very Low
Extent
3 Extent of availability of charts 3.40 0.47 High
Extent
4.00 0.77 High Extent
4 Extent to which materials that
encourage role playing are made
available
2.40 0.94 Low
Extent
2.40 0.67 Low Extent
5 Tape record materials 1.00 0.76 Very Low
Extent
1.00 0.84 Very Low
Extent
6 Availability of colourful pictures 3.00 0.46 High
Extent
3.00 0.64 High Extent
7 Costumes 1.00 0.46 Very Low
Extent
2.00 0.00 Low Extent
8 Resource persons 1.00 0.49 Very Low
Extent
2.00 0.64 Low Extent
9 Availability of magazines 2.00 0.57 Low
Extent
2.40 0.57 Low Extent
Average of ∑X 2.22 0.64 2.44 0.64
53
Table 1 shows the mean responses of head teachers and teachers on the
availability of instructional materials needed in presenting play method of
teaching. The average of the mean response of 2.22 for head teachers and 2.44 for
teachers for all the 9 items in the tables revealed that such instructional materials
like computer games, resource persons, tape recording materials, costumes and
magazines were in short supply while charts, toys and colorful pictures were
readily available in pre-primary schools. Since the mean scores of both groups
(head teachers and teachers) were below our bench mark of 2.50, one can infer that
a good number of instructional materials needed for effective play method of
teaching in pre-schools are not sufficient to impact positively in the pre-primary
schools under investigation.
Research Question Two
Research question two was posed in order to elicit information on the extent
of utilization of the available instructional materials on the teaching and learning
situations in the pre-schools. This research question is relevant when one considers
that one thing is to provide the instructional materials and the other things as their
being used effectively or otherwise. The seven (7) point items raised to address this
research questions were answered by the head teachers and some teachers in the
schools sampled. Their responses are tabulated as shown in Table 2.
54
Table 2: Mean Rating of Head Teachers and Teachers on the Extent of
Utilization of Instructional Materials Needed in Pre-School
Table 2 shows the mean rating of head teachers and teachers on the extent of
utilization of instructional materials needed in carrying out play method of
teaching, with the cumulative mean of 2.07 for head teachers and 2.50 for teachers
respectively. The study revealed that instructional materials most utilized include
toys, charts, pictures and role playing, while such materials like computer games,
tape recorded materials, resource persons, magazine etc are rarely utilized. Perhaps
this may be due to unavailability or its inaccessibility by the teachers. It may even
Head Teachers Teachers
S/N Items
SD Decision
SD Decision
1 Utilization of toys in
teaching and
learning situations
3.00 0.64 High Extent 4.00 0.64 Very High
Extent
2 Utilization of
computer games in
teaching and
learning
2.00 0.96 Low Extent 1.00 0.79 Very Low
Extent
3 Extent of utilization
of charts in teaching
and learning
3.50 0.76 Very High
Extent
2.50 0.85 High Extent
4 Utilization of role
playing in teaching
and leaning
2.40 0.58 Low Extent 3.50 0.37 Very High
Extent
5 Utilization of tape
recorded materials
in teaching and
learning
1.00 0.39 Low Extent 2.00 0.48 Low Extent
6 Utilization of
pictures, magazines
and costumes
2.50 0.64 High Extent 3.50 0.47 Very High
Extent
7 Utilization of
resource persons in
teaching and
learning
1.00 0.47 Very Low
Extent
1.00 0.39 Very Low
Extent
Average of ∑X 2.07 0.48 2.50 0.47
55
mean that the teachers are not knowledgeable on how to operate them. e.g.
Computer games
Research Question Three
For research question three, which was raised in order to find out the extent
to which teachers possess the expertise in the use of play method in teaching and
learning, five (5) contextual remarks were drafted. The responses given by the
head teachers and some of the teachers on the contextual remarks are presented in
Table 3.
Table 3: Mean Rating of Head Teachers on the Extent of Teachers Expertise
on the Use of Play Method of Teaching
Head Teachers Teachers
S/N Items
SD Decision X SD Decision
1 Most pre-school teachers
are secondary school
leavers
3.00 0.50 Agree 3.40 0.49 Agree
2 Most Pre-school teachers
do not attend seminars,
workshops on innovation
in teaching methodologies
3.60 0.81 Agree 3.80 0.40 Agree
3 Most Pre-schools do not
engage university
graduates in their schools
4.00 0.00 Agree 3.40 0.81 Agree
4 Play method of teaching
has not been in teachers‟
education curriculum
2.40 0.50 Disagree 2.00 0.50 Disagree
5 Most pre-school teachers
have no teachers‟ training
certificate
3.00 0.91 Agree 3.00 0.64 Agree
Average of ∑X 3.20 0.59 3.33 0.53
56
Table 3 provides the answer to research question three which dealt on the
extent to which teachers possess the necessary expertise on the use of play method
of teaching with an overall mean score of 3.20 for head teachers and 3.33 for
teachers. In this case, both the head teachers and the teachers agreed that
- Most pre-school teachers are secondary school leavers
- Most teachers do not attend seminars on teaching methodologies
- Most schools do not engage the services of university graduates in their
schools
- Most of these teachers do not have teachers‟ training certificate.
Both groups (teachers and head teachers) did not agree with the item that
said that play method has not been in teachers‟ education curriculum.
Research Question Four
Finally, the t-test and the Z-test analysis for the results presented on Tables 1
– 3 were carried out for the head teachers and teachers. These are presented in
Table 4, Table 5 and Table 6 accordingly.
Table 4: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers
on the Availability of Instructional Materials Needed in Play Method
of Teaching
Variable µ SD Df Calculate
d t-value
Critical
t-value
Significant
level
Results
Head
Teachers
32 2.22 0.64
190
0.262
1.960
0.05
Accepted
Teachers 160 2.44 0.67
57
The Z-test analysis results presented in Table 4 above showed that there was
no significant difference in the mean responses of head teachers and teachers on
the availability of instructional materials needed in play method of teaching. Z-test
analysis of the mean scores of head teachers and teachers on the availability of
instructional materials needed in play method of teaching gave calculated t-value
of 0.262 and critical t-value of 1.960 at 0.05 level of significance. It then showed
that there is no significant difference in mean opinion of head teachers and teachers
in the availability of instructional materials needed in play method. Thus, the
analysis showed no significant difference which leads to acceptance of earlier
stated null hypothesis. Hence both the head teachers and the teachers agreed that
there was paucity of instructional materials needed in play method of teaching in
Awka Education Zone of Anambra State.
Table 5: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers
on the Extent of Utilization of Instructional Materials Needed in Play
Method of Teaching
Variable µ SD Df Calculate
d t-value
Critical
t-value
Significant
level
Results
Head
Teachers
32 2.07 0.48
190
1.741
1.960
0.05
Accepted
Teachers 160 2.20 0.47
The Z-test analysis results presented in Table 5 showed that there was no
significant difference in the mean responses of head teachers and teachers on the
extent of utilization of instructional materials needed in play method of teaching.
The Z-test analysis of the mean scores of head teachers and teachers on the extent
58
of utilization of instructional materials needed in play method of teaching gave
calculated t-value of 1.741 and critical t-value of 1.960 at 0.05 level of
significance. It then showed that both the head teachers and the teachers share the
opinion that the extent of utilization of instructional materials needed in play
method of teaching was poor. Thus the analysis leads to acceptance of earlier
stated null hypothesis.
Table 6: Z-Test Analysis of the Mean Scores of Head Teachers and Teachers
on the Extent of Teachers’ Expertise on the use of Play Method of
Teaching
Variable µ SD Df Calculate
d t-value
Critical
t-value
Significant
level
Results
Head
Teachers
32 3.20 0.59
190
1.571
1.960
0.05
Accepted
Teachers 160 3.33 0.53
Table 6 showed a Z-test analysis of the mean scores of head teachers and
teachers on the extent of teachers‟ expertise on the use of play method of teaching.
The calculated t-value of 1.571 and critical t-value of 1.960 at 0.05 level of
significance showed that there is no significant difference in mean opinion of head
teachers and teachers on this issue. Both the head teachers and the teachers agreed
that most teachers lack the expertise in using even the available instructional
materials. Thus, the analysis showed no significant difference which leads to
acceptance of earlier stated null hypothesis.
59
Table 7: Mean Rating of Head Teachers and Teachers on the Extent to Which
Location of Schools Influences Utilization of Play Method of
Teaching
Location Head
Teachers
N = 32 SD Teachers N=160
SD
Urban 21 3.58 0.67 105 4.00 0.64
Rural 11 2.41 0.32 55 2.33 0.44
Gross
Mean
3.00 3.11
Table 7 showed the mean rating of head teachers and teachers on the
influence of location of schools on the effective utilization of play method of
teaching in pre-schools with the cumulative mean of 3.00 for head teachers and
3.11 for teachers in urban and rural schools, respectively. The study revealed that
head teachers and teachers in urban and rural schools respectively responded
similarly in terms of the extent of utilization of play method of teaching in teaching
and learning activities in preschools.
Table 8: Z-test Analysis of the Mean Score of Head Teachers on Influence of
Location on Utilization of Play Method of Teaching and Learning in
Pre-Schools
Variable µ SD Df Calculated
t-value
Critical
t-value
Significant
level
Results
Urban 127 3.65 0.64
190
2.000
1.960
0.05
Rejected Rural 66 2.40 0.44
The Z-test analysis in Table 8 showed a significant difference in the mean
responses of teachers and head teachers on the influence of location of preschools
on effective utilization of play method of teaching. This implies that pre-schools in
60
urban areas are better than those of their counterparts in rural areas in terms of
utilization of play method of teaching.
Summary
Based on the results of the analysis of data, the following summary can be
drawn
1. Instructional materials needed in carrying out play method of teaching in
pre-primary schools are not readily available/ or adequate
2. Due to paucity of infrastructural materials, both utilization and effectiveness
were hindered
3. Teachers possess the necessary skills and expertise on the use of play
method of teaching but due to lack of sufficient instructional materials in
schools, it became very difficult for them to perfect their skills and expertise.
4. Location of the schools has no significant influence on the extent of
utilization of play method in the pre-schools
61
CHAPTER FIVE
DISCUSSION, CONCLUSION AND SUMMARY
The research findings based on the data presented in chapter four are
interpreted and discussed in this chapter. The outline of the chapter is as follows:
- Discussion of findings
- Conclusion of the study
- Educational implications
- Recommendations
- Suggestions for further research
- Summary of the study
Discussion of Findings
This section presents discussion based on the findings of the work as elicited
from the four (4) research questions presented in chapter four.
Research question one seeks to find out the extent to which instructional
materials needed in play method were made available in the pre-schools
sampled
The analysis of data arising from research question one which seeks to find
out the extent to which instructional materials needed in play method were made
available in the pre-schools, revealed a great degree of inadequate supply in all the
schools sampled. The study deduced that inadequate provision of instructional
materials in pre-primary schools was one of the most significant classroom
environmental problems faced by the Awka Education Zone of Anambra State.
Because of the dearth of pedagogical-related data, especially in the use of
62
instructional materials in play method of teaching in the 21st century, Childhood
Education Scientists are looking into the possibility of developing indicator based
assessment tools that will allow for proper assessment in the use of instructional
materials in play method of teaching in pre- primary schools. The case of Awka
Education Zone thus illustrates the importance of adequate provision and use of
instructional materials in play method of teaching based on the Montessori
experimental approach for adequate or proper training of pre-school child.
However, the materials easily found in schools are toys and pictures while
other major instructional materials and resource persons are rarely found. The
results further showed no significant difference in the mean responses of teachers
and head teachers on the availability of instructional materials needed in using play
method of teaching in pre-schools. An observed Z-value of 1.960 which was
significant at 0.05 level of confidence further confirmed that there was no
significant difference between the two groups of respondents (head teachers and
teachers). This thus tends to confirm inadequate provision of requisite instructional
materials in all the schools sampled.
(Alonye, 2007 and Ezenwa, 2010) agrees with the researcher that some
factors which militate against effective application of play method of teaching in
pre-schools, among other things, include lack of sufficient instructional materials
in schools and that these were responsible for poor pedagogical utilization of play
method of teaching in pre-primary schools.
63
Extent of utilization of instructional material in teaching and learning
situation
In addition to the inadequate provisions of instructional materials, results
from research question two suggest lack of requisite knowledge on the use of such
available instructional materials, like computers exacerbate pedagogical classroom
climate that favours the use of instructional materials in pre-primary schools in
Awka Education Zone. However, the materials easily found in schools are toys and
pictures while other major instructional materials and resource persons are rarely
found. The results further showed no significant difference in the mean responses
of teachers and head teachers on the availability of instructional materials needed
in using play method of teaching in pre-schools. An observed Z-value of 1.960
which was significant at 0.05 level of confidence further confirmed that there was
no significant difference between the two groups of respondents (head teachers and
teachers). This thus tends the confirm inadequate provision of requisite
instructional materials as well as poor utilization of the available ones in all the
schools sampled. The responses to research question 2 also indicate that even the
very little available instructional materials were not properly utilized to promote
teaching and learning in these schools. Finding was corroborated by the non
significant difference in the mean responses of teachers and head teachers on the
availability of instructional materials. This is in accordance with the findings made
by earlier researchers (Aleke 2011 and Ezenwa 2010), who stated that play method
of teaching may be unfruitful if not properly utilized by teachers.
64
Extent teachers possess skills in the use of play method in teaching and
learning process?
The finding of this study also revealed that majority of the teachers sampled
possess the necessary expertise on the use of play method of teaching in schools
based of the fact that it is part of the teachers‟ training curricular. However, the
materials needed in carrying out this method of teaching in pre-schools are not
readily available, and hence the negative impacts observed. For example the use of
computer games, Interactive White Board (IWB) and other multimedia that
provide interactive teaching-learning environment are nowhere to be found. Such
IWM offers some functions such as colour, shading and highlighting emphasis
similarities and differences, and this in turn enhances explanations, and allowing
reinforcement through greater emphasis. The result of this study shows that there is
no significant difference between the mean responses of head teachers and teachers
on the teachers‟ expertise on the use of play method, showing that the teachers
have the requisite knowledge of what to do but were handicapped by the paucity of
requisite teaching materials as highlighted above.
Finally, location of school has no significant influence on the extent of
utilization of play method of teaching in pre-school. This is what this study has
been able to elicit from the results which have so far shown that relatively
inadequate provision and management/utilisation of instructional materials paved
way for poor pupils‟ performance as they graduate into the kindergarten schools.
65
Conclusion of the Study
From the findings and discussion of the study, the following conclusions are
made:
- Instructional materials needed in executing play method of teaching in early
childhood schools are not enough to meet up with the demand of the method
- Due to paucity of instructional materials needed in play method of teaching,
its utilization becomes unrealizable.
- Teachers possess the necessary expertise and skills to carry out play method
of teaching in pre-schools, but are hampered by the paucity of requisite
materials
Educational Implications
The major implications of the findings are discussed in this section. It was
found from this study that instructional materials needed in play method of
teaching are not sufficient to promote the application of play method of teaching in
pre-schools. This finding has implications for pre-school proprietors to endeavor to
improvise some of these materials so as to enable their teachers to apply this
method when teaching little children. Teachers should also inform their sectional
heads on the need for these instructional materials.
This finding also has implications for the government who should ensure
that private school proprietors provide conducive environment for teaching and
learning process in the pre-schools. It was also found from this study that teachers
66
already had necessary expertise to carryout play method of teaching in pre-schools,
but that they should endeavor to make themselves available for further training on
the use of modern instructional techniques.
Recommendations
On the basis of the findings of the study, the following recommendations are
made:
- Teachers in the pre-school should endeavor to make use of their initiative
(improvisation) in making available some instructional materials needed in
play method of teaching which is the best method of teaching young
children.
- There should be availability of instructional material needed in play method
of teaching in pre-school.
- Government should send teachers on workshops, seminars and refresher
courses on the use of instructional materials in pre-primary schools.
- Government and proprietors should as much as possible provide such
materials like computers, toys and resource persons in their schools so as to
ensure effective teaching and learning in pre-schools
- There should be closer cooperation among teachers on the use of innovative
methods like play method
67
Limitations of the Study
The limitations of the study include:
(1) 192 teachers and head teachers which were made up of 32 head teachers and
160 teachers were selected from only eighty pre-primary schools. Few
schools chosen may have limited the conclusion of the study.
(2) The method of data collection could have limited the study, for example
learning the questionnaire with the teachers and head teachers for days may
have affected the filling.
(3) The use of research assistant may have introduced little errors into the study
as their method and that of the researcher could be different.
Inspite of these limitations the work still came out successful.
Suggestions for Further Research
1. This study can be replicated by other researchers using the same subjects in
a different location or different subjects in the same or different locations.
2. Influence of play method of teaching on the retention and transfer of
learning among pre-school pupils.
3. Effect of play method on pupils achievement in drawing
68
Summary of the Study
This study investigated the extent to which play method of teaching was
implemented in the pre-primary schools in Awka Education zone. The purpose of
the study was to determine the extent to which instructional materials needed in
play method of teaching are available in schools, to examine the extent of
utilization and finally find out the level of expertise by teachers in the use of play
method of teaching.
To guide the study, the following research questions were posed.
- To what extent are instructional materials needed in play method available in
schools?
- What is the extent of utilization of these instructional materials in teaching
and learning situations?
- To what extent do teachers possess skills in the use of play method in
teaching and learning process?
- To what extent does location of schools influence utilization of play method
in teaching and learning?
To further help in answering these research questions, the following null
hypotheses were formulated and tested at 0.05 level of significance.
- There is no significant difference in the mean responses of head teachers and
teachers on the availability of instructional materials needed in play method
of teaching.
69
- There is no significant difference in the mean responses of head teachers and
teachers on the extent of utilization of instructional materials needed in play
method of teaching.
- There is no significance difference in the mean response of head teachers
and teachers on the extent of teachers expertise on the use of play method of
teaching.
- Location of school will not have significance influence on the effective
utilization of play method of teaching in pre-primary schools under study.
Relevant literature was reviewed and the literature search indicates that play
method is the best method for teaching in pre-primary schools and instructional
materials needed for effective teaching and learning should be made available.
Various empirical studies which relate to the work were reviewed. All
stressed the importance of using play method of teaching in the pre-primary
schools instead of just for recreational purposes, thus enabling the researcher to
establish the need for the present study. The research design adopted by the study
was a descriptive survey design which aimed at assessing the extent of utilization
of play method of teaching in pre-primary schools in Awka Education Zone. The
sample size was one hundred and ninety two (192) respondents which was selected
through stratified random sampling techniques. The findings of the study was
extensively discussed, their educational implication and recommendation were
highlighted. Finally suggestions for further research were given.
70
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75
APPENDIX A
Department of Educational Foundations
University of Nigeria
Nsukka
Enugu State
7 November, 201
Dear Headmaster
REQUEST FOR PERMISSION TO ADMINISTER QUESTIONAIRE IN
YOUR SCHOOL
I am a Post Graduate student of Childhood Unit in Educational Foundation
University of Nigeria, Nsukka. I am conducting a research work on the level to
which play method is used in the teaching of pupils in pre-primary schools.
I humbly request your permission to administer questionnaires to your
teachers and be assured that all responses will be treated with every sense of
confidentiality and will be used strictly within the premises of this research work.
Thanking you in advance
Yours faithfully
Chimezie N. Onwurah
76
QUESTIONAIRE
Dear Respondent
This questionnaire is to find out the extent to which Play method of teaching
is implemented or used in teaching pupils in pre-primary schools.
Thanks for your cooperation.
Onwurah, Chimezie N.
(Research Student)
77
QUESTIONNAIRE ON ASSESSMENT OF USE OF PLAY METHOD IN OF
TEACHING IN PRE-PRIMARY SCHOOLS IN AWKA EDUCATION
ZONE
Personal data of respondents
Please tick good () as appropriate
Head Teacher: Male ( ) Female ( )
Head Teacher: Urban ( ) Rural ( )
Teacher: Male ( ) Female ( )
Teacher: Urban ( ) Rural ( )
Read through the following items and indicate the option that best
corresponds to your experience by ticking () in the appropriate column. Use the
key stated below to respond to the questions
VHA = Very Highly Available
HA = Highly Available
A = Available
NA = Not Available
VGE = Very Great Extent
GE = Great Extent
LE = Little Extent
VLE = Very Little Extent
SA = Strongly Agree
A = Agree
78
SD = Strongly Disagree
D = Disagree
Cluster 1
Availability of Instructional Materials Needed in Play Method of Teaching
S/N ITEMS VHA HA A NA
1 To what extent are toys available in schools?
2 To what extent are computer games available for
teaching and learning?
3 To what extent are charts available for teaching and
learning?
4 To what extent are materials that encourage role
playing made available?
5 Tape record materials
6 Availability of colourful pictures
7 Costumes
8 Resource persons
9 Availability of magazines
79
Cluster 2
Extent of Utilization of Instructional Materials in Play Method of Teaching
and Learning
S/N VGE GE LE VLE
10 Extent of teachers‟ utilization of toys in teaching
and learning
11 Extent of teachers‟ utilization of computer games
in teaching and learning
12 Extent of teachers‟ utilization of charts in teaching
and learning
13 Extent of teachers‟ utilization of role playing in
teaching and learning
14 Extent of teachers‟ utilization of tape recorded
materials in teaching and learning
15 Extent of teachers‟ utilization of pictures,
magazines and costumes
16 Extent of utilization of resource persons in
teaching and learning
80
Cluster 3
Extent of Teachers’ Skill in the Use of Play Method of Teaching
S/N SA A SD D
17 Most pre-primary school teachers are secondary school
leavers
18 Most pre-primary school teachers do not attend
seminars, workshops on innovations in teaching
methodology
19 Most pre-schools do not engage University graduates
in their school
20 Play method of teaching has not been in teachers‟
education curriculum
21 Most pre-school teacher have no teachers‟ training
certificate
81
APPENDIX B
RELIABILITY OF THE INSTRUMENT
Scale: All Variable
Case Processing Summary
N %
Cases Valid 20 100
Cases excluded 0 0
Total 20 100
a. Listwise deletion based on all variables in the procedure
Reliability Statistics
Cronbach‟s Alpha N of items
0.755 21
Cluster 1
Reliability Statistics
Cronbach‟s Alpha N of items
0.722 9
Cluster 2
Reliability Statistics
Cronbach‟s Alpha N of items
0.719 7
Cluster 3
Reliability Statistics
Cronbach‟s Alpha N of items
0.624 5
82
APPENDIX C
VALIDATION OF INSTRUMENT
Department of Educational Foundations
University of Nigeria
Nsukka
Enugu State
7 November, 2011
Sir,
REQUEST FOR VALIDATION OF INSTRUMENT
I, Onwurah, Chimezie Nneka, a Postgraduate Student of Early Childhood
Education in the Department of Educational Foundations, carrying out a research
work titled: Assessment of Play Method of Teaching in Pre-Primary Schools in
Awka Education Zone of Anambra State, Nigeria, humbly request you to examine
in-depth, the instrument used in this research work, in terms of relevance of
content and clarity of statements.
I wish to also request you to advice the researcher on the suitability of the
rating scale and other areas you may deem necessary.
Thank you for your usual cooperation
Yours faithfully,
Chimezie N Onwurah