EVALUATING THE EFFECTIVENESS OF CHILD CENTERED PEDAGOGY ON LOWER BASIC PUPILS’ SELF-CONCEPT IN SHOMOLU LOCAL GOVERNMENT AREA OF LAGOS STATE

Abstract

This study evaluated the effectiveness of child centered pedagogy on lower basic pupils’ self-concept in Shomolu Local Government Area of Lagos State, Nigeria. A descriptive survey design was used for the study. The study's sample comprised 120 preschool teachers. A purposive sampling technique was used for the choosing. Two validated self-designed instruments were used to collect data for the study. The first one was titled “Questionnaire on Preschool Teachers’ Perception of Child Centered Approach (QPTPCA)”. The second one was titled “Observation Schedule on the Teachers’ Utilization of Child Centered Approach (OSTUCCA)”. The instruments were validated by some research experts and the researchers’ supervisor. The data were collected by the researchers. Data collected were analysed using both descriptive and inferential statistics. Findings from the study showed that preschool teachers’ perception of child centered approach is positive; the extent to which preschool teachers utilize child centered approach is low. Again, the hypotheses revealed that there is significant difference in the perception of teachers of child centered approach based on schools (df = 118; t = 5.186; p < 0.05) and there is significant difference in teachers’ utilization of child centered approach based on schools (df = 118; t = 402; p > 0.05). Based on the findings, it was recommended that both teachers and parents should provide rich positive, calm, nurturing and comfortable environment that support learning and as well and be involved in their children’s academics, encourage their children to play with their peers, encourage discussions among family members. Furthermore, all teachers facilitating learning in the preschool settings should ensure that they engage their children in learning activities that will help to enhance positive learning among the children.