The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers.
| Published in | American Journal of Education and Information Technology (Volume 7, Issue 2) |
| DOI | 10.11648/j.ajeit.20230702.15 |
| Page(s) | 86-94 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Instructional Materials, Pre-primary Children, Videotape
| [1] | Education and Training Policy [ETP], (1995). Education system in Tanzania. Dar es Salaam. |
| [2] | United Republic of Tanzania [URT], (2017). Pre-primary, primary and secondary education statistics in brief Dar es Salaam: Presidents’ Office, Regional Administration and Local Government. Dar es Salaam. |
| [3] | Ministry of Education and Vocational Training, (MoEVT), (2005). Ministry of education, science and technology: Education sector development plan. Tanzania Mainland. |
| [4] | Tanzania Institute of Education [TIE], (2016). Teacher’s guide for pre-primary education. Ali Hassan Mwinyi Street. Dar es Salaam. Tanzania. |
| [5] | Achola, R. O; Owino, C. G & Benson, O. (2016). Implications of instructional materials on oral skills among early childhood learners in central zone, Kisumu County, Kenya. International Journal of Educational Policy Research and Review. Vol. 3 (2), pp. 20-28. |
| [6] | Igbo, J. N., & Omeje, J. C. (2014). Perceived efficacy of teacher-made instructional materials in promoting learning among mathematics-disabled children. April-June: 1-6 DOI: 10:1177/2158244014538431 SAGE OPEN. |
| [7] | Shukia, R. (2014). Learning and teaching to read in Kiswahili in pre-primary classes in Tanzania: Teachers beliefs and institutional practices. Lnnaeus University Dissertations No 191/2014. ISBN: 978-91-87-925-18-4. |
| [8] | Shofoyeke, A. D. (Ed.). The impact of teaching methods on pre-primary school pupils learning achievement in protection issues in selected Nursery and primary schools in Ondo West Local Government. Journal of Elementary Education. Vol. 25, No. 2 Pp 45-60. |
| [9] | Davis, J. (2014). Children’s learning and technology. https://www.learning4kids.net/wp-content/uploads/2014/04children-learning-and-technology.jpg |
| [10] | Mabagala, D & Shukia, R (2019). Pre-primary education in Tanzania: Teachers’ knowledge and instructional practices in rural areas. Open University of Tanzania and University of Dar es Salaam Tanzania. Huria Journal Vol. 26 (1), 2019. |
| [11] | Mtahabwa, L & Rao, N. (2009). Pre-primary education in Tanzania: Observations from urban and rural classrooms. International Journal of Education Development. Elsevier Ltd. |
| [12] | Cubukcuoglu, B. (2013). Factors enabling the use of technology in subject teaching. International Journal of education and development using ICT, 9 (3): Open Campus, The University of the West Indies. Retrieved Dec. 27, 2022 from https://www.learntechlib.org/p/130273/. |
| [13] | Hopper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstem (Ed), Teaching: Theory into practice (pp. 154-170). Needham Heights, MA: Allyn and Bacan. |
| [14] | Killinc, E., Kilinc, S., Kaya, M., Baser, E., Er Turkuresin, H. & Kesten, A. (2016). Teachers’ attitudes’toward the use of technology in social studies teaching. Research in social science and technology, 1 (1); Retrieved Dec, 27, 2022 from https://www.learntechlib.org/g/187550 |
| [15] | Becky, S; Stephanie, C; Lawrence, L; Jennifer, A; Nicholas, L & January, A. (2000). Teachers’ tool for the 21st C: A report on teacher’s use of technology statistical analysis report. |
APA Style
Leoncia Henerico Kibani. (2023). The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. American Journal of Education and Information Technology, 7(2), 86-94. https://doi.org/10.11648/j.ajeit.20230702.15
ACS Style
Leoncia Henerico Kibani. The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. Am. J. Educ. Inf. Technol. 2023, 7(2), 86-94. doi: 10.11648/j.ajeit.20230702.15
AMA Style
Leoncia Henerico Kibani. The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. Am J Educ Inf Technol. 2023;7(2):86-94. doi: 10.11648/j.ajeit.20230702.15
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ajeit.20230702.15,
author = {Leoncia Henerico Kibani},
title = {The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content},
journal = {American Journal of Education and Information Technology},
volume = {7},
number = {2},
pages = {86-94},
doi = {10.11648/j.ajeit.20230702.15},
url = {https://doi.org/10.11648/j.ajeit.20230702.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230702.15},
abstract = {The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers.},
year = {2023}
}
TY - JOUR T1 - The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content AU - Leoncia Henerico Kibani Y1 - 2023/08/10 PY - 2023 N1 - https://doi.org/10.11648/j.ajeit.20230702.15 DO - 10.11648/j.ajeit.20230702.15 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 86 EP - 94 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20230702.15 AB - The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers. VL - 7 IS - 2 ER -
Information
Email: