British Journal of Education (BJE)

EA Journals

Primary School

Impact of Class Size on Early Childhood Education among Primary School in Bwari Area Council (Published)

This study focused on the impact of class size on early childhood education in Bwari Area Council. It is a survey research. The population consists of all early childhood education pupils in Bwari Ara Council. The stratified and random sampling techniques were used to select a sample of 155. The instrument is a self-developed questionnaire titled “Impact of Class Size on Early Childhood Education Questionnaire”. The psychometric properties were determined through a test – retest method of reliability. Using Pearson “ϒ” it yielded a correlation coefficient of 0.76 which was found to be reliable enough. Four (4) Research questions and two hypotheses were formulated for the study and analyzed using t-test statistics. It was found that a significant relationship exists between the mean ratings of the impact of class size and early childhood education. Recommendations, amongst others, include reducing a large class to a manageable one with appropriate counseling approaches.

Keywords: Bwari, Council, Primary School, childhood education, class size, early

Preparing To Teach Music in the Primary School (Published)

Teaching is the primary duty of teachers. For effective teaching and learning of music in the primary school to take place, teachers are supposed to consider pre-teaching preparation. Some activities that should be considered and included in the preparation stage include the study of content of the syllabus, preparation of the lesson plan, and gathering and preparation of teaching and learning aids/materials. This paper considers pre-teaching preparation for effective teaching of music in the primary school.

Keywords: & lesson planning., Music, Primary School, Teaching, lesson preparation

An Assessment of Teachers Knowledge, Attitude to and Perception of Statistics in Oyo State Primary Schools (Published)

This study ascertained the knowledge content, perception and attitude of primary school teachers towards the statistics component of the Nigerian primary school mathematics curriculum. The study population consisted of all primary school teachers in Oyo State, Nigeria and the sample comprised of 127 teachers who responded to the three questionnaires that were developed, pilot tested and validated by the researchers and adopted in collecting data for the study. They are: Teacher Statistics Content Knowledge Questionnaire (TSCKQ) with Cronbach Alpha reliability coefficient index of 0.81, Teacher Attitude to Statistics Teaching Questionnaire (TASTQ) with Cronbach Alpha reliability coefficient of 0.69, Teacher Perception of Statistics Questionnaire (TPSQ) with Cronbach Alpha reliability coefficient of 0.72. Multi-stage sampling technique was used in selecting the required number of respondents for the study.  First, purposive sampling was used in selecting the sample State (Oyo State). Simple random sampling was adopted in selecting three local government areas in the State. Purposive sampling was used to select ten public primary schools in the local government areas and purposive sampling was also used in choosing mathematics teachers from the selected schools. The data collected were analysed using descriptive and correlation statistics at 0.05 level of significance. Findings show that mathematics teachers’ possesses the adequate content knowledge of statistics needed for teaching the statistics related topics in the primary school mathematics curriculum; that they possess a positive attitude in the teaching of statistics and the right perception of statistics. More so, there is a negative relationship among teachers’ knowledge of statistics, their attitude to teaching statistics and perception of statistics; there is a moderate positive correlation between teachers’ attitude to teaching statistics and their perception of statistics. It is thus recommended that teachers at the primary level of education be continually updated with the current statistical knowledge, perception and attitude; so as to foster better teaching and learning of statistics cum mathematics at the level.

Keywords: Primary School, Teacher Statistics Knowledge, Teacher attitude, Teacher perception

Fifty Nine Years of Formal Music Education in Ghanaian Primary Schools (Published)

Music has played a very significant role in educating Ghanaian primary school children. From the colonial era till 1959, there were no curriculum document that guided teaching and learning of the art. What to teach and what to learn were left largely to the initiative and enthusiasm of individual teachers. The first ever syllabus for teaching the subject was published in 1959 by the Ghana Ministry of Education. Since then the music curriculum has gone through series of reviews and reforms, the last being the publication and implementation of the Creative Arts curriculum for primary schools in 2007. The aim of this paper is to present a brief chronology of fifty nine (59) years of implementation of formal music education in Ghanaian primary schools from 1959 to 2018.

Keywords: Curriculum Review, Formal Music Education, Ghana, Primary School

The Effect of Think Talk Write (TTW) Learning Method on the Creative Thinking Ability of the Students at Primary School (SD) No. 060856 Medan, Indonesia (Published)

Think Talk Write (TTW) is developed and built through the activities of thinking, talking and writing involve a problem solving in small groups. This method helps the students to actively participate, think critically, and work together and provide the opportunities for the students to work alone and cooperate with others. Many factors can affect the students’ creative thinking ability. These factors can be grouped into two major parts, namely internal factors and external factors. The internal factors are factors that come from within the students namely the ability, intelligence, attitude, motivation, interests and others. Students at Primary School (SD)  No. 060856 Medan gets TTW method is 80,67 and on the conventional class score average is 68,97. Thus the implementation of TTW and conventional learning methods affect the students’ ability in thinking creatively. The students’ ability in thinking creatively has a tcount (4,506)> ttable (1,671) and sig.2-tailed (0,000)> α=0,05 so H0 is rejected. Based on the results of these calculations, it can be put forward the conclusion that the two classes have the different average ability of thinking creatively.

Keywords: Conventional Class, Primary School, Think Talk Write, creative thinking

The Effect of Discovery Learning Method on the Math Learning of the V Sdn 18 Students of Banda Aceh, Indonesia (Published)

Discovery method is a component of educational practice that covers teaching methods that promote the way of active learning, process oriented, self-directed. One of the methods that have been widely used in advanced schools is discovery method. The discovery technique is a translation of discovery. There is influence of discovery learning method toward the mathematics learning result of class V SDN 18 students of Banda Aceh. This is seen from the results of the students’ learning taught by discovery learning method is better than the results of students’ learning taught by expository.

Keywords: Assessment, Discovery Learning, Mathematics, Primary School

The Development of Initial Textbook Product of Local Historical Heritage for Class IV Students of Primary School in Raya District of Simalungun, Indonesia (Published)

Material presented contains historical heritage outside the local area (Simalungun District) is that the students in following the effective learning process and students’ knowledge of the existing historical heritage in the local area (Simalungun District) are very low due to the lack of learning resources that can provide explanations. Textbook used as a learning resource in the fourth grade of SD Negeri No. 091317 Pamatang Raya, SD Negeri No. 091341 Bintang Mariah, SD Negeri No. 091332 Raya Bayu, and SD Negeri no. 095160 Sihubu cannot meet the students’ needs in learning the subject matter on the basic competence of “appreciating the historical heritage in the local environment (district/city, province) and preserve it”.

Keywords: Local Heritage, Primary School, Simalungun, Textbook

NEED FOR GUIDANCE AND COUNSELLING AT THE PRIMARY SCHOOL LEVEL: EARLY INTERVENTION STRATEGIES FOR SCHOOL CHILDREN (Published)

Nigeria is a third world country with rich cultural heritage and background. At the early stages of children’s growth in the region as in other countries bank on the knowledge provided by both their respective families as well their schools. At this stage, the schools are called elementary schools which strive to enhance the adjustment of the children, and as well prepare them for secondary schools. Virtues learnt at this level are maintained and carried over to other levels of education. The importance of this school level cannot be over emphasized, hence the name, primary schools. As a result, Guidance and Counselling is of a paramount importance to address the academic, vocational, personal and social needs of the children. Through this, the kids are enabled to develop positive self-image and actualize their adjustment needs that leads them into the future. The abilities, skills and desired personalities are harnessed through effective Guidance and Counselling programmes at the primary school level. This is done to achieve the aims and objectives of primary education as stipulated in the National Policy on Education by the Federal Republic of Nigeria. It is therefore recommended that all hands should be on deck to brighten the future of primary school children though the efficient and effective implementation of Guidance and Counselling at the said level.

Keywords: Children Growth, Early Interventions Strategies, Guidance and Counselling, Primary School, School Children

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