Impact of Hands-on and Conventional Teaching Models on Children's Self-esteem Towards Repositioning the Child for Global Competitiveness

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dc.contributor.authorSopekan, O.S.
dc.contributor.authorAshimolowo, A
dc.date.accessioned2022-10-19T10:37:08Z
dc.date.available2022-10-19T10:37:08Z
dc.date.issued2019
dc.descriptionScholarly articleen_US
dc.description.abstractThe importance of the early years care and childhood education has been well documented. Whether the basic skills needed for lifelong education is being achieved is an issue. Globalization took a great speed in the wake of the 21st century and developing nation must do all within its reach to ensure that the children are able to develop self-esteem which is an important skill that must be developed in the preschool years. This paper therefore examined the impact of hands-on and conventional teaching models on children’s self-esteem towards repositioning the child for global competitiveness. The sample for this study was made up of 72 pupils as well as 14 preschool teachers in Badagry Local Government Education Authority. The unit of analysis was the learners. Four research questions and hypotheses were formulated for the study. In order to test the effects of hands-on and conventional teaching model on pre-school children self-esteem, the following instruments was used to collect data: Early Childhood Classroom Observation Schedule (ECCOS), Early Childhood Classroom Checklist (ECCC), Child Development Theory Knowledge Questionnaire (CDTKQ), Preschool Children Self-Esteem Test (PCST) and Eclectic Hands-on Model Intervention Package (EHMIP). Data were analysed along the lines of stated research questions and hypotheses. Research questions were analysed using descriptive statistics of frequency counts, percentages, mean, standard deviation, Cohen’s d and line graphing. Hypotheses were analysed using Analysis of Covariance and Chi-Square. The study found out the efficacy of the hands-on instructional strategy over the conventional method, psychological freedom which is a major determinant of self-worth and self-esteem is missing. In line with these findings the study recommends that government must create incentives that will encourage more male caregivers to come into the preschool classes. As a matter of urgency preschool teachers should be taking through in-service training on theories and practices of child development among others.en_US
dc.identifier.citationSopekan, O.S & Ashimolowo, A (2019). Impact of Hands-on and Conventional Teaching Models on Children's Self-esteem Towards Repositioning the Child for Global Competitiveness. Lagos Journal of Educational Administration and Planning, 6, 108-125en_US
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11777
dc.language.isoenen_US
dc.publisherDepartment of Educational Management, Faculty of Education, University of Lagosen_US
dc.relation.ispartofseriesLagos Journal of Educational Administration and Planning;6
dc.subjectSelf Esteemen_US
dc.subjectHands-onen_US
dc.subjectConventionalen_US
dc.subjectPsychological Freedomen_US
dc.subjectPreschool Childrenen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleImpact of Hands-on and Conventional Teaching Models on Children's Self-esteem Towards Repositioning the Child for Global Competitivenessen_US
dc.typeArticleen_US
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IMPACT OF HANDS-ON AND CONVENTIONAL TEACHING MODELS ON CHILDREN’S SELF-ESTEEM TOWARDS REPOSITIONING THE CHILD FOR GLOBAL COMPETITIVENESS
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