SCHOOL VARIABLES AND PSYCHOMOTOR SKILLS DEVELOPMENT OF PRE-PRIMARY SCHOOL PUPILS

SCHOOL VARIABLES AND PSYCHOMOTOR SKILLS DEVELOPMENT OF PRE-PRIMARY SCHOOL PUPILS IN UKANAFUN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

In Nigeria and the world at large, education is seen as a pivot for human change and development. Hence, education is a tool for global revolutionary changes which has helped to improve all facets of human endeavors. For education to thrive, there are key variables that must be considered. These variables include class size, instructional facilities, location of the school, play materials, teachers’ qualification and learners’ social interaction (Inyang, 2001). According to the author, these variables are so important that they can influence the skills development of learners in schools.

However, for many years now educationists and researchers have debated on which school variables influence the psychomotor skills development of pupils in schools. As policymakers become more involved in school reform, this question takes on new dimension since their initiatives rely on a presumed relationship between various education-related factors and learning outcome. Ajayi (2001) suggested that schools bring little influence to bear upon a child’s performance that is dependent on his background and general social context. The author noted that school variables such as availability of school facilities, qualified teachers, play materials and learners’ interaction remain an important area that should be studied and well managed to enhance the development of skills among learners. According to Inyang (2001) school is an environment which constitutes all that surround the learners in the course of learning.

The environment embraces such provision as good roads, electricity, well-equipped laboratory, library facilities, well-ventilated classroom and the use of relevant instructional materials among others. Consequently, the issue of poor motor skills development of pupils in Nigeria has been of much concern to the government, parents, teachers and even learners themselves. The quality of education does not only depend on the teachers as reflected in the performance of their duties but also in the effective coordination of the school variables (Smith, 2007). Accordingly, there is no gainsaying the fact that pupils’ interaction with the school environment as well as interaction with activities on different forms of mass media has the capacity to exert significant influence on the psychomotor skills development among pupils. Hence, for the psychomotor skills of pupils to be developed, school variables must be thoroughly considered. Therefore, this research work seeks to determine whether school facilities, availability of qualified teachers and teachers’ use of the play-way method of teaching influence the psychomotor skills development of pre-primary school pupils in Ukanafun Local Government Area.

1.2   Statement of the Problem

For sometimes now, many patriotic citizens of our society have been viewing with a serious concern about the psychomotor skills development of learners in schools. Worried by the poor development of motor skills among pupils, a lot of researchers have been conducted and several factors have been implicated. These include class size, teaching method, location of the school and poor reading culture of the learners (Azikiwe, 2008). However, available data have shown that little or no research has been conducted along the line of school variables in relation to psychomotor skills development of pre-primary school pupils. It is on the expectation that school variables like school facilities, availability of qualified teachers and pupils’ social interaction could exert influence on psychomotor skills development of pupils in schools. It is as a result of the above reasons that the researcher inspired to undertake a study on school variables and psychomotor skills development of pre-primary school pupils in Ukanafun Local Government Area.

1.3   Purpose of the Study

The main purpose of this study was to examine the influence of school variables on psychomotor skills development of pre-primary school pupils in Ukanafun Local Government Area. Specifically, the study sought to:

i.      Examine if the availability of facilities in the school influence the development of psychomotor skills among pre-primary school pupils in Ukanafun Local Government Area.

ii.      Investigate if the availability of qualified teachers in the school influence the psychomotor skills development of pre-primary school pupils in Ukanafun Local Government Area.

iii.     Assess how teachers use the play-way method of teaching influence their psychomotor skill development in pre-primary schools in Ukanafun Local Government Area.

1.4   Significance of the Study    

i.      The study will reveal if school variables certainly influence the psychomotor skills development of pre-primary school pupils.

ii.      It will expose the impact of school facilities on the development of psychomotor skills among pre-primary school pupils.

iii.     It will enable the government to employ and send to our pre-primary and primary schools qualified teachers.

iv.     It will also enable the government to equip our pre-primary and primary school with modern textbooks to aid pupils’ psychomotor skills development.

v.     Lastly, the study will serve as a reference manual for prospective researchers who may wish to undertake a study on similar or related issues.

1.5   Research Questions

The following research questions were raised with the purpose of the study:

i.      To what extent does the availability of facilities in the school influence the development of motor skills among pre-primary school pupils?

ii.      To what extent does the availability of qualified teachers in the school influence the psychomotor skills development of pre-primary school pupils?

iii.     How does teachers’ use of the play-way method of teaching influence psychomotor skills development in pre-school pupils?

1.6   Research Hypotheses

The understated hypotheses were formulated to guide the study:

i.      There is no significant relationship between the availability of school facilities and psychomotor development of pre-primary school pupils in Ukanafun Local Government Area.

ii.      There is no significant relationship between the availability of qualified teachers and psychomotor development of pre-primary school pupils in Ukanafun Local Government Area.

iii.     There is no significant influence on teachers’ use of the play way method of teaching and psychomotor skills development of pupils in pre-primary schools in Ukanafun Local Government Area. 

1.7   Limitations of the Study

Limitations are bound to occur in a study of this magnitude. The major limitations encountered in the study were insufficient funds, inadequate research materials regarding the research topic and time constraint.

1.8   Delimitation of the Study

The study was restricted to school variables and psychomotor skills development of pre-primary school pupils in Ukanafun Local Government Area and did not extend its scope to other areas.

1.9   Definition of Terms

The following terms used in the study were defined by the researcher as follows:

School Variables: There are those things or features that make up a school and which enhances the development of psychomotor skills. They include; availability of school facilities, quailed teachers, play materials, location of the school, pupils’ social interaction among others.

School Facilities: These are educational materials which enable skillful teachers to achieve a level of instructional effectiveness that exceeds what is possible when they are not provided. They include; well-equipped classroom, play materials, instructional materials, desks, playground, etc.

Qualified Teachers: This refers to an individual who has undergone training in a reputable teacher training institutions and is certified to teach.

Psychomotor Skills Development: This refers to the development of muscles in fine motor skills such as coloring, drawing, scribbling, typing, sewing and painting and gross motor skills like running, kicking, climbing among others as a result of constant use of the skills in question.

Play Way Method: This is a method of teaching which involves the dramatization of the real-life situation by pupils. Play way method can take different forms such as dramatization, games, painting, typing, and drawing.