The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers.
| Published in | American Journal of Education and Information Technology (Volume 7, Issue 2) |
| DOI | 10.11648/j.ajeit.20230702.15 |
| Page(s) | 86-94 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2023. Published by Science Publishing Group |
Instructional Materials, Pre-primary Children, Videotape
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APA Style
Leoncia Henerico Kibani. (2023). The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. American Journal of Education and Information Technology, 7(2), 86-94. https://doi.org/10.11648/j.ajeit.20230702.15
ACS Style
Leoncia Henerico Kibani. The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. Am. J. Educ. Inf. Technol. 2023, 7(2), 86-94. doi: 10.11648/j.ajeit.20230702.15
AMA Style
Leoncia Henerico Kibani. The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content. Am J Educ Inf Technol. 2023;7(2):86-94. doi: 10.11648/j.ajeit.20230702.15
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Download@article{10.11648/j.ajeit.20230702.15,
author = {Leoncia Henerico Kibani},
title = {The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content},
journal = {American Journal of Education and Information Technology},
volume = {7},
number = {2},
pages = {86-94},
doi = {10.11648/j.ajeit.20230702.15},
url = {https://doi.org/10.11648/j.ajeit.20230702.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230702.15},
abstract = {The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers.},
year = {2023}
}
TY - JOUR T1 - The Role of Technological Instructional Method in Improvement of Pre-primary Children’s Understanding of Curriculum Content AU - Leoncia Henerico Kibani Y1 - 2023/08/10 PY - 2023 N1 - https://doi.org/10.11648/j.ajeit.20230702.15 DO - 10.11648/j.ajeit.20230702.15 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 86 EP - 94 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20230702.15 AB - The purpose of this study was to investigate the role of technological instructional methods employed by teachers in improvement of pre-primary children’s understanding of curriculum content. Teaching through technology approaches is among the new methods emphasized in Tanzania education following its adoption of competence-based curriculum in 2005. In order to achieve the objectives of competence-based education which is to obtain quality education and produce comprehensive competent students and graduates, the issue of students’ understanding of curriculum content is placed at forefront. Competence development and learning to understanding are the desired criterion for educational quality in all levels in schools. The study was conducted in two different regions in Tanzania; Dar es Salaam and Coastal region specifically, Kinondoni and Bagamoyo districts respectively. The study followed a mixed method approach and adopted a descriptive survey and quasi-experimental research design. The targeted population comprised of 8 pre-primary school teachers and 80 pre-primary school children. Data analysis involved thematic for qualitative and descriptive statistics for quantitative. Direct observation, documentary review and interview to teachers’ were data collection methods. Findings indicated that teacher-made instructional materials when used through videotaped based approach improves students’ understanding of curriculum content more easily than teaching without videotaped. Also, improve performances more quickly than when use instructional materials alone. Quasi-experimental results revealed that the teaching of curriculum content in the areas such as pronunciation of words, tracing of numbers, remembering of concepts, imitating of words correctly, writing, drawing, modeling and painting improved faster when teacher’s instructions accompanied with video tapes of related activities than when given alone. Averagely, the performance range from 50% to 98% showed great improvement and within short period in a class used videotape based approach than the one without video tapes. The study conclude that instruction-based video tapes is a good teaching method for pre-primary children learning than other methods. Children learn more by watching and observing coloured pictures of real world materials. It is therefore recommended that technological instructional materials should be employed by all teachers in pre-primary classes for them to understand the curriculum content taught by their teachers. VL - 7 IS - 2 ER -
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