EFFECTS OF BI-MODALSCHOOLYARD PEDAGOGY AND GENDER ON SCIENCE PROCESS SKILLS OF PRESCHOOLERS IN OYO STATE, NIGERIA

Abstract

It is widely acknowledged that education of the young children
should start from preschool in order to target the age at which
learning and brain development are at their best. However,
children's nature necessitates the use of pedagogies that ensures
learners active participation and interaction with the natural
environment especially when learning the science process skills.
This study investigated the effect of bi-modal schoolyard
pedagogy and gender on science process skills of preschool
children in Oyo State, Nigeria. Three hypotheses were formulated
to guide the study. This study adopted the pretest - posttest control
group quasi-experimental research design. The study has a
sample size of 113 preschoolers in public schools in Ibadan, Oyo
State, while the teachers and research assistants participated in
the data collection and instrument administration process.
Science Skills Rating Scale (SSRS) and Social Skills Assessment
Rating Scale (SSARS) were used for Data collection. The instruments which were rated on 4 points Likert scale were
validated through experts in the field of early childhood education
and related field of study while the reliability index of (á=0.78)
and (á = 0.82) were calculated for SSRS and SSARS respectively
using Cronbach alpha reliability technique. The study found a
significant main effect of schoolyard pedagogy on science process
skills (F
(2, 101)
= 4.188, p< .05). There was no significant main effect
of gender on science process skills (F
(1, 101)
= 0.336,p>.05) while the
interaction effect of treatment and gender was also not
significant(F
(2.101)
=0.468, p>.05). It was concluded that
Schoolyard Pedagogy helped the preschoolers to learn the science
process skills and other skills better. It was recommended among
others that, teachers, educational administrators and all stake
holders should therefore work hand in hand to ensure provision of
good learning environment and explore the potentials of the
schoolyard as an extension to the classroom.