PARTICIPATORY TRAINING PROGRAMME ON EARLY CHILDHOOD EDUCATION PRE-SERVICE TEACHERS’ KNOWLEDGE OF LOCALLY AVAILABLE INSTRUCTIONAL MATERIALS IN KWARA STATE
This study examined the effect of participatory training programme (PTP) on Early Childhood Education (ECE) pre-service teachers’ knowledge of available materials in their local environment that can be used for classroom instruction. One research question was answered and seven hypotheses tested at 0.05 level of significance. Two Intact classes of 200 Level ECE pre-service teachers of Kwara State College of Education, Ilorin and Oro were purposively selected for the study. A total of 65 pre-service teachers (16 males and 49 females, ages 20 years ± 1.6) participated in the study. Participants were randomly assigned to PTP (51) and control (14) groups. The pretest-posttest, control group quasi-experimental research design with 2x2x3 factorial matrix was adopted for the study. Four instruments were developed by the researchers and used to gather data for the study. Descriptive statistics of frequency count, percentage, mean and standard deviation was used to analyse the research question. In addition, inferential statistics comprising t-test was used to determine how significant the differences between the pre-test and the post-test of the groups were. Analysis of Covariance (ANCOVA) in conjunction with post hoc analyses were used to determine main interaction effects of the variables. Findings show PTP improved the pre-service teachers’ knowledge of locally available instructional materials. Also, gender and creative ability do not have significant effect on pre-service teachers’ knowledge of locally available resources. Hence, among other recommendations teacher educators should consider this approach for training of pre-service teachers.
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