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Title: Evaluation of classroom interaction patterns at the pre-primary level of education in Nigeria
Author: Odinko, Monica Ngozi
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2007
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The thesis analyses the interaction patterns of preschool teachers and the preschoolers during instruction in three subject areas of the curriculum, literacy, numeracy and science in preschool settings in Nigeria. The research focused on preschool teachers’ use of instructional time, direction of interaction (who-to-whom), instructional approaches (teaching methods), classroom contexts (whole-class teaching, small group and one-to-one), use of language during instruction and types of questions, responses and feedbacks during instruction in preschool settings in Nigeria. The study also examined the extent to which significant group differences exist in the prevailing classroom interaction patterns based on grouping factors as class size, and teacher qualification, language of instruction, school location (urban/rural) and school type (public/private). Research methods included direct observation techniques, which involved using two observational instruments (Classroom Interaction Sheet, CIS and Ten-Minute Interaction Instrument, TMI) and a video camera to record interaction patterns in 72 lessons during the teaching of literacy, numeracy and science. Data analysis involved the use of frequency counts, percentages, Chi-square, transcription and graphical/pictorial illustrations. Results reveal that Teacher whole-class activity occurred very frequently, chorus response occurred more than individual pupil activity, monologue and other distracting behaviours occurred less frequently. The direction of communication was mainly from teacher to whole class. More personal one-to-one communication between teacher and pupil occurred less frequently. The teachers, irrespective of location and type, spent a larger proportion of their lesson time interacting with pupils in large than in small groups. The major language of instruction was English, not the language of the pupils’ immediate community as was prescribed by the Federal Government of Nigeria (FME, 2004). The use of instructional time and direction of interaction tend to be sensitive to language of instruction. The study concluded by discussing the implications of these findings to improving the following aspects of pre-school education in Nigeria: curriculum planning, classroom practice, teacher training and in-service programmes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available