Assessment of Primary Education Pre-Service Teachers' Perception towards Classroom Quality and Child Academic Skills in Ilorin, Nigeria
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Date
2019-04
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Department of Science Education, University of Ilorin, Ilorin, Nigeria
Abstract
Classroom quality is a cardinal feature of the total education. It has the potential to improve young children’s early academic skills and learning-related behaviors. Specifically, this study sought to assess the perception of pre-service teachers of primary education towards classroom quality and child academic skills in Ilorin, Nigeria. The study generated one research question and three hypotheses using descriptive survey research design. The target population for the study consisted of all pre-service teachers of primary education in public tertiary institutions in Ilorin, Nigeria. A purposive sample size of one hundred and ninety-five (195) pre-service teachers were drawn from the three tertiary institutions in Ilorin. Questionnaire developed by the researchers titled “Perception on Classroom Quality and Academic Skills” with Cronbach Alpha reliability coefficient value of 0.86 was used for data collection. The data collected were analysed using descriptive and inferential statistics. Findings revealed that the perceived classroom quality and child academic skills was high on majority. It was revealed that there is significant relationship between pre-service teachers’ perception towards classroom quality and child academic skills. Also, it was found out that there is no significant difference in the pre-service teachers’ perceptions towards classroom quality and child academic skills based on gender and types of institution. It was recommended that since majority of the teachers have high perception level of classroom quality and academic skills of children, efforts should be taken by school administrators towards ensuring sustainable classroom quality and academic skills for pupils
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Keywords
Teachers’ perception,, Classroom quality, Academic skills