The Effect of Observational Strategy on Pupil’s Social Skills and Cooperation During Play in School
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To examine the effect of observational strategy in pre classroom performance
- To examine the challenges of observational strategy among pupil social skills and cooperation during play
- To examine the psychological effect of observational strategy on pupils relationship with peer
CHAPTER TWO
LITERATURE REVIEW
Introduction
The research on preparation of teachers proves that it is an integrated activity in the process of which language teachers are taught to teach (Freeman, 1989; Kagan, 1992; Kennedy, 1993; Strevens, 1974; Swan, 1993; Wallace, 1991). This, of c highly complex activity which requires knowledge, understanding, practice and experience before it can Teachers are different personalities and being involved in the learning/teaching process, they are given the chance to be individuals. The teacher as a personality with his or her own beliefs, experiences and values can be seen as the humane dimension that goes beyond the traditional views (Farrell, 2007; Freeman & Johnson, 1998).This dimension can be of extreme importance when considering teacher education as an interactive process in which many individuals take part (Kerry & Mayes, 1995; Maynard & Furlong, 1995). The underlying assumption is that the process of teaching practice has two basic educating strategies: training and development (Freeman, 1989). Both of these strategies are seen as essential parts of preparing student teachers for their job. At the same time, the underlying assumption is that observation is a powerful tool which gives participants opportunities to gather data and gain insights into the classroom (Cohen, Manion, & Morrison, 2000; Mackey & Gass, 2005; Wajnryb, 1992). Many of the reviews and summaries of the classroom observation research, such as that of Walberg (1991), have consistently found that a number of classroom behaviors significantly relate to students’ academic achievement. Several aspects of classroom instruction such as conducting daily reviews, presenting new material, conducting guided practice, providing feedback and correctives, conducting independent practice, and conducting weekly and monthly reviews have been found to be significantly related to students’ academic achievement. In other words, research using systematic classroom observation has provided us with a substantial knowledge base that has helped us understand effective teaching. Observations are usually preceded and followed by discussions; therefore, when integrated in the broader context of teaching practice, classroom observations are perceived to play a significant role in teacher formation. There is also observation for assessment; indeed, this was the traditional, and often the only reason for observing teachers and classrooms (Gebhard, 1999; Sheal, 1989; Wajnryb, 1992; Williams, 1989). (1989, p.85) in the sense that they offer opportunities for teachers to improve their awareness, abilities to that the classroom is a place where many processes of learning and teaching occur. In this respect, it is extremely relevant to consider what to observe and how to observe it (Wajnryb, 1992). What the teacher does and what really happens in the foreign language classroom are what is usually observed. However, apart from the teacher and his or her contribution to the situation, the learners and their contribution need to be described (Allright, 1988).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain The effect of observational strategy on pupils social skills and cooperation during play in school. 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 observational strategy on pupils social skills and cooperation during play in school
Summary
This study was on the effect of observational strategy on pupils social skills and cooperation during play in school. Three objectives were raised which included: To examine the effect of observational strategy in pre classroom performance, to examine the challenges of observational strategy among pupil social skills and cooperation during play and to examine the psychological effect of observational strategy on pupils relationship with peer. The study adopted a survey research design and conveniently enrolled 80 participants in the study. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from teachers from primary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The experiences I have gained from this process are extremely valuable for my future career either as a teacher or academic. Given the opportunity to spend more than one school year in two primary special classes and work, interact and collaborate so closely with the participants of the study was an invaluable experience that has given me confidence both as a teacher and as researcher. Having the opportunity to explore these issues not only in my country, but in a different cultural setting as well, enabled me to enhance my own understanding about the education of pupils with SLD and CL arrangements.
The general conclusion of this project suggests that it would be beneficial if teachers in special schools, researchers and stakeholders consider the issue of social skills in terms of peer relations and CL arrangements in special settings. The implementation of CL arrangements in the two special schools appear to encourage positive interdependence and interactions among peers and may, therefore, be an effective tool that would seem to benefit and promote pupils’ social skills. In order for this to happen, however, there is a need for a change in the educational and schools’ agendas that would favour a social pedagogy, where teacher-led learning would be replaced by pupils’ active involvement.
Recommendation
It seems important to favour a climate oriented toward mastery rather than performance, as it can foster the willingness to cooperate, to seek help and to regulate conflicts in a constructive way. Second, we invite teachers to prepare their learners for cooperation
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