Tag Archives: Primary School

Fifty Nine Years of Formal Music Education in Ghanaian Primary Schools (Published)

Music has played a very significant role in educating Ghanaian primary school children. From the colonial era till 1959, there were no curriculum document that guided teaching and learning of the art. What to teach and what to learn were left largely to the initiative and enthusiasm of individual teachers. The first ever syllabus for teaching the subject was published in 1959 by the Ghana Ministry of Education. Since then the music curriculum has gone through series of reviews and reforms, the last being the publication and implementation of the Creative Arts curriculum for primary schools in 2007. The aim of this paper is to present a brief chronology of fifty nine (59) years of implementation of formal music education in Ghanaian primary schools from 1959 to 2018.

Keywords: Curriculum Review, Formal Music Education, Ghana, Primary School

Demographic Variable and Job Stress as Predictors of Depression among Primary School Teachers in Lagos State of Nigeria (Published)

Issues of increase rate of sick leave, mood swing, fatigue and decreased energy, Feelings of worthlessness and helplessness which could be responsible for discontent and poor morale, low teaching efficiency, poor relationships with pupils, parents and subordinate, premature retirement, more internal conflicts and dysfunctional workplace climate among primary school teachers which can also be link with their wellbeing attracted the attention of this study. This study adopted cross sectional research design and Questionnaires were used to gather data from the primary school teachers. Purposive sampling technique was used to select two hundred primary school teachers who participated in the study. Data collected was analyzed using version 20.0 of statistical package for social sciences. The findings of this study revealed that that there is no significant difference in the depression of female teachers compare to male teachers among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria  (t(198)=-1.249, p>.05). it was also discovered that that out of the socio-demographic variable, only monthly income made significant independent contribution to depression among primary school teachers (b=-0.227; t = -2.780; p<0.05). The result also revealed that primary school teachers with high stress reported higher depression than their counterpart with low stress (t(198)=-12.41, p<.05). Further analysis revealed that job stress and working experience had no significant joint influence on depression (F(5,194)=2.975; p>0.05; R=0.171,  R2=0.029), and also showed that job stress made significant independent contribution to depression (b=0.162; t = 2.287; p<0.05) while working experience had no significant independent contribution to depression (b=-0.077; t = -1.091; p>0.05). The study concluded that there is significant influence of job stress and monthly income on depression among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria and recommend that government, stakeholders and investors in the field of education should review the job roles of primary school teacher as this study discovered that many of their roles constituted stress and result to depression.

Keywords: Depression, Job Stress, Primary School, Socio-Demographic Variables, Teachers

Impact of Singing Experiences on Professional Practice: Narratives of Five Primary School Teachers (Published)

Singing is considered as an important activity in Wesley College of Education, Kumasi in Ghana. As a Christian-dominated teacher training institution established by the Wesleyan mission in 1922, pre-service teachers are taught how to sing hymns and other songs for preparation to participate in Sunday church services and also to build a repertoire of songs for future use during their professional practice. This study employ participant narratives to examine the impact of singing experiences on teacher professional practice in the classroom and in the primary school environment.   

Keywords: Pre-Service Teachers, Primary School, Singing, Teachers

Analysis of Maintenance Culture in Public Primary and Secondary Schools in Edo State (Published)

This paper investigated the maintenance culture of public primary and secondary school in Edo State. The main objective of the study was to examine the causes of poor maintenance culture of public primary and secondary schools buildings in Edo state. To guide the study three research questions were raised and answered and descriptive research design was adopted for the study. A research designed questionnaire titled, “Analysis of maintenance culture in public primary and secondary schools in Edo State” was used to collect relevant data from respondents. The Cronbach alpha was use to test for the internal consistency of the items in the questionnaire.  It gave an acceptable reliability of . The data obtained were analysed using descriptive statistics of mean and standard deviation. The result indicated that, poor funding by state government, the effect of the poor value system of the community members around the school environment, and poor school management were the causes of poor maintenance culture of public primary and secondary school building in Edo State. It was therefore concluded that, the government should expedites action on funding and also create public awareness on the importance of maintaining school building.  The paper recommended that, government should set up supervisory committee who will pay pertinent attention, and manage public primary and secondary school buildings in the state.

Keywords: Maintenance Culture, Primary School, Secondary School, public schools

Evaluation of Learning Outcomes of Primary School Pupils in Ebonyi State, Nigeria (Published)

This research study which focused on Evaluation of  Learning Outcomes for both Public and Private Primary School pupils in Ebonyi State Nigeria, adopted a descriptive survey design. The sample size for the study was 3,041 pupils and was restricted to primary four (4) pupils, made up of 1503 males and 1538 females. Three research questions and two null hypotheses guided the study. Instrument for data collection was 110 test items developed by the researchers in the areas of Numeracy, Literacy and Life-skills .The instrument was given to the Experts for face and construct validity and was finally subjected to a reliability test, using  Kudar-Richardson formula 20(K-R 20) which yielded a reliability co-efficient of 0.78. The test instruments were administered to the pupils with the help of research Assistants. Mean, Standard deviation and Percentage were used to answer the research questions while t-test and Chi-square (x2) Statisticts were used to test the null hypotheses at 0.05 level of significance. The results of the of the findings revealed that both male and female primary 4 pupils are very poor and have very low competencies in Numeracy, literacy and Life skills. It is therefore recommended that the Federal Government of Nigeria should mount training and retraining programmes for the teachers on the method teaching the pupils Mathematics, English language and Life skills, in addition to supply of  adequate textbooks. Also, supervision Team to monitor classroom teaching and learning should be set up among recommendations

Keywords: Ebonyi State, Evaluation of Learning Outcomes, Learning Outcomes, Nigeria, Primary School

Demographic Variable and Job Stress as Predictors of Depression among Primary School Teachers in Lagos State of Nigeria (Published)

Issues of increase rate of sick leave, mood swing, fatigue and decreased energy, Feelings of worthlessness and helplessness which could be responsible for discontent and poor morale, low teaching efficiency, poor relationships with pupils, parents and subordinate, premature retirement, more internal conflicts and dysfunctional workplace climate among primary school teachers which can also be link with their wellbeing attracted the attention of this study. This study adopted cross sectional research design and Questionnaires were used to gather data from the primary school teachers. Purposive sampling technique was used to select two hundred primary school teachers who participated in the study. Data collected was analyzed using version 20.0 of statistical package for social sciences. The findings of this study revealed that that there is no significant difference in the depression of female teachers compare to male teachers among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria  (t(198)=-1.249, p>.05). it was also discovered that that out of the socio-demographic variable, only monthly income made significant independent contribution to depression among primary school teachers (b=-0.227; t = -2.780; p<0.05). The result also revealed that primary school teachers with high stress reported higher depression than their counterpart with low stress (t(198)=-12.41, p<.05). Further analysis revealed that job stress and working experience had no significant joint influence on depression (F(5,194)=2.975; p>0.05; R=0.171,  R2=0.029), and also showed that job stress made significant independent contribution to depression (b=0.162; t = 2.287; p<0.05) while working experience had no significant independent contribution to depression (b=-0.077; t = -1.091; p>0.05). The study concluded that there is significant influence of job stress and monthly income on depression among primary school teachers in kosofe Local Government Area of Lagos state, Nigeria and recommend that government, stakeholders and investors in the field of education should review the job roles of primary school teacher as this study discovered that many of their roles constituted stress and result to depression.

Keywords: Depression, Job Stress, Primary School, Socio-Demographic Variables, Teachers

The Effect of Think Talk Write (TTW) Learning Method on the Creative Thinking Ability of the Students at Primary School (SD) No. 060856 Medan, Indonesia (Published)

Think Talk Write (TTW) is developed and built through the activities of thinking, talking and writing involve a problem solving in small groups. This method helps the students to actively participate, think critically, and work together and provide the opportunities for the students to work alone and cooperate with others. Many factors can affect the students’ creative thinking ability. These factors can be grouped into two major parts, namely internal factors and external factors. The internal factors are factors that come from within the students namely the ability, intelligence, attitude, motivation, interests and others. Students at Primary School (SD)  No. 060856 Medan gets TTW method is 80,67 and on the conventional class score average is 68,97. Thus the implementation of TTW and conventional learning methods affect the students’ ability in thinking creatively. The students’ ability in thinking creatively has a tcount (4,506)> ttable (1,671) and sig.2-tailed (0,000)> α=0,05 so H0 is rejected. Based on the results of these calculations, it can be put forward the conclusion that the two classes have the different average ability of thinking creatively.

Keywords: Conventional Class, Primary School, Think Talk Write, creative thinking

The Effect of Discovery Learning Method on the Math Learning of the V Sdn 18 Students of Banda Aceh, Indonesia (Published)

Discovery method is a component of educational practice that covers teaching methods that promote the way of active learning, process oriented, self-directed. One of the methods that have been widely used in advanced schools is discovery method. The discovery technique is a translation of discovery. There is influence of discovery learning method toward the mathematics learning result of class V SDN 18 students of Banda Aceh. This is seen from the results of the students’ learning taught by discovery learning method is better than the results of students’ learning taught by expository.

Keywords: Assessment, Discovery Learning, Mathematics, Primary School

The Development of Initial Textbook Product of Local Historical Heritage for Class IV Students of Primary School in Raya District of Simalungun, Indonesia (Published)

Material presented contains historical heritage outside the local area (Simalungun District) is that the students in following the effective learning process and students’ knowledge of the existing historical heritage in the local area (Simalungun District) are very low due to the lack of learning resources that can provide explanations. Textbook used as a learning resource in the fourth grade of SD Negeri No. 091317 Pamatang Raya, SD Negeri No. 091341 Bintang Mariah, SD Negeri No. 091332 Raya Bayu, and SD Negeri no. 095160 Sihubu cannot meet the students’ needs in learning the subject matter on the basic competence of “appreciating the historical heritage in the local environment (district/city, province) and preserve it”.

Keywords: Local Heritage, Primary School, Simalungun, Textbook

NEED FOR GUIDANCE AND COUNSELLING AT THE PRIMARY SCHOOL LEVEL: EARLY INTERVENTION STRATEGIES FOR SCHOOL CHILDREN (Published)

Nigeria is a third world country with rich cultural heritage and background. At the early stages of children’s growth in the region as in other countries bank on the knowledge provided by both their respective families as well their schools. At this stage, the schools are called elementary schools which strive to enhance the adjustment of the children, and as well prepare them for secondary schools. Virtues learnt at this level are maintained and carried over to other levels of education. The importance of this school level cannot be over emphasized, hence the name, primary schools. As a result, Guidance and Counselling is of a paramount importance to address the academic, vocational, personal and social needs of the children. Through this, the kids are enabled to develop positive self-image and actualize their adjustment needs that leads them into the future. The abilities, skills and desired personalities are harnessed through effective Guidance and Counselling programmes at the primary school level. This is done to achieve the aims and objectives of primary education as stipulated in the National Policy on Education by the Federal Republic of Nigeria. It is therefore recommended that all hands should be on deck to brighten the future of primary school children though the efficient and effective implementation of Guidance and Counselling at the said level.

Keywords: Children Growth, Early Interventions Strategies, Guidance and Counselling, Primary School, School Children