School Variables and Pupils’ Language Development in Early Childhood Care and Education

School Variables and Pupils’ Language Development in Early Childhood Care and Education

Abstract

This study examined school variables and pupils’ language development in Early Childhood Care and Education in Oron Local Government Area. The population of the study consisted of one thousand four hundred and twenty five (1,425) pupils. Simple random sampling technique was used to select two hundred (200) respondents from the population in the study area.

A structured questionnaire was used as an instrument for data collection. The data collected from the respondents were subjected to statistical analysis using pearson product moment correlation (PPMC).

The results revealed that availability of language teachers, well-equipped library and the qualified language teachers contributed to pupils’ language development in Early Childhood Care and Education in Oron Local Government Area. Based on the outcome of the statistical analysis, the null hypotheses were all rejected.

It was then concluded that availability of language teachers, well-equipped library and the qualified language teachers contributed to pupils’ language development in Early Childhood Care and Education in Oron Local Government Area. It was then recommended among others that adequate and qualified language teachers should be employed by government to teach languages at Early Childhood Education level to boost pupils’ language development.

 CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

In Nigeria and the world at large, education is seen as a pivot for human change and development. It is a process by which every society attempts to preserve and upgrade the accumulated knowledge, skills and attitude in its cultural setting and heritage in order to foster continuously the well-being of mankind and guarantee its survival against the unpredictable, at times hostile and destructive elements of man and nature (Nwagwu, 1976).

Accordingly, Yoloye (1979) sees education as a weapon for combating ignorance, poverty and diseases, as a bridge between confusion and comprehension, as a dam for conserving man’s store of civilization and for generating the power to move to greater civilization, as a rocket for transporting man from a state of intellectual subservience to a state of intellectual sovereignty.

These laudable and significant roles of education to the overall development led to the establishment of schools in all parts of the country as well as the initiation of the teaching-learning process which of course is the platform through which the goals and philosophy of education are promoted.

Moreover, in Nigeria before the advent of Western education, the pattern of education was mostly informal. This system of education was often referred to as traditional or indigenous. Education was aimed at preparing the child for social responsibilities, job orientation, political, moral virtues and promotion of peace and order in the society (Nwagwu, 1976).

However, with the introduction of Western education by the Christian missionaries, schools were established to promote the teaching of the local inhabitants. Not only reading, writing and arithmetic as brought by the Christian missionaries but also the teaching of other languages especially English to enable people to interact with one another in the society.

However, Johnson (2006) noted that the level of English language spoken both at home and in the school has an effect on a child’s language development. In homes where the parents use mother tongue to communicate with their children, children from such homes will find it difficult to measure up with other learners in terms of language development. The author further maintained that several school variables are known to influence language development of pupils in school.

These variables include location of the school, availability of school facilities such as well equipped library, availability of teachers in the subject and qualification of teachers. Some of these variables have been given serious attention while others are not. It has therefore become necessary to examine school variables and language development among pupils in Early Childhood Care and Education in Oron Local Government Area.

School Variables and Pupils’ Language Development in Early Childhood Care and Education

1.2   Statement of the Problem

For sometimes now, many patriotic citizens of our society have been viewing with serious concern the poor language development of pupils in school. This ugly situation according to Inyang (2008) is known to begin from the home, school and then generate to the wider society.

However, available data has shown that little or no research has been conducted along the line of school variables in relation to language development of pupils in Early Childhood Care and Education.

It is on this expectation that this study wants to study the influence of non availability of school facilities such as well-equipped library, language teachers and the qualification of language teachers on pupils’ language development in Early Childhood Care and Education in Oron Local Government Area.

1.3   Purpose of the Study

The main purpose of this study was to examine school variables and language development among pupils in Early Childhood Care and Education in Oron Local Government Area. Specifically, this study sought to:

1. Find out if availability of language teachers in the school affects pupils’ language development in Early Childhood Care and Education.
2. Determine how availability of school facilities like well equipped library influence language development of pupils in Early Childhood Care and Education.
3. Assess the relationship between the qualification of language teachers and pupils’ language development in Early Childhood Care and Education.

1.4   Significance of the Study

The importance of this study cannot be overemphasized, considering the fact that without a solid foundation of language development at the Early Childhood stages, pupils are liable to experience difficulties in the second language learning at other institutions and in adulthood. Hence, the findings of this study will be significant in the following ways:

1. The study will reveal if school variables affect language development of pupils in Early Childhood Care and Education and the teaching learning process in general.
2. To the teacher, the study will guide and direct teachers on the need to inculcate good attitude to teaching for proper language development.
3. To the government, it will enable government to employ and send to our pre-primary and primary schools qualified language teachers.
4. It will also enable the government to equip our pre-primary and primary schools with modern textbooks to aid pupils’ language development.
5. To the educational planners, the study will contribute immensely towards making educational policy that favours language development of pupils in Early Childhood Care and Education.

1.5   Research Questions

The following research questions were raised to guide the study:

1. To what extent does availability of language teachers in the school affect pupils’ language development in Early Childhood Care and Education?
2. To what extent does availability of school facilities such as well equipped library influence language development of pupils in Early Childhood Care and Education?
3. What relationship exists between the qualification of language teachers and pupils’ language development in Early Childhood Care and Education?

1.6   Research Hypotheses

The following research hypotheses were formulated in the course of the study:

1. There is no significant relationship between availability of language teachers in the school and pupils’ language development in Early Childhood Care and Education.
2. There is no significant relationship between availability of school facilities such as well equipped library and language development of pupils in Early Childhood Care and Education.
3. There is no significant relationship between the qualification of language teachers and pupils’ language development in Early Childhood Care and Education.

1.7   Limitations of the Study

In the course of carrying out this research, the challenges that came across were:

1. Inadequate funds: Lack of funds affected the successful execution of the study to a wider extent.
2. Time frame: The time allocated for the completion of the project was too short, and this posed a serious stress on the researcher.
3. Inadequate research materials: Research materials for the review of related literature regarding the topic were grossly inadequate and this affected the timely completion of the research work.

1.8   Delimitation of the Study

The study was delimited to school variables such as availability of language teachers, availability of school facilities, qualification of language teachers and language development among pupils in Early Childhood Care and Education in Oron Local Government Area, and did not extend beyond the scope to other Local Government Areas and schools.

1.9   Basic Assumptions of the Study

During the investigation, the researcher assumed that:

1. Every Early Childhood Care and Education centres teaches English language.
2. School variables impact on the teaching and learning of any subject.
3. Majority of the teachers that teach in Early Childhood Care and Education are NCE holders.

1.10 Definition of Terms

The following terms used in the study were defined by the researcher as follows:

School variables: These are those things or factors that make up a school and can bring about changes in the instructional behavior of learners.

Language development: This is the process by which pupils start to develop or acquire language ability through feelings, listening and speaking as a result of contact on variables in the school or it is an effort made in imparting the second language (English) skills on pupils in Early Childhood Care and Education.

Early Childhood Care and Education: This is a formal pre-primary education programme that helps to develop skills and potentials in pupils.