AVAILABILITY AND UTILISATION OF TEACHING RESOURCES AND IMPACT ON EARLY CHILDHOOD EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT EDUCATION AUTHORITY
Abstract
The study examined availability and utilization of teaching resources and impact on Early Childhood Education in Awka South Local Government Education authority of Anambra state. Four research design guided the study. Descriptive survey research design was adopted to carry out the research. The population of the study constituted 50 teachers and 50 pupils purposively selected schools in Nnamdi Azikiwe Nursery school in Awka South Local Government Area of Anambra state. The instrument for data collection was a 34-item structured questionnaire titled “questionnaire on the Availability and Utilization of teaching Resources in Early Childhood Education (QAUTYECE) develop by the researcher. The instrument was validated by three experts, two from the Department from Early Childhood and Primary Education, one from Measurement and Evaluation Unit in the Department of Educational Foundations, all from the Faculty of Education, Nnamdi Azikwe University, Awka. The reliability established using Cronbach alpha method and the best yielded an overall Reliability co-efficient of 0.79 and these were adjudged adequate, and the instrument reliable. Mean was used to analyze the data. The result of the findings revealed that the used of availability and utilization of teaching resources improves learning out comes of the pupils, to stay more engaged and understand e curriculum Better among others. Further, more the finding of the study revealed that providing instructional resources, regular training for teaching, ensuring adequate funding improving school facilities, among other are the solutions to the challenges. based on the findings it was recommended among other that teaching should be encouraged and supported to adopt creativity in teaching resources regular to their classroom.
Downloads
References
Aliya, A. (2020). Availability of instructional resources as determinants of pupils’ achievement in basic science. International Journal of Education and Research, 8(4), 112–121. https://www.ijern.com/journal/2020/April-2020/09.pdf
Anthony, K. C. (2019). Utilization of instructional materials in teaching and learning in Nigerian schools. Journal of Educational Practice, 10(5), 45–53. https://doi.org/10.7176/JEP
Bentley, T., & Walley, T. (2020). Reimagining education: Learning in the age of disruption. London: Pearson Education.
Bredekamp, S., & Copple, C. (2017). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children (NAEYC).
Chapman, D. W. (2018). Instructional resource utilization and student learning outcomes in sub-Saharan Africa. Comparative Education Review, 62(3), 345–368. https://doi.org/10.1086/698327
Chinyere, A. (2023). Teacher preparedness and professional development in early childhood education in Awka South, Nigeria. African Journal of Educational Research and Development, 12(2), 88–101.
Edwin-Ezeoka, P., & Obidike, N. D. (2020). Resource challenges in early childhood education: Evidence from Awka South, Nigeria. Journal of Childhood and Developmental Education.
Esimone, C., & Osuafor, A. (2023). Utilization of instructional resources for improved teaching outcomes in Nigerian schools. Nigerian Journal of Educational Research, 14(2), 101–117.
Federal Republic of Nigeria (FRN). (2014). National policy on education (6th ed.). Abuja: NERDC Press.
Freeman, N. (2022). Gender dynamics in early childhood teaching and practice. Journal of Education and Society, 7(2), 33–49.
García, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than we thought. Washington, DC: Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought
Ikegulu, T. N. (2018). Impact of instructional materials on teaching and learning effectiveness. Nigerian Journal of Education, 14(1), 73–85.
Iwuanyanwu, P. N., & Uwadiegwu, B. O. (2019). Improvement of teacher quality: A key to Nigeria’s economic diversification. In W. Obiozor, C. Madu, B. Anukaenyi, U. Koledoye, & N. Mefoh (Eds.), Learning and human development in the 21st century (pp. 221–236). Enugu: Kelu Press.
Kamii, C., & DeVries, R. (2023). Physical knowledge in preschool education: Implications for practice. New York: Teachers College Press.
Nakdu, K. (2017). Availability of learning resources and pupils’ achievement. Journal of Global Education Research, 4(2), 19–27.
Obiweluozor, N. (2020). Understanding early childhood education in Nigeria: Concepts and practices. Journal of Education Studies, 10(1), 44–58.
Oduolowu, E. A., & Olowe, H. (2017). Early childhood care and education in Nigeria: Policy implementation and challenges. Journal of Education and Practice, 8(10), 222–227.
Ofojebe, W. N., & Kene-Chiedu, N. B. (2021). Teachers’ in-service training and motivation as correlates teachers’ job satisfaction in secondary schools in Anambra State. UNIZIK Journal of Educational Research and Policy Studies, 2(1), 76–88. https://journals.unizik.edu.ng/unijerps/article/view/295
Ogbonnaya, N. O., & Udebunu, C. (2017). Challenges of Universal Primary Education implementation in Nigeria. International Journal of Education and Development, 5(2), 14–26.
Okeke, C. C. (2018). Access and equity in Nigerian education: Issues and challenges. Journal of Educational Review, 11(2), 89–101.
Olaleye, O., Florence, O., & Omotayo, K. A. (2009). Assessment of quality in early childhood education in Ekiti-State, Nigeria. World Applied Sciences Journal.
Oni, J. O. (2019). Availability and adequacy of instructional materials in Nigerian schools. Journal of Educational Management, 6(1), 55–64.
Sadker, D., & Zittleman, K. (2019). Teachers, schools, and society: A brief introduction to education (5th ed.). New York: McGraw-Hill.
Smith, J., & Jones, L. (2019). Investing in early childhood: The role of teachers and resources. International Journal of Child Development, 14(3), 211–226.
UNESCO. (2025). Executive summary: Early childhood care and education and SDG 4. Paris: UNESCO. https://unesdoc.unesco.org
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
