Language: English

ISSN: 0889-5643

Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

Language: English

DOI: 10.31014/aior.1993.04.03.335

ISSN: 2621-5799, 2657-215X

Language: English

Language: English

ISSN: 1071-6246

Language: English

Published: [S.I.]: Fleege, 1984

Edition: 9. ed

Language: English

Published: Cardiff, Wales: Welsh Office, 1998

Abstract/Notes: The uniqueness of learning in elementary school Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model “students are unique creatures”; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students’ conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students’ condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model.

Language: English

ISSN: 2503-0256, 2355-0155

Language: English

ISSN: 1071-6246

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Language: English