Thesis Abstract

Abstract
This study explores the effectiveness of using multimedia in preschool education, focusing on a case study of Little Angels Montessori. The research investigates how the integration of multimedia tools such as interactive whiteboards, educational apps, and educational videos impact the learning outcomes and engagement levels of preschool children. The study utilizes a mixed-methods approach, combining quantitative data analysis of academic performance with qualitative insights from teachers, parents, and students. Preliminary findings suggest that the use of multimedia in preschool education at Little Angels Montessori has enhanced the learning experience for children. Academic performance data indicates a positive correlation between multimedia usage and improved cognitive skills, language development, and overall academic achievement. Furthermore, qualitative feedback from teachers highlights increased student engagement, motivation, and enthusiasm for learning when multimedia tools are incorporated into lessons. The study also examines the challenges and limitations associated with implementing multimedia in preschool education. These include issues related to access to technology, teacher training, and potential distractions during multimedia-based lessons. Despite these challenges, the overall impact of multimedia on preschool education at Little Angels Montessori appears to be largely positive. In conclusion, this research sheds light on the effectiveness of using multimedia in preschool education, specifically within the context of Little Angels Montessori. The findings suggest that multimedia tools can play a valuable role in enhancing the learning experience of young children, promoting academic achievement, and fostering engagement in the classroom. Recommendations for future research include exploring additional ways to integrate multimedia into preschool curricula, addressing challenges related to technology access and teacher training, and further investigating the long-term effects of multimedia usage on early childhood development. Ultimately, this study contributes to the ongoing dialogue surrounding the use of technology in early childhood education and provides valuable insights for educators, parents, and policymakers seeking to optimize learning experiences for young learners.

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.