Thesis Abstract

Abstract
This research project explores the effectiveness of using multimedia in preschool education, focusing on a case study of Little Angels Montessori. The study aims to investigate how the integration of multimedia technologies impacts the learning outcomes and engagement levels of preschool students. The research methodology involves a mixed-methods approach, utilizing both quantitative analysis of student performance data and qualitative feedback from teachers, parents, and students. The study will involve the implementation of various multimedia tools such as educational videos, interactive games, and digital storytelling in the preschool curriculum at Little Angels Montessori. Data will be collected on student performance in areas such as literacy, numeracy, and social skills both before and after the integration of multimedia tools. Additionally, feedback will be gathered from teachers on the ease of use and effectiveness of the multimedia resources, as well as from parents and students on their perceptions of the impact on learning. The research project aims to provide valuable insights into the benefits and challenges of using multimedia in preschool education. By examining the impact on student learning outcomes and engagement levels, the study will contribute to the growing body of research on the integration of technology in early childhood education. The findings of the research will have implications for educators, policymakers, and parents seeking to enhance the quality of preschool education through the use of multimedia tools. Overall, this research project seeks to address the gap in the literature regarding the effectiveness of multimedia in preschool education, with a specific focus on a case study of Little Angels Montessori. By providing a detailed analysis of the implementation of multimedia tools and their impact on student learning outcomes, the study aims to inform best practices for integrating technology in early childhood education settings. The research findings will be valuable for educators looking to optimize the use of multimedia resources in preschool classrooms, as well as for researchers interested in further exploring the role of technology in enhancing early childhood education.

Thesis Overview

INTRODUCTION

 

1.2. Background of the Study

In both industrialized and developing nations, preschool education has been shown to bring critical gains to children’s social, physical, emotional and cognitive development. The importance of early learning has been increasingly recognized both in its own right and many believe it may enhance subsequent academic performance (Mmari, 2008). The importance of the quality of children’s early home and preschool environments in formal school has been strongly supported by research evidence. Mmari, (2008); Kalua, (2004); Weikart, (1999)

The history of provision of education to pre- primary school started as early childhood care. It started during the colonial period. In Nigeria pre-primary school was started by religious organizations, NGOs and minority racial groups. These pre-school institutions included bush schools, madras (Quranic schools), nursery schools, kindergartens and day care centres. (Omari, 1973). After independence in 1960, there was some pressure from few parents for pre-school education of their children. The reasons given for pre-school education were growth of towns and disruption of communal child rearing practices, working mothers, development of modern technologies and the appearance of nuclear families. Later in the development of villages after 1967 the prevailing situation required that women should be freed so as participate fully in economic production in the new villages (Kweka, 2000). The expansion of primary education in the country also meant that older children would not be at home taking care of their young brothers or sisters. At the same time some parents looked at pre-school education as a good preparation for formal schooling. This would thus enable their children to do better in primary school education and secure a place in secondary schools. (Kweka 2000).

1.2.1. The concept of pre-primary education

Pre-primary education refers to education provided to children usually aged 5-6 years so as to prepare them for formal primary Education (MoEC, 1995 and Mbise, 2000). In preprimary education the students are expected to learn pre-reading skills, pre-writing skills, and counting skills (Reuben 2005). Castle (1993) underscored the importance of pre-primary education as to give children the opportunity to learn, play together, to share toys, to use their hands, feet and eyes, to gain self-confidence, to learn how to keep clean, how to dress and how to use their bodies. The children also sing and recite poems, which improve their speech and memory. The formalization of pre-primary education in Nigeria was first recommended in the year of the child 1979 in UNICEF report. The Ministry of Education and Culture at that time was entrusted to provide guidance and resources for the establishment and administration of public pre-primary schools.