Effect of Teacher’s Creativity on Cognitive Skills of Preschool Pupils in Public School in Jos North
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain whether teacher’s creativity has effect of pupil cognitive skills in Jos North
- To ascertain the effect of cognitive skills on academic performance of pupil in Jos North
- To ascertain the effect of cognitive skill on academic system
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Perceptions of Creativity in Teachers
It is known that perceptions are not reproductions of reality: they are subjective mental constructions of it (Moscovici, 2003). However, implicit theories emerge from these perceptions concerning creativity and it is important to know them (Runco & Johnson, 2002). It can be inferred that perceptions guide what we are and what we do (Romo & Alfonso, 2003) and their consequential expectations are of utmost importance for students (Rosenthal,1991). Therefore, knowing teachers’ perceptions about creativity can help to understand needs, misconceptions or even prejudice ideas, and to discern positive beliefs that should be reinforced; evaluating teachers conceptions of creativity can help consequently to establish better practices to foster creativity in classroom (Fryer, 1996; Newton & Newton, 2009).
The Creative Teacher
A creative teacher is the one who encourages reasonable risks and unpredictable situations, while reinforcing creative activities. A close relationship with students and a motivating class environment should also be both in harmony with a good scientific background of the teacher and with her/his ability to be challenging at the cognitive level. To encourage the self-confidence and self-regulation of students, as well as their multiplicity of ideas and their active role in defining and redefining problematic points, is also important. Finally, the teacher should also be tolerant of ambiguities, critical of his/her practices and demonstrative of creative abilities (Fautley & Savage, 2007; Sanchez, Martinez, & Garcia, 2003). According to teachers, the promotion of student autonomy and self-confidence seems to be the most valued aspect for defining a creative teacher. Teachers also consider other specific aspects to be important for creativity in the classroom including the opportunity for students to choose tasks or to do their own self-correction (Cheung, Tse & Tsang, 2003; Fryer, 1996). Furthermore, it is also important for teachers to stimulate students to ask questions and to use open answers in response to badly structured problems and in divergent and unusual situations (Diakidoy & Kanari, 1999; Fryer, 1996). However, one aspect remains ambiguous: the existence of clear and flexible rules in the classroom. For example, Fryer (1996) showed that roughly the same percentage of teachers think that defining clear rules inhibits (23%) student creativity, while 31% think they help it. There seems to be agreement about what defines a creative teacher and some of the characteristics are stated by the teachers themselves but some difficulties exist when teachers try to apply the concept of creativity in their practices and sometimes they feel uncomfortable about teaching creativity because this involves risk-taking; they should be prepared to learn from their pupils an not be afraid of looking different (Joubert, 2007).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought effect of teacher’s creativity on cognitive skills of preschool pupils in public school in Jos North
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting effect of teacher’s creativity on cognitive skills of preschool pupils in public school in Jos North. 200 staff of selected primary schools in Jos North was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Effect of teacher’s creativity on cognitive skills of preschool pupils in public school in jos north. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teachers creativity on cognitive skills of preschool pupils
Summary
This study was on Effect of teachers creativity on cognitive skills of preschool pupils in public school in jos north. Three objectives were raised which included: To ascertain whether teacher’s creativity has effect of pupil cognitive skills in Jos North, to ascertain the effect of cognitive skills on academic performance of pupil in Jos North and to ascertain the effect of cognitive skill on academic system. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary schools in jos north . The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents headmasters, teachers, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The implication of this study to primary teaching is that when instructional materials are available in a favorable environment, it becomes an obligation for the teachers to engage the pupils creatively. It is also an implication for school administrators to engage themselves in thorough supervision of such practice as well as motivate the teachers towards such practice. It is an implication for National educational systems in Nigeria, because, if the Federal Government of Nigeria is to achieve the objectives of primary science education they must ensure that the teachers are engaged in holistic training with respect to creative teaching, a certified and promotional program in the teaching career. The use of creative teaching strategies with creative environment can enhance primary science pupils‟ academic performance and encourage progressive and creative growth in our pupils without which Nigerian children in the primary schools will not be able to face global challenges and the challenges of the future
Recommendation
– Creative curriculum should be implemented in public primary schools specifically, in Jos, North and generally in our National educational system. An excellent creative curriculum will generate excitement for both the teachers and pupils to enjoy the process of teaching and learning
. – Pupils should be provided with a conducive learning environment in which they have enough time for creative thinking in order to pave way for recognition of situation and nurture of creativity.
– The government should assist in supplying more valuable and primary science textbooks and creative materials to both the teachers and pupils. The content of such books should conform to the educational objectives set for the pupil‟s, because, if educational objectives are not in agreement with the content of the textbooks used in teaching primary science, then the objective will be defeated.
References
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