Indonesian Journal of Elementary Teachers Education
IJETE is an international, multidisciplinary, peer-reviewed, open-access journal that publishes articles on research and literature studies related to elementary education with implications for improving practices and theories. This journal welcomes original empirical investigations which may represent a variety of theoretical perspectives and different methodological approaches. The scope in detail is as follows. 1. Instructional Design in Elementary School 2. Instructional Media in Elementary School 3. Curriculum and Learning in Elementary School 4. Management of Learning and Education in Elementary School 5. Evaluation and Assessment in Elementary School 6. Counseling in Elementary School 7. Policy in Elementary School
Articles
50 Documents
<![CDATA[Enhancing Quality of Early Childhood Education in Nigeria Through Adoption of Blended Learning By Early Childhood Educators ]]>
<![CDATA[Lawal, Oluwaseun Temitope]]>;
<![CDATA[Oladunni Gbenga-akanmu, Taiwo]]>;
<![CDATA[Akinyemi Amoo, Tesleem]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v4i2.9246
<![CDATA[ABSTRACTIt has been observed in the recent that the reality and influence of Blended Learning on achieving quality education across the globe cannot be under estimated. This has made it a necessity for all educators to adopt blended learning as a teaching strategy. The study investigated the adoption of blended learning by Early Childhood Education teachers in Nigerian Primary Schools. Descriptive survey design was employed for the study. The sample size consisted of 450 teachers that were randomly selected from the three Senatorial Districts in Ondo State Nigeria. A self-designed instrument was used to collect data for the study. The instrument was validated and tested for reliability at coefficient of 0.75. Data collected were analysed using frequency, percentages and ranking. The result revealed that 387(86%) of the teachers in Ondo state has adopted blended learning and majority of the teachers had positive perceptions of BL as a teaching strategy. It was concluded that ECE teachers in Ondo state Nigeria has adopted blended learning as a teaching strategy. The study recommended that government and other stakeholders should give more awareness on BL and provide teachers and learners with necessary facilities needed in school and home.Keywords: blended learning; early childhood education; primary school; teacher; teaching strategy]]>
<![CDATA[DISCIPLINE STYLES AS CORRELATES OF LEARNERS’ SOCIO-EMOTIONAL STABILITY: IMPLICATIONS FOR NON-FORMAL EDUCATION PROVISIONS ]]>
<![CDATA[Yusuf, Murtala Akanbi]]>;
<![CDATA[Sani, Musa]]>;
<![CDATA[Mkpa, Iquo Okon]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i1.9259
<![CDATA[There has been a concern that discipline styles adopted by the teachers may have far reaching effect on the emotions of their learners with its consequences on teaching and learning. This study examined school discipline styles as correlates of learners’ socio-emotional stability in primary schools in Tsafe local government area of Zamfara state Nigeria. Three null hypotheses were formulated to guide the study. Corelational survey research design was used for the study. The population of the study was 50160 pupils and 841 primary school teachers. The sample size was 400 pupils and 200 teachers using stratified sampling techniques under Yaro Yamane’s formula. The instruments used for data collection were Questionnaire tagged School Discipline Style Questionnaire (SDQ) and Socio-emotional Scale (SeS). The instruments were validated by the experts. The reliability of the instruments was ascertained using Chronbarch alpha which yielded coefficient indexes of 0.6051 and 0.6040 respectively. Pearson Product-Moment Correlation Coefficient (PPMCC) statistic was used in testing all the null hypotheses at 0.05 level of significance. The study revealed that authoritarian and laissez faire styles of discipline are detrimental to socio-emotional stability of pupils in Tasfe LGA, Zamfara state while democratic discipline style promotes socio-emotional stability of pupils in primary schools in Tasfe LGA, Zamfara state. It was recommended that, the school authorities should allocate quality time to both pupils and teachers on discipline as education is more of discipline than academic excellence. And explore the potentials of adult and non-formal education such as workshop, campaign and public talk for the use of democratic style and against authoritarian and laissez faire discipline styles.Keyword: discipline styles; socio-emotional stability; non-formal education]]>
<![CDATA[STUDENTS’ PERCEPTION OF PEER MENTORING AND MATHEMATICS ANXIETY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA ]]>
<![CDATA[Malik, Nasrudeen Ayinde]]>;
<![CDATA[Fakokunde, Jubril Busuyi]]>;
<![CDATA[Iroko, Ganiyu Adisa]]>;
<![CDATA[Adams, Hassanat Taiwo]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i1.9481
<![CDATA[This study examined students’ perceptions of peer mentoring and mathematics anxiety among senior secondary school students in Nigeria. The study explores students' attitudes toward participating in peer mentoring programmes. Descriptive statistical techniques were used to answer the research questions. The findings of this study revealed that a significant proportion of students strongly agreed that the mentoring programme was transformative and provided unique learning opportunities for academic performance. It was further revealed that the mentoring programme had a remarkable effect on reducing mathematics anxiety. Therefore, it was recommended that the Nigerian government should encourage the expansion and continuity of peer mentoring programmes in schools. It also suggested that there should be training and ongoing professional development for mentors.]]>
<![CDATA[SOCIO-ECONOMIC STATUS, GENDER AND TEACHERS' FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN ECONOMIC CONCEPT IN SOCIAL STUDIES ]]>
<![CDATA[OMIYEFA, MURAINA OLUGBENGA]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i1.9489
<![CDATA[The role of the teacher in the teaching-learning process is crucial for facilitating students’ learning.. However, there is a dearth of literature that incorporate socio-economic status such as parental (qualification, occupation, education, income), teachers' factors such as (qualification, work attitude and competence) and gender as they predict students’ academic achievement, particularly in economic concepts within the field of Social Studies. This study therefore investigated socio-economic status, gender and teachers' factors as predictors of students' academic achievement in economic concepts in Social Studies. The study adopted cross-sectional survey research design. Questionnaire was the instrument used to collect data from 350 respondents drawn from five senior secondary schools in Ibadan, Oyo State. Seventy students were selected each from the five schools drawn from Ibadan North local government areas of Oyo state. Data collected were analysed using chi-square and t-test at 0.05 level of significance. The result of the data analysis showed that there is prominent association between socio-economic status and students' academic achievement; there is significant relationship between teachers' factor and students' academic achievement and there is no significant relationship between academic achievement of male and female students in economic concepts in Social Studies. Based on the findings, it was recommended parents should improve the conditions of their home environment to suite the purpose of their children performing better in school work while teachers improve their method of instruction to address various personality traits of students.Keywords: Socio-economic status; Gender; Academic performance; Teacher’s factor]]>
<![CDATA[The Impact of Visual Cartoons on Student Learning Outcomes in Science Education ]]>
<![CDATA[Acesta, Arrofa]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i2.9813
<![CDATA[ABSTRACTThe issue addressed in this study pertains to the substandard academic performance of students at SD Negeri 2 Mekarwangi, Lebakwangi Subdistrict, as evidenced by a 74% failure rate to meet the Minimum Criteria for Mastery (KKM). The research aims to explore the impact of employing visual media cartoons on student learning outcomes in the subject of Changing Earth and Sky Appearances for fourth-grade students. The study employs a quasi-experimental design, dividing students into experimental and control groups (IV A and IV B, totaling 30 students each) to assess the efficacy of visual media cartoons. Data is collected through pre and post-tests consisting of 20 multiple-choice questions. Analysis methods include tests for data normality, homogeneity, hypothesis, and N-Gain. The pre-test averages were 50.17 and 51.67 for the experimental and control groups, respectively. Post-test averages were notably higher for the experimental group (78.17) compared to the control group (66.83), indicating a positive influence of visual media cartoons on student learning outcomes. Statistical analysis confirmed the significance of this influence (t-value = 5.70 > t-critical = 2.00), thereby supporting the alternative hypothesis (Ha). In summary, the study provides evidence that the integration of visual media cartoons enhances science learning outcomes for fourth-grade students at SD Negeri 2 Mekarwangi, Lebakwangi District, Kuningan Regency.Keywords: Visual Media Cartoons, Student Learning Outcomes.Science Education ]]>
<![CDATA[FREQUENCY OF CHILD TRAFFICKING AND FORCED LABOUR: INVESTIGATING THE PREDISPOSING FACTOR IN CHILDREN’S EDUCATION ]]>
<![CDATA[GBENGA-AKANMU, Taiwo Oladunni]]>;
<![CDATA[ADESOKAN, Grace Omolade]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i1.9863
<![CDATA[The study determined the frequency at which children trafficking and child forced labour activities are being practiced in Osun State, and examined the vulnerability of children trafficked and exposed to forced labour in the study area. The study adopted a descriptive research design. Primary data (quantitative and qualitative) involving the use of questionnaire and in-depth interview guide are sourced. In-depth interview was held with 10 senior members of the Ministry of Women Affairs and Child Development (MWACD), Director General, Deputy/Assistant Director General and Confidential Secretary of National Agency for the Prohibition of Trafficking in Person (NAPTIP) and One Divisional Police Officer (DPO). For the quantitative data, 240 copies of semi-structured questionnaire were administered to respondents selected through convenience sampling, from 12 locations in the three senatorial districts. Three instruments were used for the study; namely Forced labour Activities Checklist (CLAC) Osun State Child Trafficking and Labour Control Regulation Questionnaire (CLCRQ) for vulnerability indicators and Detection Strata Interview Guide (DS-IG). The data collected were analysed using appropriate inferential and descriptive analysis. Findings on the frequency at which child trafficking and child forced labour activities are being practiced in Osun State revealed that The Child Acts Law has a stake in ensuring that the menace is reduced. Also, the Osun State government is making effort to bring about a drastic reduction to the issues such as awareness and time-to-time sensitization. Results on the factors predisposing children into vulnerability Osun State revealed that factors such as poverty (x ̅ =1.30), poor parenting (x ̅ =1.32), ignorance / illiteracy (x ̅ =1.35), and parental economic benefits from the act (x ̅ =1.59) frequently predispose children into vulnerability of child trafficking and forced labour in Osun State. The study concluded that child trafficking and forced labour are prevalent and frequent practices in Osun State.Keywords: Child; Trafficking; Forced Labour; Predisposing; Pre-School ]]>
<![CDATA[A Systematic Review of Theories and Discourses on Oral Literature for Children: Pedagogical and Moral Implications for Nigeria Children ]]>
<![CDATA[Salami, Joshua Olayemi]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i2.10198
<![CDATA[Oral literature, over the centuries, has been applauded to have winsome and efficacious effects on the audience to which it is targeted. While it has been relegated to the background because it lacks, so to speak, codification or it is not written down in black and white, its pedagogical input and importance in the parlance of early childhood education catches the attention of the researchers in this paper. A review of the theories and discourses on children in oral literature was done with a view to positioning it in the right place. The paper also mirrors the immense benefits that oral literature offers children at the early stage of their sojourn in academic life. While academic excellence had been and is being given prioritised attention, the importance of moral, which has become a sine qua non in the face and present phase of decadence, immorality, hooliganism and social breakdown that permeate human society calls for the attention of every human that live on the planet earth. Early childhood educators are not left out in providing succor and sanity needed to build up children that would take the mantle of leadership in the decades to come. The authors opine that if early childhood educators tenaciously hold to the dictate and tenet of National Policy on Education, as drafted by the Nigerian Federal Ministry of Education, oral literature would unequivocally serve as a compass that would positively direct the psyche of Nigerians in the appropriate direction from early childhood to late adulthood. ]]>
<![CDATA[ANALYSIS OF GAME-BASED ACTIVITIES AND DRAMATIC PLAY EFFECTS ON PRE-SCHOOLERS’ EXECUTIVE FUNCTIONING ]]>
<![CDATA[Mabekoje, Sesan Olatunde]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i2.10306
<![CDATA[Executive function are mental skills that includes flexible thinking, working memory, and self-control needed daily to learn, work, and manage daily life. This study evaluates a comparative analysis of game-based activities and dramatic play effects on executive functioning among pre-school children. A pre-test, post-test, and control group quasi-experimental research design was used in this work. The study included a sample of eighty (80) pre-schoolers from public and private schools in six local government areas of the Ogun East Senatorial District, ranging in age from five to six years. For six weeks, each group had intervention meetings. Data were gathered using Dawson and Guare's (2010) Executive Function Skills Questionnaire for Children (Preschool and Kindergarten Version). Data were analysed using a One-way ANCOVA with results tested at .0 level of significance. Findings revealed among others, that game-based activities and dramatic play intervention had similar effects on executive functioning of pre-school children (F(1, 79) = 2.265; p > .05). The study concluded that both intervention strategies are effective in the improvement of pre-school children executive functioning.]]>
<![CDATA[ANALYSIS OF CAI UTILIZATION AND TEACHERS' ATTITUDES ON BASIC SCIENCE STUDENTS’ ACHIEVEMENT IN OSUN STATE, NIGERIA ]]>
<![CDATA[Bakare, Olusegun Ojo]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i2.10409
<![CDATA[ABSTRACTBasic Science teachers in Nigerian schools are statistically few which might influence the way the subject is being taught. Teachers have deployed different techniques or methods to teach Basic Science yet, students’ performance in the subject appeared low. This study examined influence of Basic Science teacher use of Computer Aided Instruction (CAI) on junior secondary school students’ academic performance in Osun State. Four research objectives guided the study. It adopted regression research design. All Basic Science teachers and students constituted population for the study. A sample size of 26 teachers and 307 junior secondary school students were selected using multistage sampling technique. Two instruments validated with reliability coefficient of 0.67 and 0.74 obtained using the split half method were used. Multiple regression analysis was used to test the hypotheses at 0.05 significant level. Findings of this study revealed that teachers’ characteristics do not statistically significant (F(8,17)=1.227, p= 0.342) predict the teacher’s use of CAI in teaching Basic Science in Osun State schools. It also found no significant variance in the intention to use CAI that predicted teacher characteristics (F(8, 17) = 1.227, p > .001, R² = 0.366). It further showed no teacher characteristics showing statistically significant influence on intention to use CAI in teaching Basic Science. It however found a statistically significant relationship (F(1, 305) = 10.269, p = 0.001) between teachers' intention to use CAI and junior secondary students' academic performance in Basic Science. It concluded that the teacher’s intention to use CAI significantly influence Basic Science students’ performance.Keywords: educational technology; Computer aided instruction; Teacher’s intention to use; Student’s Achievement; academic performance; Basic Science]]>
<![CDATA[Strengthening Early Childhood Mathematics Education with Effective Math Teachers ]]>
<![CDATA[ONOSHAKPOKAIYE, ODIRI E]]>
<![CDATA[ Indonesian Journal of Elementary Teachers Education Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[The University of Kuningan ]]>
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DOI: 10.25134/ijete.v5i2.10443
<![CDATA[The effective learning and instruction of early math is a top priority in every country's system of education. Math is first introduced to young children in a structured educational setting in their early years. It is crucial to take precautions of this crucial phase in order to support and build a strong, firm foundation throughout their math learning as well as other subjects. Throughout this era of life, children may develop mathematical concepts and skills for use in the future and scholastic success. Everybody has to be proficient in math since it is so important to our everyday life. To teach math effectively, teachers must be efficient in the subject. One prerequisite for this effective math education was the creation of an appropriate atmosphere for learning in the school setting. The classroom should be a comfortable place to study. By analyzing effective mathematics teaching, the study aimed to raise students' interest in and comprehension of mathematics. A review of certain research was conducted about the efficacy of arithmetic training. The study examines innovative math teachers and different strategies for stimulating students' interest in arithmetic through effective teaching techniques.]]>
