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All Journal Jurnal Inovasi Teknologi Pendidikan Indonesian Journal of Teaching in Science
Gbadeyanka, Taofeek Akolade
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Education Environmental Science Mathematics Social Sciences Other

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Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria Adubuola, Elizabeth Olaoluwa; Gbadeyanka, Taofeek Akolade; Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi
Jurnal Inovasi Teknologi Pendidikan Vol 10, No 4 (2023): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v10i4.66352

Abstract

With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.
Effect of Guided Inquiry and Explicit-Instructional Strategies on Lower Basic Students’ Academic Performance in Mathematics Ogunjimi, Mayowa Olurotimi; Gbadeyanka, Taofeek Akolade
Indonesian Journal of Teaching in Science Vol 3, No 1 (2023): IJOTIS: March 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v3i1.54191

Abstract

This study investigated the effect of guided inquiry and explicit-instructional strategies on lower basic students’ academic performance in mathematics. We employed a non-randomized pretest-posttest control group quasi-experimental design. The population comprised all primary school students in Oyo East Local Government Area, Nigeria while 132 students all in lower basic schools were sampled from six intact classes. The mathematics Performance Test (MPT) was used as a research instrument. The content validity was established with the use of experts’ judgment from two experts in mathematics education while the test-retest reliability estimates of the instrument yielded 0.78. Four research hypotheses were tested. The findings of the study revealed that there is a significant main effect in using a guided-inquiry instructional strategy on mathematics. There is the significant main effect of explicit instructional strategy on students’ mathematics academic performance. There is a significant interaction effect of guided inquiry and explicit instructional strategies, gender, and school type on lower basic students’ academic performance. Guided inquiry and explicit instructional strategies are good teaching strategies to reduce mathophobia among primary school students in mathematics.
Co-Authors Adubuola, Elizabeth Olaoluwa Hamzat, Baniyaminu Opeyemi Ogunjimi, Mayowa Olurotimi Oyewumi, Nasimot Opeyemi