Browsing by Author "ABUBAKAR, Abdullahi"

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    Influence of Pre-School Education Environment on Children Socio-Emotional Developmental Skill in Dutsin-Ma Local Government Area of Katsina State, Nigeria
    (Journal of Educational Research, Faculty of Education, Federal University, Dutsima, Katsina State, 2019) ABUBAKAR, Abdullahi; ADEDIGBA, Olabisi; ABU, Abubakar
    The study investigated the influence of pre-school education environment on children socioemotional developmental skill in Dutsin-Ma Local Government Area. Descriptive survey research design was employed. The sample size consisted of 25 pre-school centres and 250 pre-school children who were selected through simple random sampling technique. Pre-School Education Quality Rating Scale (PEQRS) and Children' Socio-emotional. Developmental Skill Rating Scale (CSEDSRS) were usedfor data collection. The reliability of PEQRS and CSEDSRS were determined through test-re-test using Pearson's Product Moment Correlation (PPMC) yielding reliability index of 0.74 and 0.77 respectively. Research question was analysed usingfrequency, mean and percentage. The hypotheses were tested using inferential statistics of linear regression and t-test. The finding reveals the quality of pre-school environment was low. The children's socio-emotional developmental skill was on the average. The result indicated significant influence of pre-school education environment (F 0,248) = 93.926, P < 0.05) on children socio-emotional developmental skill showing that there was a significant difference in children socio-emotional developmental skill on the basis of school type (t = 8.373; df= 248; P < 0.05). The study concludes that preschool environment was critical to children socio-emotional developmental skill. The study recommends that government and school proprietors should ensure pre-school environment is equips with all the necessary learning materials.
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    Influence of Preschool Teachers’ Characteristics on Children’s Socio-Emotional Developmental Skill in Dutsin-Ma, Katsina State, Nigeria
    (International Journal of Emergent Issues of Social Science, Arts, and Humanities, Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia, 2023) ADEDIGBA, Olabisi; ABUBAKAR, Abdullahi
    In the provision of quality preschool education, teachers occupy a serious and elusive place. They are the strength of the entire educational arrangement as rightly stated in the National Policy on Education that no education can rise above the quality of its teachers (Federal Republic of Nigeria, 2013). Therefore, the study investigated the influence of the teachers’ characteristics on children’s socio-emotional developmental skills in the Dutsin-Ma Local Government Area. The study employed a descriptive research design of the observation type. The sample size comprised 25 preschool centres from both private and public schools, 50 teachers and 250 preschool children who were selected through a simple random sampling technique. The Children’s Socio-Emotional Developmental Skill Rating Scale (CSEDSRS) with a reliability index of 0.77 was used for data collection. Hypotheses were tested using Analysis of Variance. The result indicated a significant influence of teachers’ area of specialization, working experience, and qualification on the socio-emotional developmental skills of children. The study concluded that teachers are critical to supporting children’s socio-emotional developmental skills in preschool education centres. It was recommended that teachers with a specialization in Early Childhood Education (ECE), high qualifications and good years of working experience be employed to work in ECE centres. This would help to improve the children’s socio-emotional skills in preschool education centres